ADI Part 3 Marking Sheet: How to Identify the Pupil’s Learning Goals and Needs
Did the trainer identify the pupils learning goals and needs?
If you’re preparing for your ADI Part 3 test, there’s one marking sheet question that can make or break your score:
“Did the trainer identify the pupil’s learning goals and needs?”
It sounds simple, but many trainee instructors slip up here. Let’s break down exactly what examiners are looking for, why it matters, and how you can ace this section of the test.
Did the trainer identify the pupils learning goals and needs?
Why Identifying Learning Goals Matters in the ADI Part 3
The ADI Part 3 test isn’t about showing off how much you know. It’s about proving you can adapt your teaching to suit the pupil in front of you.
The examiner wants to know:
Can you spot the pupil’s current ability and confidence level?
Can you shape a lesson around their needs, not your own?
Can you adjust when their goals are too broad, vague, or unrealistic?
Fail to do this, and your lesson will feel generic — and the examiner will mark you down.
Did the trainer identify the pupils learning goals and needs?
What the Examiner is Really Looking For
When it comes to learning goals and needs, the examiner expects to see you:
✅ Ask questions early – Use open questions like “What do you want to focus on today?”
✅ Listen carefully – Pick up on verbal and non-verbal clues.
✅ Check knowledge and confidence – Do they know the rules, or are they still battling basics?
✅ Adapt your teaching plan – Build the lesson around their needs, not a pre-set script.
✅ Guide without overpowering – If their goal isn’t realistic, redirect them gently.
Remember, it’s less about ticking boxes and more about proving you can think like an instructor.
Did the trainer identify the pupils learning goals and needs?
How to Demonstrate This in Your Test
Here’s a simple three-step method to shine in this section:
Start with the pupil’s voice
Ask them directly what they want to improve on. This shows you value their input.Shape the goal
If they say, “I want to pass my test,” break that down into smaller, measurable steps (e.g., “Let’s focus on roundabout confidence today”).Check-in and adapt
During the lesson, revisit the goal. If they’re struggling, adjust. Examiners love to see flexibility.
Pro Tip for Trainee Instructors
Think of yourself as a coach, not just a teacher. Coaches identify goals, tailor training, and adjust on the fly. That’s exactly what examiners want to see.
Did the trainer identify the pupils learning goals and needs?
If you want to score well on the ADI Part 3 marking sheet, remember this:
It’s not about teaching a generic driving lesson. It’s about understanding your pupil, identifying their learning goals, and guiding them with confidence.
Nail this skill, and you’ll not only impress the examiner but also set yourself up for success as a professional driving instructor.
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