National standard for driver and rider training - Gov.UK

National standard for driver andrider trainingThe national standard describes the skills, knowledge and understandingneeded to be a safe and responsible driving or riding instructor or instructortrainer.Version 2.2December 2013

Introducing the ‘National standard for driver and ridertraining’This national standard sets out the skills, knowledge and understanding needed to deliver aprogramme of driver/rider training. It covers training for drivers or riders of all types of cars, lightvans, motorcycles and mopeds for use on the road. It covers training for licence acquisition andpost-test driving/riding programmes.The Standard assumes that any person wishing to teach somebody to drive or ride hasa current driving/riding licencemastered all the competences set out in roles 1 to 4 of the ‘National standard for driving cars andlight vans (category B)’ or the ‘National Standard for riding mopeds and motorcycles (categoryA/) ’demonstrated competence in role 5 of the ‘National standard for driving cars and light vans(category B) ’ or the ‘‘National Standard for riding mopeds and motorcycles (category A/) ’In other words it assumes that they have maintained and improved their competence, at both thetheoretical and practical levels, since they acquired their licence. Candidates will be expected todemonstrate at least level 3 competence.This Standard sets out the knowledge, skills and understanding needed to deliver successfullearning. It talks about instructors delivering agreed syllabuses using a ‘client-centred’ approach. TheStandard talks mainly about the skills, knowledge and understanding required to work ‘in-car’ (or ‘onbike’) but also acknowledges that some driver/rider training organisations may opt to deliver part ofany given syllabus to a classroom group. The knowledge, skills and understanding that apply in theclassroom have therefore been included, but not all instructors will choose to train in this way. Formotorcycle instructors, however, group delivery in a classroom (or similar training environment) is acore skill.The standard includes some of the skills, knowledge and understanding needed by trainers ofinstructors (such as role play). It assumes higher level assessment skills will be covered by astandard assessor unit.As with all of DSA’s standards, this standard is expected to change in response to further evidencethat may emerge and to peer comment. It is expected that the range of units will be extended tocover specialist areas such as the Equality Act 2010 and the delivery of remedial programmes.Note:These units were used as the basis for redefining the Driver Training National OccupationalStandards, which are used to develop any driver training qualifications.National standard for driver andrider training2 of 33www.gov.uk/dsa

Role 6 – Deliver driver/rider training programmesUnit 1 – Prepare to train learner driver/riders – meet all legalrequirementsWhat this unit is aboutThis unit is about confirming that you meet all the legal requirements before you start deliveringtraining. These coverthe vehicle or machine you intend to useyour status as an instructorThe core of this unit is that you must know and understand what the law says about using a vehicleor machine for training purposes and about your entitlement to deliver training.Some of the tasks may be given to other people in your organisation. However, you should still beable to confirm that the vehicle you intend to use is roadworthy and that you are legally able to carryout the training.This unit contains two elementsElement 6.1.1 – Confirm that you comply with legal requirementsElement 6.1.2 – Confirm that the training vehicle is fit for purposeWho this unit is forThis unit is for instructors who train learner driver/riders.GlossaryYour organisationVehicleDriver/riderLearnerThis is the company you work for or, if you are self employed, the rules youhave set for yourself to make sure you comply with relevant legal andlicensing requirements.This covers all powered means of travel, such as cars, motorcycles, vans, etc.This includes drivers or riders of all vehicles.This term can indicate novice, partly trained, trained or experienceddriver/riders, including those who may be adding a licence category.National standard for driver andrider training3 of 33www.gov.uk/dsa

Unit 6.1 – Prepare to train learner driver/riders – meet all legalrequirementsElement 6.1.1 – Confirm that you comply with legal requirementsAbout this elementThis element is about making sure that you can legally provide training. This includes licence andinstructor registration requirements. You must report any change to your health or eyesight, orany convictions, to all those who legally need to know.Performance standardsYou must be able to1. confirm that you hold a current, validlicence to drive or ride the training vehicle2. confirm that you are registered as aninstructor with the appropriate body orbodies, or that you are exempt fromregistration3. comply with organisational and legalrequirements to report any change to yourstatus as an instructor, such asconvictionsmedical conditionschanges to your eyesight4. display your current instructor registrationcertificate, or have it with you, in line withlegal requirementsKnowledge and understanding requirementsYou must know and understanda) the licence regulations that apply to thetraining vehicle you are usingb) whether there are requirements to belong toa register of instructors for the trainingvehicle you are usingc) the legal requirements and conditions thatapply to gaining and maintaining registrationto any appropriate body or bodiesd) the types of offence you must report underorganisational or legal requirements andhow they affect your status as an instructore) how changes to your health or your eyesightmay affect your status as an instructorf) the eyesight requirements that apply for thetraining vehicle you are usingNational standard for driver andrider training4 of 33www.gov.uk/dsa

