National standard for driver and rider training - Gov.UK

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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
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National standard for driver and rider training - Gov.UK

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