Core Competences Handbook

Written by instructors for instructors

2010
 Contents
FAULT IDENTIFICATION ......................................................................................... 2

FAULT ANALYSIS................................................................................................................ 6

REMEDIAL ACTION & LEVEL OF INSTRUCTION ............................................................... 13

TOOLS SECTION .............................................................................................................. 22

Core Competences Handbook

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 FAULT IDENTIFICATION
Using your own driving standard and understanding of routines look at your
student’s performance.

Using the road ahead mirrors pupil speak routine you have been practicing before

 Assess whether the student did it how you would have done it.....

We need to be clear what the fault was. If we introduce the wrong fault to our
student their performance will not get better.

This is an area of concern for a lot of instructors and relies on one principle rule.

 What was the cause of the fault?

As instructors we often hear, see, feel and smell during our student’s performance.
Hear the engine noise, see the use of mirrors, feel the harsh braking, smell the
burning clutch plate as examples.

Are these the causes of the faults or the effects?

Let’s consider a normal situation that’s not driving related to highlight the effects
of something.

You need to go shopping. You are running late and rushing to leave home before all
the traffic starts. You notice that you get to the shops and realise that you have
left your wallet or purse at home.

The effects of the fault is that now you have nothing to buy your favourite coffee
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or sandwich with and will either have to go home or just window shop.

The cause of all of this was rushing to leave.

Now we can see that a lot of the time a fault is often just one thing to change.

How can we make sure then that the fault we assess is the fault and not the
effect?

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 Well let’s give you some examples.

1. You notice that your student has steered to early when turning right.

2. They have hit the kerb, driven over the grass verge and eventually ended
back up in the road again.

1 is the cause

2 is the effect

This will continue to cause instructors concern but does get easier with practice.
Look for the one event that caused all the other.

We hope that we have made it clear that if you are not watching your student we
may only see the effect of the fault.

When must we be watching our student?

We must make sure that we are watching our student when they are performing a
routine. If we don’t we may not see their fault and then not be able to help them
improve upon it next time.

If it was how you would have done it, using the fault trackers for each routine or
manoeuvre mark the sheet with a tick for good performance or a cross from bad
performance.

If the performance was good make sure that you tell the student that they did
well, and you should do this for every part of the routine but only on the elements
that you gave ticks to. Only tell the student the positives at this stage.
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We have given you an example of possible things to say to praise the elements of
mspsl routine.

 Good use of mirrors

 Well timed signal
 Correct road position
 Correct speed for the conditions and sight lines
 Smooth gear change
 Good effective observation
 Good use of mirrors after the junction

So by highlighting the good elements of the student performance it allows us to

see the areas of concerns that will need our help to develop.

We must whenever possible never let the same problem happen again.

So we have highlighted the positives but have not mentioned the areas of more
need yet.

We must always whenever possible wait until all the elements of the routine have
been performed before stating the areas of need or the fault.

If we where to interrupt the performance it might be that some of the other

faults are due to us distracting the student with our conversation.

The only time you would want to interrupt the student is when danger or potential
danger is about to happen and this would classed as intervention not fault
identification. This will be discussed in more detail in another chapter.

So we have seen lots of good things in the performance and praised the student
for them. We have let the student’s performance finish... now we should introduce
the fault.
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It is advised that you use the same phrase or sentence every time to introduce the
fault as this allows you to not get side tracked and potentially waffle.

An example of this phase for not checking mirrors could be

 I noticed that you didn’t check any mirrors.....

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 It is also advised that you include the location of the fault as well so the example
will continue to say:

 I noticed that you did not check any mirrors at that last junction...

We will now be in a situation to introduce every fault that the student’s

performance has done in the same way.

If there are lots of faults to deal with it will be best that you ask the student to
pull over to the side of the road to discuss how to correct them for next time.

If there were only a few faults to correct it will be possible if time and space allow
fixing them on the move.

REMEMBER WE MUST DO AS MUCH AS WE CAN TO NOT LET THE STUDENT

REPEAT THE SAME FAULT AGAIN.

Make sure you make full use of the fault trackers for each subject in the tools
section of this handbook.

