About
I’ve been training driving instructors for over 13 years, I qualified as an ADI 19 years ago in 2006. Many of those who come to me for ADI training are seeking a career change and wanting support with all three stages of becoming a driving instructor.
Over the years, I’ve helped numerous PDIs, including those facing their third and final attempt at the Part 3 test. Many have felt their initial training lacked the necessary support to fully qualify as an ADI. To date, I’ve now successfully trained over 70 driving instructors, many of whom are now part of my driving school.
While I manage the daily operations of the school and train instructors, I do still teach learners, I normally have around 5 in my diary at any one time. This keeps me connected to the practical side of teaching and allows the PDIs I train to observe my lessons.
My focus is on supporting our team & the driving school rather than training PDIs or instructors nationwide. This is what inspired the creation of this resource. As we developed more content, we recognised its potential to benefit others not just those within the driving school, so we made some adjustments & have made it accessible to any PDI or ADI. My hope is that this resource offers valuable support to those seeking a different training approach or those who feel their previous training just wasn’t as effective as they’d hoped.
Although I’m not an ORDIT trainer, I’m deeply passionate about this industry, and above all, road safety. I genuinely believe we as instructors can make a meaningful difference in making our roads safer.
If you have any questions or suggestions for content that you would like me and our PDIs to cover, please don’t hesitate to email me at hello@bossyourpart3.co.uk.
Donna
What Will You Learn?
- You get the opportunity to watch recreated Part 3's from instructors who have already PASSED the test. Listen to the goals & needs that they worked on, watch the area they chose, hear the questions asked & watch what happened!
- Watch a learner driver on his driving lessons being taught with a skills focused approach, watch from the very first lesson.
- If you want to sample first, there are 2 FREE videos to demonstrate & give an example of what is included in the whole site.
- Want to read reviews before subscribing? Scroll to the bottom of this page.
Resource Content
Free Videos
1: Join our training sessions & meet some of our instructors
This section is with both PDI's & ADI's during their training sessions, discussing questions they have regarding learners, experiences whilst on lessons and queries about the Part 3 or Standards Check.
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PDI Raj has a question about his part 3
23:42 -
ADI Keith is discussing how to encourage a quiet learner to talk and open up
18:26 -
PDI Tracy discussing 2 of her learners and how she can get them checking their mirrors, knowing when to adapt the level of support
16:06 -
PDI’s Raj & Rhys discussing a roundabout issue with a learner
15:00 -
Did Raj get to the root cause of his learners roundabout issue?
29:30 -
PDI Tracy discussing how to manage risk
10:32 -
PDI Stuart has a question about part 3 – Should you always revisit an area if a mistake is made?
06:02 -
PDI Sarah discussing how to recognise and manage risk.
18:17 -
PDI Tracy worried she is over instructing
10:15 -
PDI Stuart wants to discuss a recent test fail
13:31 -
ADI Stuart (newly qualified) has a question regarding a learner who wants to take lessons in her own car
12:04 -
PDI Amanda is about to go onto her pink badge
50:35 -
PDI Amanda has been on her pink badge for 2 weeks….How is it going?
21:58 -
PDI Amanda is planning a lesson – learner wants to do roundabouts
29:25 -
ADI Shomuz has a question about the relevance of the Parking on the right manoeuvre
12:04 -
Newly qualified ADI Stuart worried about slipping into a habit of telling
22:30
2: The GDE Matrix (Goals for Driver Education)
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Introduction to the GDE Matrix
07:33 -
PDI’s Stuart & Tracy discuss the GDE Matrix
17:51 -
ADI Stuart exploring the GDE matrix in more depth
50:51 -
Our training is modelled on the GDE Matrix
09:36
3: Teaching skills rather than focusing on subjects
Our focus is on 6 skills, divided across 3 categories: Car Control, Effective Observations, Planning, Judgement, Reflection, and Confidence. This module delves into each of these skills, explaining the rationale behind their categorisation and highlighting the advantages of a skills-focused teaching approach. It also covers how we introduce these concepts to PDIs and apply this method in teaching learners.
