The Official DSA Guide to Driving: the essential skills by Driving Standards Agency Executive Agency of the Department for Transport – eBook Details

Effective listening skills, together with techniques such as clarification and reflection, can help prevent misunderstanding. selecting the wrong gear causing a sudden reduction in your speed, forcing vehicles behind you to slow down the credibility of the licence acquisition process with key stakeholders such as parents or employers confirm the vehicle’s service record is in accordance with the supplier’s or your organisation’s recommendations If you had to stop for a long period, such as at roadworks or railway crossings, you should have considered stopping the engine to reduce pollution and save fuel.Throughout the test, you should have used appropriate signals to let everyone around know what you were about to do. This should have been done in good time. Examples of faults identify training or development opportunities that will help you update or close any gaps in your knowledge, skills and understanding

You may be fined, given penalty points on your licence or be disqualified from driving. In the most serious cases you’ll be sent to prison. the signs that a learner may be suffering from a physical or psychological condition that makes them unfit to be trained, including conditions that they are:

know the national speed limits and restrictions for different types of vehicle and any restricted speed limits for the road they’re on Your pupil needs to deal safely and confidently with all types of junction, on all types of roads. This includes:

It is unlikely that a learner will be willing to engage in this process if a secure grounding has not been established in element 6.3.1. Performance standards As you see your teen beginning to master these skills, take note and make the situation a little more complex next time. For example, instead of just stopping and starting, have your teen pull into and out of a parking spot. make sure the learner understands what other opportunities, methods and resources are available and how these can be included in their overall learning process It is particularly important to understand how the balance of the responsibility may vary between vehicles. An instructor clearly has far less ability to act in the context of category A/M machines than in vehicles where they can take more direct control. ↩ The element is also about ensuring that every learner has access to the same learning opportunities and is treated with equal respect. Performance standardstake reasonable steps to make sure the learner is fit to start the session and take suitable action if they are not fit

Has my teen exhibited responsibility in other areas of his or her life and do I trust him or her to drive my car responsibly? Knowing and applying the principles contained within the Highway Code could significantly reduce road casualties. Changing lights. As the sun angles up and down in the sky, two things happen to drivers. First, the light can become a hazard as it shines directly into eyes. Second, the hours closer to dawn and dusk have a reduced light level. If you can, accompany your teen on drives to school, for example, or home following an after-school event.Does my teen wait to pull over to handle distractions or situations that take his or her eyes away from the road? Do I think my teen will act the same way when I'm not in the car? how to use a range of learner-centred techniques to encourage the learner to join-up their understanding of practice and theory and of different parts of theory the requirements of licence acquisition and the content of the practical driving test for the vehicle being used that as a supervising driver you are considered to be in control of the vehicle and learner driver, and must obey the rules of the road as if you were driving the vehicle yourself (for example, you must not use a mobile phone or be under the influence of alcohol whilst supervising a learner)