Unit 6.1 – Prepare to train learner driver/riders – meet all legalrequirementsElement 6.1.2 - Confirm that the training vehicle is fit for purposeAbout this elementThis element is about making sure the training vehicle meets the relevant legal andorganisational requirements for roadworthiness. Where the vehicle is a motorcycle or moped, itshould also be suitable for the rider. You should confirm that all necessary documentation isavailable and valid. You should also be aware of any requirements for a minimum test vehicle(MTV). Routine maintenance and recognising any faults with the vehicle are also covered.When using a vehicle provided by the learner there are clearly limits to how far you can go incarrying out checks and taking corrective actions. You should still confirm that the vehicle meetsMTV requirements, check the documentation, carry out basic safety checks, such as those ontyres and lights, and make sure that L plates (or D plates in Wales) are displayed correctly.Performance standardsYou must be able to1. make sure that any vehicle used fortraining purposesmeets the minimum test vehiclerequirementsis correctly marked2. make sure that any equipment fitted to thevehicle, such as dual controls, islegally compliantfit for purpose3. make sure that insurance is in place tocover driver/rider-training, and whereappropriate driver/rider-testing, in thevehicle as adapted4. confirm all other vehicle documentation(such as registration, tax disc and MOT)meets legal requirements5. confirm the vehicle’s service record is inaccordance with the supplier’s or yourorganisation’s recommendationsKnowledge and understanding requirementsYou must know and understanda) minimum test vehicle (MTV) requirementsfor licence acquisition practical testsb) the legal requirement to identify a vehiclebeing used for on-road training of provisionallicence holders, by fitting L/D platesc) how to check the operation of equipmentsuch as dual controlsd) any legal requirements or restrictions thatapply to the fitting and use of equipmente) what insurance you must have in place todeliver driver/rider-training for the vehicleinvolvedf) the need to inform your insurance providerof any adaptations to your vehicleg) the statutory registration, licensing andtesting requirements for the vehicleh) how to access the service record for thevehicle and confirm that necessary servicinghas been carried outNational standard for driver andrider training5 of 33www.gov.uk/dsa

6. carry out vehicle checks and report faultsor problems with the vehicle in line withorganisational and legal requirements7. carry out corrective actions that are withinyour authority8. make other arrangements when a vehicleis not fit for purposei) how to access any organisational checklistfor the vehicle and carry out those checksj) what action to take if the vehicledoes not have all the necessarydocumentationhas not been servicedfails any checksNational standard for driver andrider training6 of 33www.gov.uk/dsa

Role 6 - Deliver driver/rider training programmesRole 6 Unit 2 – Design learning programmesWhat this unit is aboutThis unit uses a ‘client-centred’ learning approach. It is about maximising learning by taking intoaccount the status, prior experience and particular needs of the learner.This unit assumes that any instructor should be able to respond to the needs of any individual whowishes to be trained. It is unreasonable to expect an instructor to understand, and be able to respondto, the specific needs of every type of special need. However, they should be able to activelymanage the process of finding alternative support in these circumstances.Instructors may be following outline programmes designed by others. As a learner-centred instructor,however, they must be able to adjust an outline programme to meet the needs of the learner bytaking prior learning into accountidentifying any issues or opportunities as the training progressesThey must also understand how adjustments will affect the learning outcomes of the programme.They can then make sure that no learning outcomes are missed and that learning opportunities aremaximised.Who this unit is forThis unit is for people who train learner driver/riders of all vehicles.GlossaryYour organisationVehicleDriver/riderLearnerThis is the company you work for or, if you are self employed, the rules youhave set for yourself so that you comply with relevant legal and licensingrequirements.This covers all powered means of travel, such as cars, motorcycles, vans, etc.This includes drivers or riders of all vehicles.This term can indicate novice, partly trained, trained or experienceddriver/riders including those who may be adding a licence category.National standard for driver andrider training7 of 33www.gov.uk/dsa

Unit 6.2 – Design learning programmesElement 6.2.1 – Design learning programmesPerformance standardsYou must be able to1. confirm that the learner holds aprovisional or full licence for the categoryof the training vehicle2. confirm that the learner’s eyesight meetslicence requirements3. identify the learning needs of the learner,their initial learning status and any specialneeds, including any need for in-vehicleadaptations4. transfer the learner to an appropriatecolleague where their learning needsexceed your competence, such aslearners with physical or cognitivedisabilities with which you are not familiar,or where you cannot provide a suitablyadapted vehicle5. plan an outline programme that deliversequal opportunities and access tolearning, including one-to-one and groupbasedsessions where suitable6. create lesson plans for each session thatoutline learning objectives, identify anyresources needed and take into accountany special needs (such as reducedconcentration spans or fatigue due tophysical conditions)7. make sure that any resources in the planwill be available, including e-learning andthird-party providers8. include competent third parties, wherethis will benefit the learner9. agree roles and responsibilities of anythird-party providers, including how theywill record and pass on relevantinformationKnowledge and understanding requirementsYou must know and understanda) the content and principles of the relevantDSA National Driving/Riding Standardb) the requirements of licence acquisition forthe vehicle being usedc) the requirements of any other formal, posttestassessment of driving competenced) the range of prior-learning inputs that canadd to the learning process and how theycan be featured in the way the learner istaughte) the range of special needs that learnersmight have and their broad implications fordriving or riding the training vehiclef) how cultural and religious factors may affectthe options available to support the learningprocess, such asinability to attend sessions on particulardays of the weeksensitivities about making eye-contactthe belief that it is ‘bad manners’ tocontradict the teacherg) the options available for including nonvehicle-basedor third-party learning inputsin the learning programmeh) best practice tools, techniques, exercisesand activities available to support transferof ownership of the learning process anddelivery of desired learning outcomesi) the ethical issues involved in the use ofpsychometric toolsj) the learning resources available to supportdriver/rider learning in general and thosewith special needs in particularNational standard for driver andrider training8 of 33www.gov.uk/dsa