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Introducing the 6 skills that we focus on
03:42 -
An analogy we use to explain why teach skills is important
02:47 -
Foundation skills beginner learner
05:36 -
Foundation skills partly trained learner
05:02 -
Foundation skills built into each stage of the learners journey
08:07 -
Decision making skills – Planning & judgment
04:28 -
Anticipation
00:00 -
Floating Skills – Reflection & Confidence
05:53 -
A skills led approach to help manage responsibility & ease pressure on the learner
04:06 -
Watch PDI John’s first part 3 training session
11:54 -
Watch PDI John start to look at the Dual Controls
11:47 -
Watch PDI John start to look at the cockpit drill
13:13 -
Watch PDI John start to look at car control
11:57 -
Watch PDI John who is looking at Effective observations
21:03 -
PDI Amanda is discussing Planning
39:04 -
PDI Rhys is starting to look at planning
18:21 -
PDI Rhys – Discussing Planning continued….
20:32 -
PDI Tracy – Discusses the importance of reflection
21:58
4: Transferrable Skills
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The benefits of using transferable skills when teaching learners to drive
03:37 -
Looking at transferable skills from a beginner lesson perspective
05:55 -
Using Transferable skills to help establish roles & responsibilities
06:31 -
Transferable skills – Thoughts & Feelings
11:47 -
Transferring effective observations into different scenarios & environments
07:01 -
PDI Stuart is looking at how to transfer previously learnt skills to introduce emerging
13:15 -
PDI Amanda exploring transferable skills – discussing POM and reverse bay parking
11:43
5: The Core Competencies
The PDIs I personally train use SAWit instead of the conventional See it, Say it, Sort it approach. Over the years, I have tweaked this method as our training has moved away from fault analysis-based learning. This shift required a new explanation while still ensuring PDIs are still familiar with the core competencies.
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A tweak to the core competencies – Introducing SAWit
10:28 -
Discussing SAWit
20:02
6: What question to ask & when to ask it?
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Using questions to manage risk
09:35 -
PDI Stuart asks Donna to demonstrate asking questions on the move
11:13 -
Watch Donna teaching a learner, emphasis is on watching the learner & asking questions based on those observations
15:04 -
Proactive questions
06:32 -
PDI Stuart’s training session is looking at working on a mistake while moving
10:03 -
Starting a question with the word why?
07:02 -
PDI Fatima discussing different types of questions
15:20 -
Using transferable skills to start a conversation
06:41 -
PDI Stuart – Practices his questions while also discussing how to manage nerves at the beginning of his part 3
22:11
7: The 17 competencies
The 17 competencies form the marking sheet for your Part 3 or Standards Check. These competencies are divided into three categories: Lesson Planning, Risk Management, and Teaching and Learning Strategies. In these videos, you will see PDIs and ADIs discussing each competency from both the perspective of passing the test and integrating them into everyday lessons. We cover a variety of aspects and topics, including transferable skills, core competencies, the GDE matrix, questioning styles and focusing on teaching skills rather than subjects These discussions are presented in various formats, with different levels of PDIs as well as fully qualified ADIs, including one-on-one sessions and small group discussions. There is already a lot of out there regarding the marksheet for the test, some advice is to ignore the 17 competencies and simplify the training, however I feel there is real benefit if you truly understand the competencies and what you need to be working towards. The sooner you look to implement these in your everyday lessons, the more natural and easier it will be on the day of the test to ensure you are meeting the requirements of the competencies and therefore the marksheet used on the day of your test.
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Competency 1 – Did the trainer identify the pupil’s learning goals and needs?
06:51 -
Competency 2 – Was the agreed lesson structure appropriate for the pupils experience and ability?
07:04 -
Competency 3 – Were the practice areas suitable?
14:01 -
Competency 4 – Was the lesson plan adapted, when appropriate to help the pupil work towards their learning goals?
29:07 -
Competency 4 – Was the lesson plan adapted, when appropriate to help the pupil work towards their learning goals? Continued….
31:58 -
Competency 5 – Did the trainer ensure that the pupil fully understood how the responsibility for risk would be managed?
10:44 -
Competency 6 – Were directions and instructions given to the pupil clear and given in good time?
19:47 -
Competency 7 – Was the trainer aware of the surroundings and the pupil’s actions?
09:18 -
Competency 7 – Was the trainer aware of the surroundings and the pupils actions?
26:15 -
Competency 8 – Was any verbal or physical intervention by the trainer timely and appropriate?
08:58 -
Competency 9 – Was sufficient feedback given to help the pupil understand any potential safety critical incidents?
08:30 -
Competency 10 – Was the teaching style suited to the pupils learning style and ability?
08:22 -
Competency 10 – Was the teaching style suited to the pupils learning style and ability?