Make sure you make full use of

the fault trackers for each
subject in the tools section of
this handbook
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 FAULT ANALYSIS
So we have seen the positives in the performance and praised the student for a
job well done. We have also highlighted areas of concern or faults and have
introduced them to our student after all the elements of the performance has
been completed.

Let’s consider then why do people do things they did not mean to do.

Ask yourself why could you not use a gadget at home without reading the
instruction manual first? This is likely to be because you did not know what to do.
So the reason you had a higher need for help is a lack of knowledge.

 Lack of knowledge

Ask yourself again why could you do it with the instruction manuals help but got a
little lost when you could not find the instruction manual? This is likely to be
because as much as you knew what to do maybe you did not understand it. So the
reason you had a higher need for help is a lack of understanding.

 Lack of understanding

It is becoming increasing clear then that people do things for lots of reasons and
that the actual thing they are doing could be related to anything.

We mentioned in the fault identification chapter that we had seen that our
student had not checked the mirrors in pairs approaching the junction: Core Competences Handbook

 I noticed that you did not check any mirrors at that last junction...

Let’s continue with that.... we should ask the student a question to see if they have
the knowledge of what they should have done.

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 Asking the question of knowledge causes concerns for instructors who are learning
as they may have problems thinking of a suitable question to ask. That’s ok and very
normal.

Let’s use the analysis knowledge examples from the tools section

So the conversation to the students will now read:

 I noticed that you did not check any mirrors at that last junction...
 What mirrors should you have checked?

At this point our listening skills are being tested. We have asked a good question
and should listen to the answer. If we only hear what we want to hear we will not
be able to help our student.

Because the question is an open question it will really test our student’s knowledge.

When the student tells you their answer ask yourself “is that what you would have
done”

If their answer matches then it is a good answer.

If their answer part matches your answer by a lot then it should be considered a
good answer.

If their answer does not match your answer then this is going to be the reason why
they did not check the mirrors on approach to the junction.

So having found that a lack of knowledge was the reason for the fault we need to
tell the student what mirrors they should have checked, why we check them in
pairs and what could happen if we don’t check them in pairs.
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This inclusion of the consequences of not doing something allows the instructor to
explain not only what they should do but why. The reason why we need to do things
is so important. If we don’t tell our students this then they are not able to apply
the knowledge. If they cannot apply the knowledge they will continue to perform
the fault.

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Remember it is our role as an instructor to help develop the student’s ability so
that an improvement can be measured. No improvement would suggest ineffective
instruction.

Now let’s consider if the student has told us a good answer or almost a complete
answer.

Ask yourself have they told you that they don’t need you to tell them knowledge?

Surely If they have answered your question with the same or almost the same as
you would have answered the question, then they know as much as you do.

So we can consider that the reason that they didn’t check their mirrors or
whatever fault it was is for another reason.

We should keep asking our students questions then.

What needs to be asked next then?

They have confirmed they knew which mirrors but we have not asked why they
should check their mirrors

So the conversation should now read:

 I noticed that you did not check any mirrors at that last junction...
 What mirrors should you have checked?
 Good answer well done...
 Why do we need to check our mirrors?

At this point our listening skills are being tested. We have asked a good question
and should listen to the answer. If we only hear what we want to hear we will not
be able to help our student.
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Because the question is an open question it will really test our student’s knowledge.

When the student tells you their answer ask yourself “is that what you would have
done”

If their answer matches then it is a good answer.

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 If their answer part matches your answer by a lot then it should be considered a
good answer.

If their answer does not match your answer then this is going to be the reason why
they did not check the mirrors on approach to the junction.

So having found that a lack of understanding was the reason for the fault we need
to tell the student why we check them in pairs and what could happen if we don’t
check them in pairs.

Remember it is our role as an instructor to help develop the student’s ability so

that an improvement can be measured. No improvement would suggest ineffective
instruction.

We hope that you can begin to see a pattern emerging...

We as instructors are asking open questions to see what our student know. If they
are able to tell us good answers we should continue to explore reasons for them
performing the fault.

If they tell us bad answers then we should tell them the information. We are filling
them with knowledge and understanding and continuing to help them develop.

It is at this point we are teaching, coaching, instructing... it’s called lots of things
but just really means not letting the need of the student get worse.

Ok so we have covered a lot so far. Let’s summarise.