10. where accompanying driver/riders areinvolved, specify how they can bestsupport each stage of the programme11. where applicable, specify how parents,guardians, partners or carers can supportlearners with physical or cognitivedisabilities12. specify how you will review learnerprogress and programme effectivenessk) how to draw up learning programmes thatcater for different learning styles and needs,includingliteracy issuesnumeracy issueslanguage issuesphysical disabilitiescognitive disabilitiesl) how to plan routes for on-road trainingsessions that provide safe, legal andeffective learning opportunitiesm) how to manage effective workingrelationships with other providersn) the law on accompanying driver/riderso) how to maximise the contribution of anaccompanying driver or rider to a learningprogrammep) where appropriate, how to foster effectiverelationships with the parents, guardians,partners or carers of learners with physicalor cognitive disabilitiesq) how to monitor and review learningprogrammes in the light oflearners’ changing needslearners’ progressany formative assessment requirementsr) how to gather the learners’ views of thelearning processformally and informallywhile maintaining confidentiality and trustwhile remaining within the statedlearning objectivess) how to manage confidentiality and datasecurity requirements for learningprogrammesNational standard for driver andrider training9 of 33www.gov.uk/dsa

Role 6 - Deliver driver/rider training programmesRole 6 Unit 3 – Enable safe and responsible driving/ridingWhat this unit is aboutThis unit is about helping and supporting a learner to acquire the skills, knowledge andunderstanding that they need to drive safely and responsibly throughout their driving career. Thismeans that the unit is not just about teaching a learner to pass a test. Instead, it is about developingthe learner’s competence and their willingness to continue the learning process beyond their test.The competences which go to make up this unit are presented in four elements. However, it isimportant to understand that the first three of these elements represent different aspects, or layers, ofa single, integrated, approach; an approach known as ‘client-centred learning’ 1 . It is not reallypossible or meaningful to attempt to demonstrate these competences in isolation.The fourth element, which is about group-based learning (typically but not always in a classroomenvironment) shares the ‘client-centred’ approach. However, it is presented here as a separateelement to reflect the fact that some instructors may choose to never work in this environment.Client-centred learning is not about the learner taking charge of the learning process and decidingwhat is going to happen. Instead it is about creating a conversation between the learner and theinstructor that is based on mutual respect. This approach is based on the idea that people resisttaking on new understandings and resist modifying their behaviour ifthe person who is trying to teach them fails to respect and value their idea of who they arethe person delivering the learning is not seen as ‘genuine’the person delivering the learning is not seen as having legitimate authorityIn the context of learning to drive or ride, the instructor brings to the learning process their hardearnedknowledge, understanding and experience. If they rely simply on telling the learner what theyshould do they will probably be able to teach them enough to pass their test. However, all theevidence suggests that learners in this sort of relationship do not really change the way they thinkand quickly forget what they have been taught. There is a better chance of a long-lasting change inunderstanding and behaviour if the instructorpresents their knowledge, understanding and experience clearly and effectivelylistens to the learner’s reactions to that inputhelps the learner to identify any obstacles to understanding and changesupports the learner to identify strategies for overcoming those obstacles for themselves1 In this context the phrase ‘client-centred’ is taken to mean, broadly, the same thing as ‘studentcentred’or ‘learner-centred’.National standard for driver andrider training10 of 33www.gov.uk/dsa

In this context this unit is not about teaching learners to perform driving or riding tasks in particularways. While it is reasonable to encourage learners to practise particular methods for performing agiven task, because there are clearly explainable benefits to that method, the outcome of thelearning process should be that the learner has developed a safe and responsible method which theycan apply consistently and reliably; not that they have learnt any one specified method.This unit contains four elementsElement 6.3.1 – Create a climate that promotes learningElement 6.3.2 – Explain and demonstrate skills and techniquesElement 6.3.3 – CoachElement 6.3.4 – Facilitate group-based learningWho this unit is forThis unit is for people who train learner driver/riders of all vehicles.GlossaryYour organisationVehicleDriver/riderLearnerThis is the company you work for or, if you are self employed, the rules youhave set for yourself to ensure that you comply with relevant legal andlicensing requirements.This covers all powered means of travel, such as cars, motorcycles, vans, etc.This includes drivers or riders of all vehicles.This term can indicate novices, partly trained, trained or experienceddriver/riders including those who may be adding a licence category.National standard for driver andrider training11 of 33www.gov.uk/dsa