27:41 -
Competency 11 – Was the pupil encouraged to analyse their problems and take responsibility for their learning?
11:13 -
Competency 12: Were opportunities and examples used to clarify learning outcomes?
13:03 -
Competency 13 – Was the technical information given comprehensive, appropriate and accurate?
15:25 -
Competency 13: Was the technical information given comprehensive, appropriate and accurate? Continued…..
34:00 -
Competency 14 – Was the pupil given appropriate & timely feedback during the session?
08:15 -
Competency 15 – Were the pupils queries followed up and answered?
09:50 -
Competency 15 – Were the pupils queries followed up and answered?
09:47 -
Competency 16 – Did the trainer maintain an appropriate non-discriminatory manner throughout the session?
23:21 -
Competency 17 – At the end of the session – Was the pupil encouraged to reflect on their own performance?
15:12
8: Training and useful information when preparing for your test
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Why we need to praise the learner?
06:27 -
Positive lesson adaption
20:53 -
What is Coaching?
04:57 -
Discussion about scaling
27:08 -
How can you help yourself ‘see’ the learner
07:27 -
Instructor anticipating mistakes
09:21
9: Information relating to the test
This section we are looking at information and questions relating to the test itself.
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Choosing the right learner to take to your test
12:05 -
Thinking of taking a full license holder to your test?
06:50 -
Rhys considering taking a full licence holder to his Part 3
13:20 -
What is a wheels turning lesson?
03:35 -
Know the area you are planning to use, Familiarise yourself!
07:38 -
The Introduction, what to include & what myths you might have heard?
10:40 -
Looking at the introduction differently
06:53 -
Imad – Pre part 3 chat – Focus on the introduction
04:49 -
Reflecting on the role play Imad did for his introduction
06:00 -
Raj thinking which learner to take to his part 3 – Test is 5 weeks away
12:04 -
Tips from me regarding how we try to best prepare PDI’s for the Part 3
13:39
10: The test is getting close – Watch final preparations for the day of test
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PDI Ram’s pre Part 3 chat
18:51 -
PDI Tracy’s pre part 3 chat – 1st attempt
16:14 -
PDI Stuart’s pre part 3 chat
11:44 -
PDI Tracy’s pre part 3 chat – 2nd attempt
13:24 -
PDI Rhys pre part 3 chat
31:03
11: Did they pass? We discuss the outcome of the test and the examiners feedback
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Fatima – Reflecting on her part 3 result
21:08 -
Ram – Reflecting on his Part 3 result
12:53 -
Rachael – Reflecting on her Part 3 result – 2nd attempt
10:13 -
Rachael – Reflecting on her Part 3 result – 3rd attempt
10:36 -
Stuart – Reflecting on his Part 3 result
19:02 -
Tracy – Reflecting on her part 3 result -1st attempt
14:56 -
Imad – Reflecting on his part 3 result
18:33 -
Raj – Reflecting on his Part 3 result
22:50 -
Tracy – Reflecting on her Part 3 result
13:56
12: Follow PDI Tracy after failing her 1st attempt at part 3 – What now?
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Tracy’s first training session since failing her first attempt at part 3
15:26 -
Watch a role play training session with Tracy
18:12 -
Tracy’s role play training session continued….
10:44 -
Tracy exploring questions within a quiet environment
06:17 -
Tracy is having a little panic about the learner she is taking to her part 3
07:53 -
Tracy’s pre test chat
13:24 -
Tracy passes on her 2nd attempt
13:56
13: Follow Rhys as he prepares for the Part 3
Rhys is preparing for his first attempt at his part 3.
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Rhys is worried he needs a plan C – Worrying his learner won’t turn up on the day of test
13:20 -
Rhys planning the area he hopes to use on his part 3
31:04 -
Discussion with Rhys after I have observed him delivering a lesson with Ollie (the student Rhys is taking to his part 3)
15:20 -
Pre part 3 discussion with Rhys, less than a week to go!
31:03 -
Rhys discussing his PASS! We discuss what happened, the result & examiners feedback
22:50 -
Rhys Recreates his part 3!
46:32
14: Watch Part 3 tests & demonstrations we’ve RECREATED based on previous test passes
I’m frequently asked for examples of successful Part 3s and standards checks. In the past, I always told PDIs to concentrate on their learner’s needs and not worry about what others do. Over time, however, my approach has changed. I've found that sharing examples and the standards to aim for can be incredibly helpful. Supporting numerous PDIs has shown me that success on test day comes from being fully present and responsive to the learner and the situations they face. Reviewing recreated tests and practising with other PDIs have proven to be excellent ways to build confidence and help with the unknown.