 We praised our student good performance in the fault id chapter.

 We found a need in the fault identification chapter.
 We introduced the fault to our student using a phrase.
 We asked our student a knowledge question from the level of instruction
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chapter
 We listened to our students answer and decided if it was a good answer or
bad answer
 We decided if it was a good answer we would ask more questions
 We decided if it was a bad answer that we would start telling our student
the knowledge answers, why we need to do it like that and what could happen
if we did not do it like that

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Ask yourself “what if we have not found the reason for the fault yet?”

Well the simple answer is that we keep asking questions.

We have asked a knowledge question and got a good answer, we have asked a why
do we have to do it like that style of question and got a good answer.

Consider what we have not asked yet?

We have already suggested that people do things for lots of reasons, and faults
during the student’s performance do happen.

Let’s consider whether our student is aware of the worst case scenario for not
doing what they should have done. This is often called the consequences but
relates to the same thing.

What might happen if you don’t do something?

It is important not to make the consequences over harsh as this may scare the
student more than help.

Suggested phrases or sentences can be used and one example is given below:

 What could happen if you don’t do that?

We should adopt the same principle to the students answer as before. Is it a good
answer or part answer or a bad answer?

If the answer does not compare well to the answer you would have given to the
question then you have found the reason why the student did not check their
mirrors on approach to the junction.
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At this point you should refrain from an argument over the worst case scenario,
but be remain firm that you need your student to understand and agree that the
worst case scenario has to be considered.

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 After all you are there to help the student so encourage the student to let them
help you.

If the student refuses to agree then continue to explain the severity of the
action.

The conversation with the student will now read:

 I noticed that you did not check any mirrors at that last junction...
 What mirrors should you have checked?
 Good answer well done...
 Why do we need to check our mirrors?
 Good answer well done...
 What could happen if we don’t check our mirrors before the junction?
 Right ok, I am sorry but I don’t agree with your answer. I need you to let me
help you and you will need to check your mirrors in pairs for safety. Unsafe
driving is a style of driving I can not endorse.

We hope that you can see how this is not a discussion, should not involve aggression
just strong assertive behaviour.

Thankfully this is a situation that very rarely happens.

Let’s go back to the last question we asked our student

 What could happen if we don’t check our mirrors before the junction?

When we listened to our students answer we previously discussed the bad answer
possibility, so let’s consider if the students answer is a good answer.
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We have asked several questions now and have always been told good answers or
thereabouts.

We have confirmed knowledge, understanding and consequences are known by the

student and we have still not found out why the student committed the fault.

Ok we should confess at this point you have found out why the committed the fault
but up to this point we have not mentioned it so let’s do that know.

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If the student knows what, when, why and what if.... They just need more time to
practice it and less help to develop it.

They will have just forgot, or not been concentrating... that sort of thing.

This takes us nicely onto how to fix it next time which is covered in the remedial
action chapter.

Make sure you make full use of

the analysis layout diagram and
knowledge question examples in
the tools section of this
handbook
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 REMEDIAL ACTION & LEVEL OF
INSTRUCTION
A lot has passed since we praised the good elements of the mspsl routine and
stated the fault and the location to the student.

Remember this?

 I noticed that you did not check any mirrors at that last junction...
 What mirrors should you have checked?
 Good answer well done...
 Why do we need to check our mirrors?
 Good answer well done...
 What could happen if we don’t check our mirrors before the junction?

The last section of the core competences is the remedial action stage.
This grand title really just means it’s time to try whenever possible to never let
the fault happen again.

We should again at this point suggest that if we as instructors don’t let our
students practice the routine that the fault was committed in then no remedial
action is going to happen.

Remember no remedial action... no chance of student development.

Before we get too involved with remedial action we would like to link in another key
instructor skill that is often misunderstood and that’s levels of instruction.
Core Competences Handbook

Levels of instruction relates directly to the fault analysis phase in the last
chapter.

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During the fault analysis phase it was agreed that open questions should be asked
of the student to find out why they did the fault. We linked that to our listening
skills and considered whether the student’s answers had been good or bad.

Let’s consider then that the student has given us a bad answer. At any point
through the analysis questioning process you are told an answer that clearly is not
the same as your desired answer, the student has confirmed a need for help.