Unit 6.3 – Enable safe and responsible driving/ridingElement 6.3.1 – Create a climate that promotes learningAbout this elementThis element is about creating a relationship with the learner, and a context for their learning, thathelps them to take ownership of their learning process. It is the foundation on which the next twoelements are built.This approach is based on the understanding that learners whoare not engaged by the trainingjust receive informationare less well equipped to deal with the wide range of challenges they will meet, when they driveindependently, than those who are supported to be active learners.The element is also about ensuring that every learner has access to the same learningopportunities and is treated with equal respect.Performance standardsYou must be able to1. establish an effective verbal and/or nonverbalcommunications strategy thatis free from discriminationdoes not exploit the learnerdoes not collude with risky behaviour orattitudes2. make sure the learner fully understands theobjectives, structure and formal assessmentrequirements of the programme3. explain how you expect to work with thelearner and how you expect them to workwith you4. make sure the learner understands whatother opportunities, methods and resourcesare available and how these can beincluded in their overall learning processKnowledge and understanding requirementsYou must know and understanda) how to ensure and improve good verbaland/or non-verbal communication, such asbyusing good eye-contact (where this isculturally acceptable)using consistent languagebreaking things into manageable piecesusing graphics, pictures and other visualaids to reinforce your wordsb) the content and principles of the relevantDSA National Driving/Riding Standardc) the evidence that indicates that an activeand lifelong approach to learning reducesthe risk of crashes and the long-term cost ofdrivingd) how to set clear guidelines for acceptablebehaviour within the learning environmentNational standard for driver andrider training12 of 33www.gov.uk/dsa

5. where appropriate, explain how parents,guardians, partners or carers can supportlearners with physical or cognitivedisabilities6. where a driver accompanies the learner onprivate practice, explain how they can bemost effective in supporting the learner7. explain how you intend to monitor andreview the learner’s progress during theprogramme8. agree the details of the learning plan withthe learnerwithin the constraints of the overallprogrammewith the understanding that you maywork with the learner to agree changesif requirede) the effect of your own assumptions aboutparticular groups within society on yourability to deliver effective learningf) the role of ‘individual learning plans’ andsimilar models for agreeing ways forwardwithin learning programmesg) how to identify and deal with possiblebarriers to learning and achievement,includingdelivery methodstimeslocationlack of support for people with specialneedslack of facilitiesh) how to explain the objectives and structureof a learning programme, and your choice ofmethods, in a way that is appropriate foreach learneri) how to include accompanying driver/riders inthe learning process in a way that reinforceslearning outcomesj) the scope for flexibility within the programmek) the credibility of the licence acquisitionprocess with key stakeholders such asparents or employersl) the credibility of post-test assessments ofdriving competence with key stakeholderssuch as parents or employersm) external influences on the learner’s attitudeto the learning process, such as economicfactors and peer pressureNational standard for driver andrider training13 of 33www.gov.uk/dsa

Unit 6.3 – Enable safe and responsible driving/ridingElement 6.3.2 - Explain and demonstrate skills and techniquesAbout this elementWithin the learner-centred approach, there is a legitimate role for well delivered explanation anddemonstration. This element sets out the standards for this. Instructors should be able to provideclear, realistic and reliable demonstrations of how to apply practical skills – both stationary andmoving. They should be able to explain what they are doing and why they are doing it. Havingprovided such demonstrations, they should then be able to support the learner in practising theskills and give them feedback.The element assumes that the process of learning practical skills is helped if the learnerunderstands the reasons why a particular skill is necessary.Performance standardsYou must be able to1. select suitable locations for deliveringdemonstrations2. provide timely and appropriate explanationsand demonstrations of the skills andtechniques required to drive or ride avehicle safely and responsibly, including theuse of adaptations where fitted3. encourage learners to ask questions and,where necessary, repeat or alter youranswer so that they understand4. make sure that the learner understands anytheory that links to on-road application ofthe skill or technique being taught5. make sure that learners have enoughopportunities to practise the skilldemonstrated6. give feedback to learners that helps themidentify, understand and overcomeobstacles to competent application of skillsKnowledge and understanding requirementsYou must know and understanda) how to deliver an explanation ordemonstration so that the learner gains themaximum learning, taking into accountdifferent learning stylesb) how to make sure that the learnerunderstands the purpose and content of anyexplanation or demonstrationc) how to assess whether a location is suitablefor the demonstration of a skill or techniqued) that while frequent explanations anddemonstrations can be supportive for somelearners, for others this may be demotivatinge) how to overcome the limitations of the invehicleenvironment 2f) how to provide explanations anddemonstrations in practical driving skillswhile stationary2 Those training motorcycle or moped riders face particular challenges when delivering on-roadtraining. In this context this element should be taken to include the use of two-way radio and anyother similar devices that enable machine to machine communication.National standard for driver andrider training14 of 33www.gov.uk/dsa

7. where possible, encourage and helplearners to practise skills in a structuredway, outside the formal learningenvironmentg) how to carry out a moving vehicledemonstration while keeping full control ofthe vehicleh) how to provide a verbal explanation of whatyou are doing while carrying out a movingvehicle demonstration 3i) the content of the Highway Code and therequirements of the licence acquisitiontheory testj) the importance of moving the use of vehiclecontrols, and other practical skills, fromactive effort to implicit or procedural memoryas quickly as possiblek) how to check the learner’s understandingand progressl) how to give formative feedback3 In this unit the ability to provide an explanation of what you are doing as you are doing it isconsidered to be a level 3 competence. The more complex process of ‘commentary driving’ isconsidered to be a level 4 competence.National standard for driver and15 of 33rider trainingwww.gov.uk/dsa

