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00:00:02.560Hi, I'm Sarah Hart, Director of Drive Heart.
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00:00:06.559And we're joined today by the other director, Judith Layton.
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00:00:07.040Hello.
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00:00:09.359And also one of our PDIs, Cass.
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00:00:09.839Hello.
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00:00:10.720Hi there, guys.
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00:00:19.199So what we're going to concentrate on talking about today for a few minutes is one of the elements on the SC1, which is lesson planning.
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00:00:25.920So for those of you coming up to a standards check or a part three, lesson planning is quite a big part of it all.
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00:00:30.079So Cass, do you have any particular questions at all about lesson planning?
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00:00:39.119Yeah, so I was looking at the competencies, and you've got was the lesson plan adapted when appropriate to help the pupil work towards their learning goals?
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00:00:45.520So how would you link the adaption to the pupil and their goals?
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00:00:46.799And their original goals.
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00:00:48.640Okay, that's a great question.
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00:00:53.039So there's a many reasons and ways to adapt a lesson.
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00:00:54.960So that's the first thing to say.
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00:01:04.719And it might be that if something has gone really awry and really wrong, then perhaps the adaption won't actually link to the original goals.
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00:01:07.599But the way you get over that is you'd reset your goals.
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00:01:11.439So would it be useful, Cass, to have a practical example of that?
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00:01:12.400Yes, please.
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00:01:27.439Yeah, so I think if somebody set off to do a meeting traffic session and they're looking at clearance and holdback and things like that, and during the session something happens or you you notice that the mirror discipline is dropping off.
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00:01:28.879Can you pick that one up, Sarah?
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00:01:29.760Yeah, of course.
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00:01:50.959So if it's a mirror discipline issue, obviously you're going to spot it, say it and deal with it. So that might mean just changing the focus or the emphasis of the lesson slightly away from meeting traffic, and maybe just reset the goal slightly so that you're looking at getting those mirrors checked at the right time for the right reasons.
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00:01:55.439That having been said, it doesn't mean that you have to drop completely the meeting traffic.
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00:02:09.199So it might be that you need to move to a slightly easier training area so that the level of difficulty for the meeting traffic is slightly reduced, because that might give them some extra space in their head to get the mirror checks done.
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00:02:12.960So you don't necessarily have to move completely away from your original goals.
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00:02:20.889It might be in addition to your original goals, but if it's something that requires you to stop the current plan/goal, then you might have to stop your original plan discuss the issue and reset the plan and goals with the student: An example your plan was to work on roundabouts, but whilst setting off your hill start presents a number of issues (with observations, control etc) you may need to stop, discuss and agree to change your plan and focus on hill starts, which may require you to go off the planned practice area, does that assist:
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00:02:45.120Yeah, it was good to have an example of when and how.
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00:03:01.039The other thing to remember is of course, if if you're adapting the plan for a different reason, it's not a fault that's occurred, but you're adapting the plan because the student's reaction to your lesson, you know, if they're starting to really struggle.
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00:03:04.560So is that another example that might be worth teasing out, Sarah?
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00:03:05.280Yeah, 100%.
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00:03:15.439So if you've got a a student, you've set your lesson plan, you've set the goals which have been agreed by the student, and you get a sense or you can feel that the student is really struggling.
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00:03:19.520And Cass, you've you've been in a car, you you do know that what that feels like, don't you?
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00:03:21.039Yeah, you can definitely feel it.
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00:03:22.000Yeah, exactly.
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00:03:28.639So the student's starting to grip the wheels, they've got the white knuckle look, or they're starting to breathe in a funny way, or they're making noises.
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00:03:31.680We just get a general sense that things aren't right.
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00:03:36.800Then at that point, you'd need to probably pull over, stop and have a chat with them.
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00:03:38.560And it could be for a number of reasons.
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00:03:40.800It might be, you know, that they're feeling unwell.
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00:03:51.360Well, obviously, you can't crack on with a lesson if they're if they're really not well, but it might just be the level of stress that they're feeling because of the subject, the location, the traffic.
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00:03:53.919Oh, the level of support, the level of support
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00:04:02.319And it's really it's really important to know that adapting the plan isn't just responding to an identified fault, but it can changing response by the student or changing circumstances.
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00:04:09.520In this case, the example is that the student obviously is exhibiting signs of struggling or stress.
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00:04:12.159And it's it's worth taking that time out.
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00:04:36.800looking at the examiner's guide, it in the section on lesson planning, where it discusses the suitability of your practice area with exmaples where your planned area is stretching the student, but they start to struggle, then sometimes you need to adapt your plan because it might be too challenging and you need to either up the level of support or, as Sarah said, actually find an area where it's not quite so as challenging.
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00:04:43.279But make sure if your having to respond and adapt your plan that that you don't set off with a plan to do something different the student doesn't understand or agree to.
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00:04:44.399It's really important.
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00:04:52.959We set goals, but that implicitly implies that you've had a discussion about what the plan is you're going to do.
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00:05:02.800So you understand what the concerns the student has, and you're negotiating you know a new plan, and then you're setting those goals with that.
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00:05:12.879Now, if it's responding to them being concerned about something like roundabouts or meeting traffic in a busy town centre, it's really important that you get to the root of that through a discussion, isn't it?
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00:05:24.480And also I would say, you know, through a lesson, you're constantly doing minor adaptations and adjustments; in a 2 hour lesson you're constantly changing your level of support depending on what is needed by the student and you need to aim to make this change in support as seamless as possible.
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00:05:34.240So any other questions, lesson planning relate.
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00:05:34.889It has four sub-competencies that are assessed
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00:05:35.1201. did the trainer identify the pubipls learning goasl and needs?
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00:05:34.9102. was the agreed lesson structure appropirate for the pupils experience and ability ?
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00:05:34.9203. Were the practice areas suitable
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00:05:34.9304. Was the lesson plan adapted when apprpriate to help the student work towards their learning goals
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00:05:40.079So we've talked a little bit about adapting.
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00:05:42.079Any of the other aspects, Sarah?
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00:05:47.920No, I don't think we've got any other questions, but we're looking at identifying the goals, you know, of the student.
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00:05:49.360What does the student actually need?
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00:06:00.000So it's absolutely no point in you going out in any lesson, forget whether it's an exam or not, but there's no point in you going out and teaching a lesson just because you like to teach that subject.
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00:06:03.360It's obviously got to be what the student actually needs. And the discussion on those needs is a conversation, which has to be kept real, so goals have meaning for the student and plan set fully understood and agreed before you set off.
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00:06:14.480And I think the examiner's guidance makes it really clear that you should focus on the student's needs and negotiate the plan and the goals with the student.
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00:06:18.480So it's not about telling them that you're going to be doing a particular subject.
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00:06:24.399And that's explicit in the way that the both the part three and the standards checks are marked.
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00:06:25.600Do you want to cover anything esle on lesson planning?
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00:06:37.759I don't think so.
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00:06:41.759Now you've got any other questions, Kat, or has that helped clarify a few bits and pieces for you?
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00:06:43.040Yeah, that's been really good.
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00:06:44.639Um, I don't have any other questions.
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00:06:45.120Great.
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00:06:47.120Okay, well, thanks for joining us guys today.
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00:06:48.879And hopefully it's been of use.
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00:06:52.319And uh reach out if we can if you're going to get in touch with us.
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00:06:55.279The email is admin at driveheart.com.
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00:07:01.199Or you can phone us or WhatsApp as on 07919-488-360.
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00:07:02.079Thank you.
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00:07:03.759Thank you for listening .