You should be listening to hear a bad answer and immediately think... Ok my

student needs me...

It’s this need and amount of need that allows the instructor to understand the
level of instruction required to help the student develop.

Ok this may sound very complicated but in practice can be summarised as:

 You asked me a question, that I do not know the answer to.... please help me
a lot to get better.

Let’s consider then that the student has given us a good answer. At any point
through the analysis questioning process you are told an answer that clearly is the
same as your desired answer, the student has confirmed a decreased need for
help.

You should be listening to hear a good answer and immediately think... Ok my

student needs me less...

It’s this need and amount of need that allows the instructor to understand the
level of instruction required to help the student develop.

Ok this may sound very complicated but in practice can be summarised as:
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 You asked me a question, that I do know the answer to.... please help me less
to get better.

We hope that you have noticed that the above is the same except we have changed
bad to good and more need to less need.

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 To summarise so far then. Without using the analysis questioning you will not be
able to find the need level of your student.

If you do not know how much your student needs you, will you be able to help them
effectively and above all efficiently?
Let’s move on then... what do we know so far

1. The mirrors were not checked before the junction.

2. We as instructors saw that the student did not do it.
3. We have introduced the fault and asked analysis questions.
4. The student has told us a bad answer and confirmed that they need our help.
We have told them what they should have done, why they need to, what
could happen if they don’t use mirrors......
5. We know they need us to tell them things which are why we did.
6. If we had not told them they would keep doing barely

We have been busy.......

Hopefully as well know you can understand why if we have lots of faults to deal
with then it may be better to pull over to the side of the road to discuss it. It’s a
lot to do in not a lot of time and with practice it does become easier.

Remedial action is another way of saying help me get better. As that’s why your
student has asked you to teach them to drive clearly if you don’t give them
increased amounts of practice time then they won’t get better.

Let’s understand then that remedial action covers several other areas namely
verbal & physical intervention, guided instruction, prompted instruction and
prevention questions and answers.
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There are similarities throughout all of theses but we will deal with them one by
one showing how they relate.

There is only two ways to make these better..... Know and understand them.. And
then practice them until they flow and take no time to think off.

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Remember that ultimately if we use the wrong type or amount then the student’s
development will be less.

Verbal intervention, which was mentioned on the previous page, is almost the same
as guided practice. It is given when danger or potential danger has not been
recognised by the student and needs to be addressed.

The instructor should adopt a calm and assertive manor and tone. The verbal
intervention should be clear, well timed and above all effective.

Let’s consider an example then of verbal intervention...

 Cancel your indication please

If you had not told the student to cancel the indication danger or potential danger
will not have been avoided. Clearly this is a situation that you would not want to
allow. It is very common for this verbal command to be repeated and often if the
tone and pitch of your voice changes the desired outcome is achieved.

Verbal intervention should always been used before any other intervention and the
need to use it would always mean that the student performance has committed a
fault.

Consider though if your student has not responded to your verbal intervention
request. How long can you keep using verbal before a more physical action is
required?

There is no answer to that as it would depend on the circumstances.

Clearly it is reasonable to suggest if you have told at least twice for the student to
do it and they still have not complied then you will need to cancel the signal.

This is the same for any fault be it road position then having to move the steering
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wheel, driving too fast for the conditions and having to use the dual controls etc.

Prevention is better than action which is why the timing of the intervention is key.
You can never compromise safety and control in any situation so be on your guard.
Never assume, never delay, but above all only physically intervene if you have no
other choice. After all how dangerous does it have to be in order for you to have to
take charge.

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 If we have to physically intervene then this should be for as little as is safely
possible and should always be followed by the instructor apologising for their
actions.

It may have been that you had to touch your students hand when taking control of
the steering wheel to correct the road position... that sort of thing.

You should explain that the only reason you took control was because you told them
to, they failed to respond and that you wanted to control the safety of everyone
concerned as well as other road users.

Students will understand your reasoning’s but will be distressed and anxious about
their and our actions.

We mentioned that verbal intervention was similar to guided instruction. Verbal

intervention is only used to prevent danger or potential danger.

Guide instruction involves telling your student how to do things. This requires clear
and detailed instruction on every element of the subject and routine.