Unit 6.3 – Enable safe and responsible driving/ridingElement 6.3.3 – CoachAbout this elementThis element is about engaging in a conversation with the learner to help them identify obstacles tolearning and strategies for overcoming those obstacles.Note: It is unlikely that a learner will be willing to engage in this process if a secure grounding hasnot been established in element 6.3.1.Performance standardsYou must be able to1. listen to what the learner tells you about theobstacles they experience that preventthem from applyingpractical driving skillstheir understanding of theory2. help the learner to come up with strategiesfor overcoming obstacles3. work with the learner to help them reflect ontheir experience of the learningprogrammeyour feedbackthe feedback of other providers4. work with the learner to identify obstacles totheir ownership of the learning process andwork out strategies for overcoming thoseobstacles5. transfer the balance of responsibility fortheir learning process to the learner as soonas they are ready to take itKnowledge and understanding requirementsYou must know and understanda) how to use a range of learner-centredtechniques to help the learner identify andovercome barriers to achievement oflearning goalsb) how to use a range of learner-centredtechniques to encourage the learner to joinuptheir understanding of practice andtheory and of different parts of theoryc) how to use a range of learner-centredtechniques to support the transfer ofownership of the learning process to thelearnerd) the impact of your own willingness totransfer ownership of the learning processe) the importance of providing regularformative feedbackf) how to use learner-centred techniques whileputting your responsibility for safety in thelearning environment first6. at all times, exercise your responsibility forthe safety of yourself, the learner and otherroad users7. work with the learner to agree when theyare ready for formal assessment of drivingcompetenceNational standard for driver andrider training16 of 33www.gov.uk/dsa

8. accompany the learner to formalassessments when appropriate9. work with the learner to help themreflect on their experience ofassessmentreflect on examiner feedbackidentify strategies for overcomingproblems when they have failed anassessmentNational standard for driver andrider training17 of 33www.gov.uk/dsa

Unit 6.3 – Enable safe and responsible driving/ridingElement 6.3.4 – Facilitate group-based learningAbout this elementThis element shares the broad objectives of elements 6.3.1 – 6.3.3; creating a suitable learningenvironment, providing inputs based on expertise and working with the learner to identify obstaclesto learning and strategies for overcoming those obstacles. It recognises that delivering theseobjectives when working with a group of learners presents extra challenges and barriers tolearning. This calls for extra competences.Performance standardsYou must be able to1. make sure all learners feel comfortableand able to express their views andconcerns2. encourage all learners to ask questionsand, where necessary, modify your deliveryto ensure understanding3. make sure learners understand thepurpose, processes and intendedoutcomes of each group activity, and howit links to the rest of their learningprogramme4. support all learners to take an active part inlearning activities5. make sure individual behaviours or groupdynamics do not isolate individuals ordistract from the desired learningoutcomes6. make sure you do not collude withinappropriate attitudes to other groupmembers or to road safety7. promptly and clearly interrupt behaviour thatisdiscriminatoryoppressivepreventing any individual frombenefiting from the learning experienceKnowledge and understanding requirementsYou must know and understanda) how to make sure learners feelat their ease within the groupsafeable to take an active part in the learningprocessb) how to use a range of learning activitiesthat involve all members of the group sothat they gain the maximum learning benefitc) how to use learner-centred techniques tohelp individualsidentify obstacles to engagement withthe learning processdevise strategies for overcomingobstaclesd) the potential effect of peer groupassumptions on the behaviour of learnerse) the risk of group dynamics being dominatedby sub-groupsf) how to interrupt individual behaviours orgroup dynamics which have the effect ofexcluding individuals or sub-groupsg) the risk of unconsciously colluding withinappropriate behaviours or attitudesh) the risk of being diverted from intendedlearning outcomes by group dynamicsNational standard for driver andrider training18 of 33www.gov.uk/dsa

whether by other learners or by colleagues8. monitor the progress of individuals andprovide feedback to the learner and otherprovidersi) how to identify opportunities to increaselearning that arise in the group, and how toadapt presentations to support that processj) how to check an individual’s understandingand progress within a groupk) how to give feedback in a group and on aone-to-one basisl) how to provide feedback on individuallearner progress to other training providersNational standard for driver andrider training19 of 33www.gov.uk/dsa

Role 6 - Deliver driver/rider training programmesRole 6 Unit 4 – Manage risk to instructor, learner and third partiesWhat this unit is aboutThis unit is about actively managing the risks that can arise while delivering driver/rider training andensuring, as far as is within your control, the health and safety of all involved.This unit contains three elementsElement 6.4.1 – Manage the on-road environment to minimise riskElement 6.4.2 – Manage the risk of violence in the learning environmentElement 6.4.3 – Manage health and safety in the classroom environmentWho this unit is forThis unit is for people who train learner driver/riders of all vehicles.GlossaryYour organisationVehicleDriver/riderLearnerClassroomThis is the company you work for or, if you are self employed, the rules youhave set for yourself to ensure that you comply with relevant legal andlicensing requirements.This covers all powered means of travel, such as cars, motorcycles, vans, etc.This includes drivers or riders of all vehiclesThis term can indicate novices, partly trained, trained or experienceddriver/riders including those who may be adding a licence category.An enclosed learning space in which formal training is regularly delivered.National standard for driver andrider training20 of 33www.gov.uk/dsa

