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.

If a serious incident occurs that requires you to use the dual controls, it's vital that the pupil fully understands what happened and how they could have avoided the situation or dealt with it better.

All-round observation is essential throughout any manoeuvre. Drivers should use their mirrors and pay particular attention to the direction in which they're moving, to vulnerable road users, and to what might be happening in any blind spots.

Learning is far more effective when a pupil can identify for themselves the reason why something has gone wrong. If they can't work it out, you can help them to understand with an explanation or a diagram. When they understand the problem, the pupil should then practise this manoeuvre.

A transfer of knowledge is when links are made between previous experience and the new skills to be learned. For example, a pedestrian who can judge appropriate gaps in the traffic to cross the road can link this skill to turning right into side roads when they learn to drive. A good instructor will identify these links.

Learning isn't always a continuous upward process. Sometimes pupils simply need time to consolidate learning before moving on. On other occasions there may be something blocking progress. You should work with the learner to understand what's happening and decide how to proceed.

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.

Only drive if you're fit to do so. Some medication can affect your concentration, your ability to stay awake and your judgement when dealing with hazards. Driving while taking such medication is highly dangerous.

Avoid drinking and driving. Just one drink could dangerously impair your judgement and reactions, as well as put you over the legal drink-drive limit.

If you need to use the dual controls, you must make sure the pupil understands why you've done so. If you need to use the dual controls often, it suggests that you've overestimated your pupil's ability and are asking too much of them. If you don't recognise this, your pupil may lose confidence and the trust between you may begin to break down.

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.

It's important that driving faults and errors are dealt with promptly. Learning will also be more effective if the pupil can spot their own errors and come up with their own strategies for ensuring the errors don't happen again. If the pupil doesn't recognise the fault, you'll need to tell them. Even then, the pupil can still work on developing strategies themselves.

Drivers and riders should proceed with caution at a junction where the traffic lights have failed. They should treat the situation as if it were an unmarked junction. As no-one has priority, everyone should be prepared to stop.

Never leave the vehicle documents inside the vehicle. They would help a thief to dispose of it more easily.