You should use a few a words as possible and consider timing your telling of
instruction to just before the students needs the help. You should avoid telling
after the event and too far in advance as this will always be less effective.

The use of guided instruction should be used if a subject is new to the student or
that the student has confirmed that they require more help in that element of the
routine.

This need level (level of instruction) will have been understood using effective
analysis questioning... (Remember that in the analysis chapter)

Therefore guided instruction should be used to develop the student’s ability and
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understanding when they have answers you analysis question with a bad answer.

It is very important that we only help the elements of the routine that require
help. A good example with this was that our student only had a fault in the mirrors
element of the mspsl routine. We should only be looking to help develop the use of
mirrors not any other part.

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If you were to overuse guided instruction when the student does not need you then
it becomes very patronising and will often cause more harm than good.

So far we have dealt with danger verbally, physically and when our student needs
our help a lot or has not done what we are teaching today before.

What should we do when our student’s ability is increasing or they have indicated
that they don’t need us as much during the analysis questioning?

Simply we ask them questions about every element of the routine or situation and
listen to their answers. It is also hugely important that we continue to watch the
student as often we may ask “what mirrors will you check” and the student will tell
us the correct answer but not actually do it....

How will we know if they have or haven’t if we don’t make sure they do what they
are saying they are.

Finally we need to be sure if performance of the fault is increasing.

How can we measure if a fault is getting better.....? Simply let’s assess it.

Consider the student with the mirrors fault... you as the instructor have followed
all the guide lines we have covered so far and have worked out that the student
needs tell or as it often called guided instruction.

How many times will you be telling the same thing before performance is going to
increase?
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If we tell it once and then expect you to be the best at it.. is that unrealistic...?

We hope you agree it is.... and besides which I might have just been able to do it
with a lot of luck...

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 As an example if I have asked for directions and you tell me once I might arrive
without a detour.

The same can be said for telling or guiding me twice... again I might be able to do it
again but I still won’t be very comfortable with it. You can justify continuing to tell
or guide the student.
Now what if the student’s ability increases for the third time...

 Is this performance increase?

 Has it been measured?
 Can I prove that the ability is increasing?
 Can I justify helping less and seeing the performance continues to increase?

If the answer is yes to all of these then consider the amount of need the student
has now dropped and you should drop your level of remedial instruction.

If you started out telling and guiding then drop to asking questions /prompts.

If you started out using asking questions /prompts then you can drop to
assessment to continue to watch for development.

It should at this point be mentioned that if performance is increasing then the

student deserves to be told well done or at least a few goods....

So how can we measure that learning has taken place... well putting it simply you go
from helping a lot to continual assessment as quickly and efficiently as possible.

This may be seen as an ideal scenario and we would agree that learning will follow
specific pattern... BUT.. When performance increase consistently that is
measurable and should be met will less help until little to no help is required.

A typical situation you will find yourself in is that your student has an issue within
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a certain element of a routine. They answer your analysis questions correctly and
you determine that you will just remind them until you can see an improvement.

You then find yourself reminding them until you see the improvement and then tell
them that you think they can do it better and you want to see them try it again on
their own this time.

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Straight away they do the same fault again.... what now...?

Well go back to reminding them by asking questions about what they will need to
remember to do next time. The cycle will continue with highs and lows until
eventually consistent improvement and independence are achieved.

Surely the rule of any learning is that students start out with little knowledge
understanding etc and end with lots...

So remember if your students need you

 identify what they need,

 How much they need
 Continue to give that amount until performance increases
 Continue to give help but not as much so improvement continues
 Continue to watch and assess to make sure the student continues to develop,
but be on standby for a decrease in performance for the same fault or more
faults in the same routine, situation or even a different day.

Finally if you have not seen the student’s ability or performance of a specific task
before remember to ask lots of questions about what they should be able to do
before you let them do it.

Make sure you listen very carefully to their answers to compare them to how you
would do it.

It is often a fault of human nature to say yes I can rather than no I need help.

If you ask the student have you approached a junction before, they may just say
yes out of politeness or embarrassment.

This is a situation that could potentially cause more damage than it would do good.
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If you don’t ask you won’t find out. If you do ask questions that only give you a yes
or no answer then consider are they telling you the whole story. A good example of
this is the question “have you done or can you do”.