Unit 6.4 – Manage risk to instructor, learner and third partiesElement 6.4.1 – Manage the on-road environment to minimise riskAbout this elementThis element addresses those risks that can arise in an on-road training session. It assumes thatlearners will always be expected to take their share of responsibility for the management of risk,while recognising that their competence to take that responsibility will change over the period oftheir training. It also recognises that correctly understanding the nature of the risks that arise duringa training session is central to a learner’s ability to assess and respond to risk when they drive/rideindependently.Performance standardsYou must be able to1. take reasonable steps to make sure thelearner is fit to start the session, and takesuitable action if they are not fit2. make sure the learner fully understandshow you will share with them theresponsibility fortheir safetyyour safetythe safety of other road users3. give clear instructions (such as when andwhere to start, stop or turn), make sure thatthe learner understands your instructionsand, if they do not, modify your instructionsaccordingly4. explain when and how you may use verbalor physical interventions to ensure safety5. continue to scan the environment andassess hazards while observing thelearner and providing training inputs6. take suitable and timely action where youidentify a hazard that the learner doesnot appear to be aware ofKnowledge and understanding requirementsYou must know and understanda) the signs that a learner’s fitness to be trainedmay be impaired byalcoholillegal or controlled substancesover-the-counter or prescriptionmedicinesb) the signs that a learner may be sufferingfrom a physical or psychological conditionthat makes them unfit to be trained, includingconditions that they areunaware oftrying to hidec) what to do if you believe a learneris temporarily unfit to be trainedhas a permanent physical orpsychological condition that they havenot revealedd) how far you are responsible for the healthand safety of yourself and others in the onroadlearning environmentbelieve the learner is unable to respondsafely to a hazardNational standard for driver andrider training21 of 33www.gov.uk/dsa

7. use ‘client-centred’ techniques to make surethe learner is better equipped to deal withsuch hazards in the future8. take suitable and timely action, includingstopping the session, where the learnerbecomes unfit to continue or behaves in away that places you, the learner or thirdparties at unacceptable risk9. comply with any requirement to recorddetails of situations in which specific risksarisee) how far the learner is responsible for healthand safety in the on-road learningenvironment 4f) how you can take action, safely, and howthis depends on the type of training vehicle 5g) where applicable, how to operate dualcontrolsh) how to give feedback about risk-relatedissues so that you motivate and help thelearner to change their behaviour withoutincreasing fear-based responsesi) what to do if a learner becomes unfit tocontinue the sessionj) how to promptly interrupt deliberatebehaviour that places the instructor, learneror third parties at riskk) the instructor’s right to interrupt or stopsessions where an unacceptable risk arisesl) how to record incidents in which a risksituation arisesm) the impact of your own level of competenceand attitudes to risk on your ability tominimise riskn) the importance of demonstrating consistentattitudes to the management of risk to makesure that formal messages being given inthe learning programme are not undermined4 It is particularly important to understand how the balance of the responsibility may vary betweenvehicles. An instructor clearly has far less ability to act in the context of category A/M machinesthan in vehicles where they can take more direct control.5 This understanding is particularly important for category A/M vehicles where the only interventionavailable is usually through two-way radio. In this context a sudden alarm may, in itself, distract thelearner.National standard for driver and22 of 33rider trainingwww.gov.uk/dsa

Unit 6.4 – Manage risk to instructor, learner and third partiesElement 6.4.2 – Manage the risk of violence in the learning environmentAbout this elementThe Health and Safety Executive notes that“People who deal directly with the public may face aggressive or violent behaviour. They may besworn at, threatened or even attacked.”This unit is about taking steps to protect yourself, and learners, from aggressive or violentbehaviour, whether from other learners or third parties. The ‘Management of Health and Safety atWork Regulations 1999’ say that employers must assess the risks to employees and makearrangements for their health and safety by effectiveplanningorganisationcontrolmonitoring and reviewTherefore, it is assumed that any training organisation will have policies and guidance on how todeal with aggressive or violent behaviour. It is important that instructors understand what actionsthey can take to protect themselves and others, both to make sure that they are safe and that theycomply with legal requirements and limits.Performance standardsYou must be able to1. implement and comply with yourorganisation’s policy and procedures forprotecting staff from the risk of violence atwork2. implement and comply with yourorganisation’s policy and procedures forprotecting learners from the risk of violenceduring sessionsKnowledge and understanding requirementsYou must know and understanda) your legal responsibility to your well-being,safety and health in the workplace as setout in the relevant legislation for Health andSafety at Workb) the extent and limits of your obligation toprotect learners from the risk of physical orverbal violence during sessions3. manage verbally or physically aggressivebehaviour in ways that are consistent withbest practice and legal requirementsNational standard for driver andrider training23 of 33www.gov.uk/dsa

4. take appropriate and timely action, in linewith your organisation’s policy andprocedures, includingc) your organisation’s policy and proceduresfor the management of violence in thelearning environment includingstopping the sessionstopping sessionscalling for assistancesummoning assistanceleaving the learning spaceleaving the learning spaceif a learner’s behaviour puts you or others atrisk5. report details of any situation in which anactual or potential risk of aggressive orviolent behaviour arises, in line with yourorganisation’s policy and proceduresand how they apply to your role and level ofcompetenced) how to interpret body language, and theimportance of acknowledging otherpeople’s personal spacee) the impact of your own level of competenceand attitudes and how they may triggeraggressive or violent responsesf) the limits to your ability to protect yourself inpotentially violent situationsg) when and how you can safely interruptbehaviour which appears likely to result inviolenceh) how to record incidents in which a risksituation arisesi) the importance of demonstrating consistentattitudes and behaviours in themanagement of violence in the learningenvironment so that messages being givenin the overall learning programme are notunderminedNational standard for driver andrider training24 of 33www.gov.uk/dsa

