was the agreed lesson structure appropriate for the pupils experience and ability?
was the agreed lesson structure appropriate for the pupils experience and ability?
If you’re working towards your ADI Part 3 test—the big one that decides whether you become an Approved Driving Instructor—you’ll already know that the marking sheet can look a little daunting. One box that often raises eyebrows is this:
“Was the agreed lesson structure appropriate for the pupil’s experience and ability?”
It might sound formal, but what the DVSA really want to know is this: did you plan the right kind of drive for the person sitting next to you?
Let’s break it down.
Official DVSA Examiner Guidance
Was the agreed lesson structure appropriate for the pupil’s experience and ability?
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
What Does “Lesson Structure” Actually Mean?
What Does “Lesson Structure” Actually Mean?
Think of lesson structure like building a house. You wouldn’t start with the roof—you’d begin with the foundations. The same goes for teaching someone to drive. The DVSA want to see that your lessons progress at a steady pace:
Stretching but not overwhelming – The pupil should be challenged, but never thrown in at the deep end.
Relevant to their goals – If a pupil says, “I really struggle with roundabouts,” you don’t drag them off to parallel park instead. You stick to the roundabout theme, but at a level they can handle.
Built with stepping stones – Each stage of the lesson should naturally lead to the next, like gears clicking into place.
A Good Example
A Good Example in Practice
Let’s say your pupil admits they’re nervous about roundabouts. A sensible lesson structure might look like this:
Start small – A quiet, single-lane roundabout on a housing estate.
Check understanding – Talk through how to approach and position the car. Maybe ask a question or two to test their knowledge.
Build it up – Once they’ve had some success, move on to a busier roundabout with more exits.
Stretch further – If they’re coping well, introduce a larger roundabout, but only if they’re ready.
At each stage, you’re watching their reactions, checking their comfort levels, and making sure they’ve agreed to the plan.
A Bad Example
A Bad Example in Practice
On the flip side, here’s what not to do:
You’ve already decided today is “big roundabout day” before you’ve even picked them up.
The pupil tells you they’re nervous, but you drive them straight to a multi-lane monster of a roundabout and say, “Go on then, off you go.”
They freeze, panic, or worse—make a dangerous mistake.
That’s not good lesson structure. It shows you’re teaching your plan, not their needs.
What does it mean with - Experience?
Experience is about how many times a pupil has attempted something. For example, a learner might have tackled roundabouts half a dozen times before. That means they’re familiar with the situation and may not need you to hold their hand through every step anymore.
Instructor tip: When a pupil has the experience but still struggles with parts of the task, you can step back a little. Let them manage the bits they’re comfortable with, while you focus your teaching on the weak areas. So, if they’re fine at approaching the roundabout but keep misjudging the exit lane, you can allow them more independence on the approach and concentrate your coaching where it really matters.
What does Ability relate to?
Ability: Natural Talent vs. Ongoing Development
Ability is about how well a pupil can actually do the task. Some pupils may have plenty of practice under their belt, but still find things difficult—like keeping calm under pressure or selecting the correct lane. In those cases, their experience is high but their ability is lagging behind.
On the flip side, you’ll sometimes get a pupil with a natural flair. They might only need to attempt a manoeuvre once or twice before they’re already performing it to a solid standard. With those pupils, their ability is running ahead of their experience.
Instructor tip: If ability is strong, you don’t need to waste time going over the basics endlessly. Instead, build in stretch and variety to keep them engaged—like adding traffic complexity or combining the skill with another element (e.g. roundabouts plus lane changes).
Getting the balance
The Balancing Act
Good lesson structure means spotting whether a pupil is high in experience but low in ability, or the other way round. From there, you can adjust:
High experience, low ability: Focus on correcting errors, building confidence, and breaking the task down.
Low experience, high ability: Keep them moving forward—don’t hold them back unnecessarily.
Balanced experience and ability: Use gradual progression to cement their skills and make them consistent.
This is the art of Part 3: knowing when to let go, and when to step in.
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What the DVSA are Looking For
What the DVSA Are Looking For
The examiner isn’t trying to trip you up—they’re looking for natural, common-sense teaching. Signs that you’re getting it right include:
The pupil understands and agrees with the plan.
The lesson reflects the pupil’s goals and what they’ve told you.
You test what they know in a safe way before cranking up the difficulty.
You mix practice with a bit of theory (for example, drawing a roundabout on a notepad before driving through one).
The Gym Trainer Example
The Gym Trainer Test
Imagine hiring a personal trainer at the gym. On day one, you say, “I’ve never lifted weights before, and I’m a bit nervous.”
A good trainer says, “No problem, let’s start with a light dumbbell and work on your form.”
A bad trainer throws you under a 100kg barbell and says, “Don’t worry, you’ll get it.”
Driving lessons are no different. It’s about the right challenge, at the right time.
Was the agreed lesson structure appropriate for the pupil’s experience and ability?
Why It Matters for Part 3
This isn’t just about ticking a box—it’s about proving you can tailor your teaching. Driving instruction isn’t one-size-fits-all. Every pupil comes with different abilities, fears, and strengths.
If you can show the DVSA examiner that you know how to pitch a lesson correctly, you’ll score well on this part of the marking sheet—and, more importantly, you’ll be the kind of instructor learners want to stick with.
How to pass your Part 3
Getting the lesson structure right is about balance. Too easy, and your pupil stagnates. Too hard, and they drown. Just like Goldilocks’ porridge, it needs to be just right.
When in doubt, listen to your pupil, agree the plan together, and build step by step. Do that, and this box on the ADI Part 3 sheet will take care of itself.