Did the trainer identify the pupils learning goals and needs?

Did the trainer identify the pupils learning goals and needs? – official DVSA examiner guidance

Did the trainer identify the pupils learning goals and needs? – Usually, this process will take place at the beginning of a lesson. However, where the PDI and the pupil have been working together for some time prior to the Part 3or in the case of an ADI, standards check, they may have already laid down the basic structure of the pupil’s learning goals. This needs to be taken into account when assessing this element.

If the PDI has not worked with the pupil before it is perfectly OK for the PDI to ask the pupil to undertake a demonstration / assessment drive. This should give the PDI a good idea of the pupil’s level of competence and provide a basis for a discussion of the pupil’s needs.

It is also important to remember that a better understanding of the pupil’s needs may emerge as the lesson progresses. The pupils needs will continuously change as the lesson progresses. However, if the pupil is performing well the PDI should consider a change in original lesson plan. It follows that this criteria cannot be ‘ticked-off’ at the beginning of the lesson and then forgotten.

As an examiner observes the lesson, they should be looking for Indications that the elements, which go to make up the low-level competence, are being demonstrated. In this case the sorts of things that would give them an indication of competence include:

• encouraging the pupil to say what they want from the lesson
• if early in the learning process, ensuring there is understanding about responsibility for managing risk
• asking questions to ensure understanding
• checking understanding as the lesson progresses
• listening to what the pupil is saying
• taking note of body language

If a PDI encourages the pupil to say what they want, asks questions to check understanding at the beginning and as the lesson progresses, listens to what they are saying and picks up on body language they are likely to get a 3. If, on the other hand, the pupil does all the listening and the PDI fails to spot the learner getting very tense and nervous in a particular situation they would probably get a 2. They would have demonstrated their understanding of the need to listen etc. but have not yet developed their ability to spot non-verbal clues. Indications of a lack of competence could include:

• making assumptions about understanding or experience
• failing to note negative or concerned comments or body language that shows discomfort
• undermining the pupil’s confidence by continually asking questions clearly beyond the pupil’s knowledge or understanding
• pushing the pupil to address issues that they are not happy to talk about, unless there is a clear need, such as an identified risk or a safety critical issue

Understanding the Skill Through the Lens of Real Instruction

Of all the competencies an Approved Driving Instructor is assessed on, this one — “Did the trainer identify the pupil’s learning goals and needs?” — is arguably the foundation stone. It’s where good instruction begins. Before you can teach anything, you have to know what the learner is trying to achieve and why they’re struggling to achieve it. It’s the instructor’s equivalent of reading the road ahead.

Let’s put this into a real-world example — approaching junctions at an appropriate speed.

Did the trainer identify the pupils learning goals and needs? – Identifying the Goal

At first glance, the goal seems straightforward: “I want to get my speed right when I approach a junction.”
But that’s only the surface layer. A skilled trainer will drill deeper, because “getting the speed right” can mean different things to different pupils. One might be approaching too fast out of nerves; another might be too hesitant, holding up traffic and losing confidence. The trick lies in uncovering what’s really going on — that’s where this Part 3 skill shines.

Start with questions that open up the conversation:

• “What tends to happen when you approach a junction?”
• “What do you find difficult about judging your speed?”
• “When do you feel you’ve got it right — what’s different then?”

These questions are gold. They shift the dynamic from ‘instructor telling’ to ‘pupil exploring’. Once the pupil starts reflecting, you’re on the road to understanding their version of the problem.

Did the trainer identify the pupils learning goals and needs? – Identifying the Needs

Now comes the diagnostic stage — the instructor’s detective work.
To approach a junction at an appropriate speed, a pupil needs to have four key building blocks in place:

1. Knowledge – They must know what an appropriate approach speed actually is. That includes understanding speed limits, signs, the type of junction (open or closed), and the need to be able to stop safely within the distance they can see to be clear.
2. Understanding – They must grasp why speed matters. For instance, excessive speed reduces time to observe and plan; too little speed can create risk by hesitation. They need to appreciate that appropriate speed equals control, not simply “slow down”.
3. Skill – They must be able to physically control the vehicle smoothly: effective mirror use, early gear selection, timely braking, and looking well ahead. This is where MSPSGL habits come into play.
4. Confidence – They need to trust their own judgement. Confidence allows them to adjust speed for varying conditions without relying on constant prompting.

A pupil who lacks any one of those elements will struggle to achieve the goal consistently.

Why It Matters for the ADI Part 3

On test, the examiner is watching to see whether you, as the trainer, have accurately diagnosed which of those needs the pupil is missing. If your pupil’s struggling with speed on approach and you launch straight into talk about mirror routines, you’ve missed the mark. But if you explore their feelings, observe their habits, and link your teaching to the underlying cause — that’s when the examiner starts nodding.

Identifying goals and needs isn’t about ticking a box. It’s about forming a precise picture of what the pupil needs to move forward safely and confidently. It’s the professional art of turning “I keep going too fast” into a targeted, meaningful learning plan.

Did the trainer identify the pupils learning goals and needs?
When you’re watching that junction ahead, you’re reading the road. When you’re teaching it, you’re reading the pupil. And the ADI Part 3 reward goes to the instructor who does both — calmly, clearly, and with purpose.

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