National standard for driver and rider training - Gov.UK

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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
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