Free ADI Band 4 Theory Test

As people age, their reactions tend to slow and they can take longer to assess hazards. Don't try to rush them, but be tolerant and patient.

In client-centred learning, there should be lots of opportunities for you to observe how your pupil's learning is going. You should provide frequent feedback on their progress, based on these observations, and talk to your pupil about how they view their progress. Then you can adjust the lesson content to meet your pupil's learning needs.

You should agree a plan with your pupil at the start of a lesson. However, as the lesson progresses it may become clear that the plan needs to be adapted - for example, if there's a gap in the pupil's knowledge that needs to be filled before they can proceed. You should agree with your pupil how to deal with that gap, even if it means changing the original lesson plan.

When stopping a car, a gear change is often not needed. Modern cars have powerful brakes and tyres with good grip. This makes it generally unnecessary to select a lower gear before stopping.

To design an effective programme of learning, it's important to understand what a pupil brings to the process. This will enable you to decide the level at which instruction can begin. It will also encourage the pupil to engage with the learning process if they're not forced to go over material they already know.

When planning and delivering a lesson, it's important to remember that we all learn in different ways. Continuing to deliver in the same way, when the pupil is clearly not engaging or making progress, may reduce their motivation even further.

While a driving instructor should have a prepared plan for each lesson, there needs to be flexibility in how it's delivered. If one teaching method isn't successful, then other methods need to be tried to find one that works for the pupil.

If you're involved in a collision, a correctly adjusted head restraint will reduce the risk of neck and back injury. It may not be effective if it's not properly adjusted.

The cost of insurance varies with your age. Usually, the younger you are, the more expensive it is - especially if you're under 25. Some post-test training schemes are recognised by insurance companies, and new drivers who complete this form of extra training may benefit from a reduced first premium.

At the correct stage in a pupil's development, it's beneficial to practise steering the vehicle with one hand. They should then find it easier to change gear, operate another control or give arm signals as and when appropriate. Any tendency to drive with one hand without good reason should be strongly discouraged.

If a pupil isn't responding to a particular part of the learning programme, with a bit of help they'll normally be able to say what's going wrong. In saying what's wrong, they'll often be able to tell you what it will take to get over the problem.

When booking a driving-test appointment, it's important to declare if the candidate is deaf. This will ensure that appropriate arrangements are made for the test.

Officially, the flashing of headlights has the same meaning as sounding the horn - a warning of the presence of a vehicle. However, drivers sometimes flash their headlights for other reasons. Make sure you know what's meant by the signal before acting on it.

Overtaking on the approach to a junction is fraught with danger and shouldn't be attempted. Particular guidance needs to be given about the unusual course a large goods vehicle may need to take in order to negotiate the junction safely.

Giving the pupil a chance to reflect on their own performance helps them to consolidate their learning and to raise any issues that are concerning them. It gives the instructor a clearer insight into what the pupil is thinking and provides a good foundation for agreeing what to do in the next lesson.