National standard for driver and rider training - Gov.UK
National standard for driver and rider training - Gov.UK
National standard for driver and rider training - Gov.UK
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Unit 6.3 – Enable safe <strong>and</strong> 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 <strong>and</strong> working with the learner to identify obstaclesto learning <strong>and</strong> strategies <strong>for</strong> overcoming those obstacles. It recognises that delivering theseobjectives when working with a group of learners presents extra challenges <strong>and</strong> barriers tolearning. This calls <strong>for</strong> extra competences.Per<strong>for</strong>mance <strong>st<strong>and</strong>ard</strong>sYou must be able to1. make sure all learners feel com<strong>for</strong>table<strong>and</strong> able to express their views <strong>and</strong>concerns2. encourage all learners to ask questions<strong>and</strong>, where necessary, modify your deliveryto ensure underst<strong>and</strong>ing3. make sure learners underst<strong>and</strong> thepurpose, processes <strong>and</strong> intendedoutcomes of each group activity, <strong>and</strong> 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 <strong>and</strong> clearly interrupt behaviour thatisdiscriminatoryoppressivepreventing any individual frombenefiting from the learning experienceKnowledge <strong>and</strong> underst<strong>and</strong>ing requirementsYou must know <strong>and</strong> underst<strong>and</strong>a) 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 <strong>for</strong> 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 dynamics<strong>National</strong> <strong>st<strong>and</strong>ard</strong> <strong>for</strong> <strong>driver</strong> <strong>and</strong><strong>rider</strong> <strong>training</strong>18 of 33www.gov.uk/dsa
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