Positives the examiner is looking for in this competency.
• 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.
(Listen to the pupil and dig deeper for more information if needed. Rather than “I want to practice roundabouts.” What is it about roundabouts they would like to work on.)
• Building in opportunities to check the statements made by the pupil before moving to more challenging situations.
(Allow the pupil to practice the skills they will need before moving on. For example, if going off to practice roundabouts, we can check their MSPSL routine at junctions on the way or ask the pupil about their observations and judgment at junctions and then link that to the roundabouts. This is much easier to do if you focus on the skills needed rather than just the topics practiced.)
• Checking theoretical understanding.
(Check the pupil’s knowledge of the subject with open questions. If good progress is being made dig deeper get your pupil thinking. For example, “how would this be different at night, with friends in the car, at rush hour?” “what factors are you taking into account when making that decision?” “nice mirror check, what would do if you saw a car? How would you know the car was a problem? Show me how you’d deal with it.”)