Unit 6.4 – Manage risk to instructor, learner and third partiesElement 6.4.3 - Manage health and safety in the classroom environmentAbout this elementThis element is about those particular health and safety issues that arise when using enclosedpremises for the delivery of any part of the training process, in particular where groups of learnersare involved. It assumes that the risk of violence in the classroom is covered in 6.4.2.Performance standardsYou must be able to1. implement and follow general health andsafety procedures and requirements for thedelivery of services to the public2. implement and follow any specific healthand safety procedures and requirementsthat apply in the buildings you are using3. make sure that learners understand theoperation of health and safety andemergency procedures that apply in anyenclosed premises you are using4. in the event of an emergency, carry outyour responsibilities as set out in yourorganisation’s policy and procedures5. report details of any actual or potentialhealth and safety risks that arise, in line withyour organisation’s policy and proceduresKnowledge and understanding requirementsYou must know and understanda) the extent and limits of your responsibilityfor learners as set out in the relevant Healthand Safety at Work legislationb) the application of health and safetyregulations in any enclosed premisesc) the content of your organisation’s healthand safety policy and procedures and howthey apply to your role and responsibilitiesd) the operation of fire alarm and emergencyevacuation procedurese) the importance of remaining alert to healthand safety issues at all timesf) the importance of demonstrating consistentattitudes and behaviours in themanagement of health and safety risks sothat messages being given in the overalllearning programme are not underminedNational standard for driver andrider training25 of 33www.gov.uk/dsa

Role 6 - Deliver driver/rider training programmesRole 6 Unit 5 - Evaluate and develop your knowledge, understanding andskills in the driver/rider training industryWhat this unit is aboutThis unit is about evaluating your own performance against the established and evolvingrequirements of your role, identifying where there are opportunities for improvement and takingaction to respond to those opportunities.It is recognised that many organisations will have a formal personal development process in placewith which an employed instructor will be expected to comply. However, beyond this requirement,any competent instructor should be able to demonstrate that they are actively involved in maintainingand continuously improving their skills, knowledge and understanding whether they are employed orself-employed.Who this unit is forThis unit is for people who train learner driver/riders of all vehicles.GlossaryYour organisationVehicleDriver/riderLearnerThis is the company you work for or, if you are self employed, the rules youhave set for yourself to ensure that you comply with relevant legal andlicensing requirements.This covers all powered means of travel, such as cars, motorcycles, vans, etc.This includes drivers or riders of all vehicles.This term can indicate novices, partly trained, trained or experienceddriver/riders including those who may be adding a licence category.National standard for driver andrider training26 of 33www.gov.uk/dsa

Unit 6.5 - Evaluate and develop your knowledge, understanding andskills in the driver/rider training industryElement 6.5.1- Evaluate and develop your knowledge, understanding and skills in thedriver/rider training industryPerformance standardsYou must be able to1. identify the skills, knowledge andunderstanding needed for your role andevaluate your own capabilities andperformance against these2. evaluate your working practices againstrelevant organisational and legalrequirements3. keep up to date with training industry issuesand recognise when changes in the industrymean that you need to update yourknowledge, skills and understanding4. actively make use of all sources offeedback, such asperformance records of previouslearnersfeedback from line managersfeedback from colleagues or otherprofessionalsto identify gaps in your knowledge, skills orunderstanding5. set out objectives for the ongoingdevelopment of your knowledge, skills andunderstanding6. identify training or developmentopportunities that will help you update orclose any gaps in your knowledge, skillsand understanding7. keep a reflective log so that you canevaluate the outcome of your professionaldevelopment activities8. comply with any organisationalrequirements to plan and record yourKnowledge and understanding requirementsYou must know and understanda) the personal and professional benefits ofevaluating and developing your knowledge,understanding and skillsb) the requirements of the DSA NationalDriving/Riding Standardsc) the requirements of the DSA Driver/RiderTraining Standardd) the DSA’s standards check requirements,and how they will be assessede) any regulatory requirements for continuingprofessional developmentf) the performance and knowledgerequirements of any other body by whichyou are employedg) how to obtain feedback on your performancein a non-defensive wayh) current developments in driver/rider trainingpracticei) how to evaluate your own performanceagainst requirementsj) how to recognise where gaps in your skills,knowledge or understanding are affectingyour performancek) the opportunities for formal and informalprofessional development available throughyour employers or other providersl) how to record and evaluate yourprofessional practice in a reflective logm) how to build an achievable developmentplan and set yourself realistic objectives andprioritiesNational standard for driver andrider training27 of 33www.gov.uk/dsa

training and development activities and toevaluate the benefits of any training youundertaken) how to monitor your performance againstyour development plansNational standard for driver andrider training28 of 33www.gov.uk/dsa