The likely answer will be either yes or no.

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 Would it not be better to ask a more open question that allows a more detailed
answer? Detailed answers allow us as instructors to use our listen and assessment
skills. A good example of this is “what routine would you use on approaching a
junction to turn left?” The student answers owe yes I know this one its msm...
Alarm bells have just gone off as they should have said mspsl.

Is it not better to know that before we attempt the junction to turn left?

We would suggest it is... Better still we can begin to control the safety and learning
needs of the student before it begins to feel like a rollercoaster.

Now consider if we had just asked “do you know how to approach a junction?”

1. What might have been a problem?

2. How would their position have caused a very dangerous fault?
3. How would their use of speed on approach have caused a very dangerous
fault?
4. How would their lada routine have caused a very dangerous fault?

Just by asking a preventative question before the lesson gets started or even
before they enter a situation or perform a routine that you have not seen them do
before....

ALL OF 1-4 CAN BE CONTROLLED AND PREVENTED.

Make sure you use the examples we have provided in the tools section of the
handbook as this will get you well on your way to having more student control.

You should understand that not all faults will be preventable, which is why we have
suggested methods and catch phases through the entire chapters.

You should also consider that if the student does not commit any faults, does not
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compromise safety and control and knows all the answers to all your questions....

Do they really need you?

Or is it test time.....?

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 TOOLS SECTION
So we have given you some examples of fault trackers, analysis diagrams, analysis
knowledge questions and remedial action performance trackers. These should be
used in conjunction with your tuition or check test training.

We hope you find them useful and you are welcome to copy them for further use.

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 FAULT TRACKERS POM
     
Prepare

Observe

Move

     
Prepare

Observe

Move

     
Prepare

Observe

Move
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 FAULT TRACKERS MSM
     
Mirrors

Signal

Manoeuvre

     
Mirrors

Signal

Manoeuvre

     
Mirrors

Signal

Manoeuvre
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 FAULT TRACKERS MSPSL
     
Mirrors

Signal

Position

Speed

Look

     
Mirrors

Signal

Position

Speed

Look
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 FAULT TRACKERS LADA
     
Look

Assess

Decide

Act

     
Look

Assess

Decide

Act

Core Competences Handbook

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 FAULT ANALYSIS KNOWLEDGE QUESTIONS FOR POM
 How should you have prepared the car?
 What observations should you have carried out?
 Where is your final observation point going to be?
 What distance from the kerb should you have been?
 Where should your left foot be rested after you have moved away?

FAULT ANALYSIS KNOWLEDGE QUESTIONS FOR MSM

 What mirrors should you have checked before changing the vehicles speed
or position before the hazard?
 What distance from the obstruction on the left should you have been at?
 What should you have done with your speed on approach to the obstruction
on the left?
 What mirrors should you have checked before changing the vehicles speed
or position after the hazard?

FAULT ANALYSIS KNOWLEDGE QUESTIONS FOR MSPSL

 What mirrors should you have checked before the junction?

 Which way should you have signalled?
 What distance to the kerb/ centre line should you have been at?
 What pedals should you have covered?
 How gentle and smooth should you have braked?
Core Competences Handbook

 What speed should we been at before turning?

 Which gear should we have been in before we steer?
 When should we have started to steer and in which direction?
 How much steering did we need?
 When should we have straightened the car up?
 What mirrors should you have checked after the junction?

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FAULT ANALYSIS KNOWLEDGE QUESTIONS FOR LADA

 What mirrors should you have checked before the junction?

 Which way should you have signalled?
 What distance to the kerb/ centre line should you have been at?
 What pedals should you have covered?
 How gentle and smooth should you have braked?
 Which gear should we have been in if our line of sight was restricted?
 Which pedals should you have pushed down to pause the car at the end of
the road?
 How do we know when we should have secured the vehicle?
 After what length of time should we have secured the vehicle?
 How should we have known when it was safe to go?
 When should we have started to steer and in which direction?
 How much steering did we need?
 How slow and gentle should we have moved away at?
 When should we have straightened the car up?
 What mirrors should you have checked after the junction?

