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.

Everyone learns at a different rate, so you'll need to adapt your teaching to the ability of each pupil. Building confidence is an important part of teaching someone to drive. This can be hard to build but easy to lose, so be realistic in your expectations of a pupil.

It's important that instructors explain that safety checks aren't just a test requirement but are a vital part of keeping safe on the road. Explaining the reasons behind safety checks should help pupils to think for themselves and become safe drivers.

The key attitude to develop in driving is active responsibility. For most pupils, and adolescents in particular, responsibility needs to be learnt. You should encourage learners to practise taking responsibility at the earliest opportunity.

Insurance companies are likely to charge a higher premium for people who have been convicted of driving while unfit through drink or drugs. This is because they've shown that they're a risk to others on the road.

If you're taking medication that's likely to affect your driving, don't drive. You mustn't put other road users, your passengers or yourself at risk.

The fuel in your vehicle can be a dangerous fire hazard. A strong smell of petrol may indicate a fuel leak and needs investigating. Don't use a naked flame near the vehicle if you can smell fuel, and don't smoke when refuelling your vehicle.

Never drive if you've taken medicine without first checking what the side-effects might be. Many over-the-counter medicines carry a warning that they may cause drowsiness. They can affect your judgement and perception, and therefore your ability to drive safely.

If you're feeling upset or angry, your concentration and judgement will be affected; this will increase your risk of an incident while driving. You should therefore wait until you've calmed down before you start driving.

Always check the label on any medication you take, as some medicine can make you feel drowsy and slow your reactions. Your doctor or pharmacist will be able to give you advice about possible side-effects of both prescribed and over-the-counter medicines.

If your pupil's driving is below the required test standard, it's your responsibility as a professional instructor to advise them not to take the test. As soon as you become aware of a possible problem, you should discuss this with your pupil and positively encourage them that, in their interest, and for other road users as well, it would be far better to postpone the appointment. If you can't dissuade them, then you should withhold the use of your vehicle. Ultimately, it's the pupil's test and an instructor can't prevent them from taking it in someone else's vehicle.

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.

At junctions where the view is restricted, you need to make sure your pupil has time to assess the situation. Teach them to approach slowly and get a good look at the traffic situation before making a decision.

The closer a driver gets to the vehicle in front, the less they can see of the road ahead. The safety aspects of keeping well back to gain a better view need to be emphasised and practised. It takes a long time to overtake a long vehicle and a good view of the road ahead is necessary to see that there's enough room to overtake safely.