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Stuart chatting about recreating his part 3 test
03:14 -
Stuart’s part 3 test recreated – includes the intro & debrief
47:57 -
Tracy’s part 3 test recreated – Includes intro & debrief
40:39 -
Donna doing a demonstration – Observations & Planning Junctions
45:48 -
PDI Raj gets Donna to Demonstrate questions focusing on planning
11:41 -
PDI Raj working on questions that to encourage planning
12:55
15: Watch a learner from the very first lesson, focusing on skills rather than subjects.
Meet Woody, who has just turned 17 and is eager to learn how to drive. I'm guiding Woody using a skills-focused approach, while also encouraging him to reflect on his thoughts, feelings, and the factors influencing his decisions.
The videos are listed in the order they were recorded, although they can be watched in any order.
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Introducing module 15
02:41 -
Meet Woody
02:55 -
Driving to location
03:25 -
Our version of a cockpit drill
11:38 -
Controls
09:32 -
Moving the car – part 1
17:31 -
Moving the car – part 2
22:38 -
Steering
13:52 -
Co-ordinating hands & feet
08:19 -
Donna discussing Woody’s first lesson
06:00 -
First lesson on the road
19:01 -
Steering on the road
25:31 -
Discussing moving off at an angle focusing on car control
06:34 -
First angled start
06:07 -
Introducing right turns
14:01 -
Moving off and stopping including give way lines
31:28 -
Discussing the stall
03:01 -
More Practice after stalling
10:25 -
End of lesson reflection
03:40 -
Introduction to clutch control on a slight incline
08:55 -
Introduction to gears
15:00 -
Gears & braking
07:00 -
Co-ordinating gears with steering
20:13 -
End of lesson reflection
05:46 -
Woody sets up his mirrors
14:10 -
Blind spots
02:37 -
Exploring & understanding blind spots
07:14 -
Discussing observations when moving off & stopping
11:08 -
Introducing observations into moving off & stopping
12:11 -
Emerging left out of T – Junctions (nursery route)
10:44 -
Observations when pulling off from the right
05:12 -
Adding the observations when doing an angled start
10:45 -
Reflection end of lesson
03:34 -
Establishing goals for the lesson
13:16 -
Working on stopping with more speed in the car
03:14 -
More practice stopping the car
07:58 -
Scaling stopping the car
04:43 -
Introducing MSPSGL – Approaching junctions to turn left
10:32 -
Practicing left turns MSPSGL
11:59 -
Discussion about a shakey emerge
12:03 -
Left turns, approaching and emerging
10:46 -
Reflection so far – adapting to introduce left turns at roundabouts
17:45 -
Observations, planning approaching a roundabout to turn left – working on positioning
14:39 -
End of lesson reflection
09:13 -
Clutch control & discussion about hill start
10:26 -
Hill Start
04:23 -
2nd Hill Start
02:52 -
Getaway driver
03:23 -
Moving off quickly using the handbrake
05:12 -
Working on moving off quickly
12:53 -
More practise moving away quickly
03:16 -
Anticipation, traffic lights, pedestrian crossings – discussion
15:34 -
Establishing roles & responsibility
02:16 -
Anticipation, traffic lights & pedestrian crossings, continued
11:18 -
Rear bay park – Right
17:21 -
Reflecting on effective observations after the rear bay park and an independent attempt with Woody taking full responsibility
10:20 -
Introducing turning right (major to minor) & crossing the path of traffic
19:46 -
Working on right turns
06:37 -
Crossroads – Introduced while on the move
08:32 -
Discussion on roundabouts – focusing on going ahead and the left exit signal
18:52 -
Roundabouts – ahead and exit signals
08:28 -
Roundabouts
07:31 -
First Drive to College
14:29 -
Reflection on drive to college
08:15 -
Front left bay park – Part 1
06:34 -
Giving a reference point for a left front bay park – Part 2
06:48 -
Roundabout turning right & judgement
17:53 -
More roundabouts
11:12 -
Discussing emerging open or closed?
07:22 -
More roundabouts and emerging
04:42 -
Reflection open & closed
10:37 -
The rest of Woody’s journey is COMING SOON