Was the agreed lesson structure appropriate for the pupil's experience and ability? & Were the practice areas suitable?

Structure:

The lesson structure should allow the pupil to progress at a manageable rate; stretching them without overwhelming them. For example, a pupil who is concerned about entering roundabouts should not be asked to tackle a fast-flowing multi-lane, multi-exit junction as their first attempt. Neither should they be restricted to very quiet junctions, unless the PDI identifies a potential risk issue that they want to check out first.

Indications that all the elements of competence are in place could include:

• ensuring the pupil understands what they plan to do and agrees with that plan
• a lesson that reflects the information given by the pupil and the learning goals they want to tackle
• building in opportunities to check the statements made by the pupil before moving to more challenging situations
• checking theoretical understanding
  

Indications of lack of competence include:

• delivering a pre-planned, standard lesson that doesn’t take into account the pupil’s expressed needs or concerns
• failing to build in a suitable balance of practice and theory

Practise Areas

The PDI should use an area or route that allows the pupil to practise safely and helps them to achieve their goals. It should provide some stretch and challenge, but without taking the pupil out of their competence zone.

Indications that all the elements of competence are in place could include choosing a practice area / route that provides:

• a range of opportunities to address the agreed learning objectives
• challenges, but is realistic in terms of the pupil’s capabilities and confidence

Indications of lack of competence include the PDI taking the pupil into an area that:

• takes the pupil outside of their competence zone - so that they spend all their time ‘surviving’ and have no space left to look at learning issues
• exposing the pupil to risks they cannot manage

Next: Adapting the lesson plan