Role 6 - Deliver driver/rider training programmesUnit 6.6 – Develop and use a programme of role play for traineeinstructorsWhat this unit is aboutThis unit is about developing and implementing a programme of role play for those training to bedriving or riding instructors. The role play will help trainee instructors to learn how to deal withsituations that they may come across with their learners.You will know when role play is appropriate to use as a training method, and be aware of thestrengths and limitations of its use. You will be able to brief the trainee instructor and undertake avariety of roles yourself as a trainer. You will be able to make sure the role play develops the traineeinstructor’s confidence by using accurate and supportive feedback. You will know when to close therole play and be able to help the trainee instructor to understand the learning achieved.You will appreciate the importance of, and need to comply with, relevant health and safety practicesand road traffic legislation in all role play activity.This unit contains two elementsElement 6.6.1 – Develop a programme of role playElement 6.6.2 – Implement a programme of role playWho this unit is forThis unit is for people who train driving instructors and/or riding instructors.National standard for driver andrider training29 of 33www.gov.uk/dsa

GlossaryYour organisationVehicleDriver/riderTrainee instructorLearnerFaultSimulationRole playThis is the company you work for or, if you are self employed, the rules youhave set for yourself to ensure that you comply with relevant legal andlicensing requirements.This covers all powered means of travel, such as cars, motorcycles, vans, etc.This includes drivers or riders of all vehicles.Those training to be instructors of drivers or riders of all vehicles.This term can indicate novices, partly trained, trained or experienced driversor riders including those who may be adding a licence category.This includes any area of a learner’s driving or riding that needs development.Committing (or appearing to commit) driving or riding faults. Displayingdevelopment needs.This consists of both portraying a character and simulating faults/developmentneeds. The character portrayal supports the simulation.Role PlayCharacter portrayal- Attitude- DemeanourSimulation- Actions- Spoken intentionsNational standard for driver andrider training30 of 33www.gov.uk/dsa

Unit 6.6 – Develop and use a programme of role play for traineeinstructorsElement 6.6.1 – Develop a programme of role playAbout this elementThis element is about developing a realistic programme of role play to be used with traineeinstructors.Performance standardsYou must be able to1. identify when role play could be an effectivetraining activity2. design role play activities that are realistic,reliable and credible3. make sure that the role play is relevant tothe needs of trainee instructors4. define learning outcomes for each role playsituation5. plan routes that are suitable for each roleplay situationKnowledge and understanding requirementsYou must know and understanda) the strengths and limitations of role playb) how to develop role play situations that meetthe needs of the trainee instructorc) when the use of role play is helpful, andwhen to use other methodsd) the types of faults and style of driving orriding common to various types of learnerse) for which situations role play is not a safetraining method6. plan simulation that makes sure that you,the trainee instructor and other road usersare not put at riskNational standard for driver andrider training31 of 33www.gov.uk/dsa

Unit 6.6 – Develop and use a programme of role play for traineeinstructorsElement 6.6.2 – Use a programme of role playAbout this elementThis element is about using the programme of role play with trainee instructors, and managing therole play effectively and safely.Performance standardsYou must be able to1. make sure that the instructor is briefed onthe learning outcome(s) of the role play2. brief the trainee instructor on how you willmanage the role play, for example how youwill communicate with them during the roleplay and how you will give feedback3. make sure the trainee instructor knowswhen you are in or out of role4. make sure that your behaviour is consistentwith the brief you have given to the traineeinstructor5. stay in role while the role play is meetingthe learning outcome(s) and close the roleplay when it is not meeting the learningoutcome(s)6. maintain the focus of the role play on thelearning outcome(s)7. scan the driving space and plan your drivingor riding so that you have all-roundawareness at all times8. make sure that safe practices are followedwhile in role, such asverbal simulation of high risk faultswhere possiblethreatening unsafe manoeuvres withoutactually making the manoeuvreportrayal of high risk attitudes that actas a barrier to safe and responsibledriving or riding, where appropriateKnowledge and understanding requirementsYou must know and understanda) how to give the trainee instructor a brief onthe purpose of and arrangements for the roleplayb) the importance of supporting the brief bycommunicating in a way that does notalter the trainee instructor’s perception ofyou as a learnerdriving or riding in a way that does notalter the trainee instructor’s perception ofyou as a learnerreacting realistically to the traineeinstructor’s responsesc) how to make it clear when role play beginsand ends, and recognise when, to end therole playd) techniques for scanning the driving spaceand planning your driving or riding whilstalso observing the trainee instructore) the safe practices and legislation relevant tothe role play, andthat no faults can be committed thatcontravene the rules of the road or affectother road usersthat no faults that involve vulnerableroad users should be committedhow to simulate risky attitudeswhat types of faults you can simulateverballyNational standard for driver andrider training32 of 33www.gov.uk/dsa

9. manage the balance of risk and simulationso that neither you nor the trainee instructoris overloadedf) how to deliver accurate and supportivefeedback to the trainee instructor10. adapt the level of fault simulation to matchthe trainee instructor’s ability11. use situations that develop on road to youradvantage, while maintaining safety12. show realistic improvement when thetrainee instructor identifies and targets adevelopment need13. remember details of the drive or ride whilein role, so that you can give feedback whenout of role14. give accurate and supportive feedback tohelp the trainee instructor to develop goodinstructional technique and safe practicesNational standard for driver andrider training33 of 33www.gov.uk/dsa