Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?
ADI Part 3 Marking Sheet Explained: Adapting the Lesson Plan
ADI Part 3 Marking Sheet Explained: Adapting the Lesson Plan
If you’re training to become a driving instructor, you’ll hear a lot about the ADI Part 3 test – and one phrase that can sound a bit mysterious is this one from the marking sheet:
“Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?”
It sounds very official, but what does it actually mean in real life? Let’s break it down.
What the Examiner Wants
What the DVSA is really asking
The DVSA wants to know:
Can you spot when your plan isn’t working?
Do you have the flexibility to change things so your pupil still learns and stays safe?
That’s it in a nutshell.
Why it matter for your pupils
Why it matters
Driving lessons aren’t one-size-fits-all. Imagine turning up at the gym and the trainer insists on teaching you to lift heavy weights when you’ve barely learned how to stretch. You’d feel uncomfortable, maybe even unsafe. Driving lessons are no different.
Sometimes pupils:
Struggle with what you planned
Show signs they already know it
Tell you it’s not what they wanted to work on today
When that happens, a good instructor adjusts. A poor instructor just ploughs on regardless.
Common Examples
Everyday examples
Here are some simple scenarios:
Example 1: Too much, too soon
You’ve planned to teach roundabouts. But after a couple of turns, it’s clear your pupil can’t even judge basic junctions yet.
They’re tense, braking hard, and looking panicked.
The right move? Pause, scale back, maybe spend time on smaller T-junctions before returning to roundabouts later.
Bad Example
Example 2: Not what they wanted
Your pupil says: “I was hoping to practise parallel parking today – I’ve got my test coming up.” But you’ve got “country roads” written in your lesson plan.
The right move? Acknowledge their request. You might tweak the route so you still touch on country roads and include parking practice, or switch the focus entirely to meet their priority.
Ability - The key
Example 3: Already mastered it
You’re teaching left turns, but your pupil breezes through without a single hitch.
You keep doing it anyway.
The right move? Adapt quickly. Move on to right turns or a more challenging situation, so they keep progressing.
How to read your pupils
Spotting the warning signs
Adaptation often starts with observation. Look out for:
Non-verbal signs – white knuckles gripping the wheel, silence, nervous laughs
Performance gaps – what they say they can do versus what they actually do
Questions or concerns – pupils will sometimes say directly, “I’m not sure this is helping me”
If you see or hear any of these, it’s time to rethink.
Don't do this
What examiners don’t want to see
On the test, you’ll lose marks if you:
Stick to your plan while your pupil is clearly drowning
Repeat something they’ve already mastered
Change the plan for no reason
Fail to explain why you’re making changes
Think of it this way: a good instructor is a guide, not a dictator.
Remember to involve the student
Remember to involve the student
Whenever you change the plan, explain it clearly:
“We’ll step back to smaller junctions because that will build your confidence before we tackle busier roundabouts.”
“You’ve nailed left turns, so let’s try rights – they’re a little trickier.”
That way, the pupil understands the “what” and the “why”, and the learning keeps moving forward.
Adapting the lesson plan
Adapting the lesson plan is less about clever tricks and more about good old-fashioned common sense.
Stay alert, listen to your pupil, and don’t be afraid to change direction.
The DVSA isn’t looking for perfection – they’re looking for flexibility, awareness, and a pupil-focused approach.
In short: if your plan doesn’t fit the pupil, change the plan – not the pupil.