Core Competences Handbook

28
 PREVENTATIVE QUESTIONS FOR PART 3 PHASE 2
Prepare

 Which pedals will you be covering?

 Which gear will you be using?
 How gently do you need to use the foot controls?
 How still should we keep our feet at the biting point

Observations

 What is it your mirrors don’t show you?

 What blind spots should you check last when moving forwards?
 What is it you are looking for in your blind spots?
 Who benefits from a signal when moving off?

Manoeuvre

 How gently should we release the clutch pedal when moving away?
 Where should our left foot be after we have raised the clutch?
 What hand control do we need to make sure is fully released before moving
off?
 In which direction should you be looking when the vehicle is moving
forwards?
 What distance to the kerb should we be maintaining unless not safe to do
so?
Core Competences Handbook

29
PREVENTATIVE QUESTIONS FOR PART 3 PHASE 2
Mirrors

 What mirrors do you need to check before changing speed and direction?
 What hazards are you looking for in the mirrors?
 Why do we always check mirrors in pairs?
 In the outside mirrors, why do the hazards seem further away?

Signal

 What signals do we give?

 Why do we need to signal?
 Who benefits from signals
 When do we need to signal?
 What could happen if a signal is poorly timed or misunderstood?

Manoeuvre

 What distance from the hazard should we maintain?

 What road position should we adopt after the hazard?
 What should we be prepared for when approaching a hazard or overtaking a
parked car?
 What speed should we use when approaching a hazard?

Core Competences Handbook

30
 PREVENTATIVE QUESTIONS FOR PART 3 PHASE 2
Mirrors

 What mirrors do you need to check before changing speed and direction?
 What hazards are you looking for in the mirrors?
 Why do we always check mirrors in pairs?
 In the outside mirrors, why do the hazards seem further away?

Signal

 What signals do we give?

 Why do we need to signal?
 Who benefits from signals
 When do we need to signal?
 What could happen if a signal is poorly timed or misunderstood?

Position

 What road position do we need to be in to turn left, right or proceed

straight ahead?
 How would the width of the road impact on our road position?
 Why do we position just to the left of the centre line when turning right?
 Where is the point of turn when turning right?
 What junction lines would we be preparing to wait at when emerging?

Speed

 What speed do we use when approaching an open junction?

 What speed do we use when approaching a closed junction?
Core Competences Handbook

 What gear should we be in at the end of the road?

 What are the consequences of approaching a junction to fast or to slow?

Look

 What direction should we start to look in at the end of the road?

 What is it you are looking for at the end of the road?

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PREVENTATIVE QUESTIONS FOR PART 3 PHASE 2
Look

 What direction should we start to look in at the end of the road?

 What is it you are looking for at the end of the road?
 How would restricted visibility affect our speed on approach?
 Why should we always be prepared and planned to stop?

Assess

 What sort of road hazards and potential hazards are we assessing?

 What other hazards from the footpath should we be assessing?
 How does the line of sight effect our assessment?
 What could happen if you rush your assessment?
 What could happen if you do not do an assessment?

Decide

 What could happen if you make a bad decision to go or wait?

 What 3 choices are there when deciding?
 Why should you always be ready for the worst case scenario?
 If we decided to wait, how could we secure the vehicle to make moving away
easier?

Act

 What junction lines should we be ready to stop before at the end of the
road?
 At what distance would you look to steer to when entering the new road?
Core Competences Handbook

 What could happen if you were t steer to early or late?

 Which mirrors would you check having entered the new road?

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I noticed that you CHOICE-WHICH WHAT COULD
TIMING-WHEN Good WHY SHOULD YOU Good HAPPEN IF WE
(State the fault & POSITION-WHERE answer DO IT LIKE THAT? answer DONT DO THAT?
location) CONTROL-WHAT/HOW

Bad Bad ASK/PROMPT

answer answer
next time

YOU NEED TO
TELL THE
STUDENT WHAT
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YOU NEED TO
TELL THE
STUDENT WHY
YOU WOULD HAVE
DONE IT AND THE
CONSEQUEWNCES
OF NOT DOING IT

TELL/GUIDE RULE OF 3 FOR

PERFORMANCE
next time IMPROVEMENT

FAULT ANALYSIS DIAGRAM