National standard for driver and rider training - Gov.UK

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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
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National standard for driver and rider training - Gov.UK

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