The Official DVSA Theory Test for Approved Driving Instructors - DVD-ROM

The Official DVSA Theory Test for Approved Driving Instructors - Paperback

This publication is the official DVSA Theory Test book for Approved Driving Instructors. It will prepare you to pass the multiple choice section of your ADI theory test first time. It contains multiple choice questions from the whole theory test question bank, with answers and explanations.

ADI Theory Test Pro- App

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ADI Theory Test 1 Questions and Answers Bank - Part 4 Publications

1.  A novice driver is able to steer a straight course. How could you help them improve their steering skills?

- Get them to practice steering with one hand

- Teach them to change gear as often as possible

- Get them to adjust the mirrors while driving

- Teach them to turn corners while changing gear

Explanation:  At the correct stage in a pupil's development, it's beneficial to practise steering the vehicle with one hand. They should then find it easier to change gear, operate another control or give arm signals as and when appropriate. Any tendency to drive with one hand without good reason should be strongly discouraged.

2.  A pupil’s driving is well below driving-test standard. What should you do if they insist on taking the driving test?

- Allow them to take the test just to prove that you were right

- Allow them to use your car if it's fitted with dual controls

- Allow them to take the test but make the examiner aware

- Refuse to allow them to use your car for the test

Explanation:  If your pupil's driving is below the required test standard, it's your responsibility as a professional instructor to advise them not to take the test. As soon as you become aware of a possible problem, you should discuss this with your pupil and positively encourage them that, in their interest, and for other road users as well, it would be far better to postpone the appointment. If you can't dissuade them, then you should withhold the use of your vehicle. Ultimately, it's the pupil's test and an instructor can't prevent them from taking it in someone else's vehicle.

3.  For a few days you’ve been taking medicine that makes you feel drowsy. Today you feel better, but you still need to take the medicine. When should you drive?

- Only if someone goes with you

- Only after checking with your doctor

- Only at night, on quiet roads

- Only if your journey is necessary

Explanation:  If a medicine you need to take is making you feel drowsy, get advice from your doctor before driving.

4.  How can the process of perception be described?

- Dealing with situations in retrospect

- The selective focusing on a given hazard

- Defining hazards as you pass them

- Categorising and interpreting what we see, hear and feel

Explanation: This is important because, when a learner encounters something on the road for the first time, they may not be able to decide whether it represents a risk. So they might not take the right action. With experience, they'll use the information available and get better at assessing risk.

5.  How can you encourage a pupil to develop a good driving attitude?

- By letting them learn from experience

- By allowing them to take responsibility as soon as possible

- By imposing your will as the instructor

- By asking them to study the instruction manuals

Explanation: The key attitude to develop in driving is active responsibility. For most pupils, and adolescents in particular, exercising responsibility needs to be learnt. You should encourage and give learners the opportunity to practice taking responsibility.

6.  How much verbal instruction is needed to help a pupil attain a good standard of driving?

- None once they reach test standard

- Just enough to ensure they understand what's required

- More as the test date approaches

- A constant amount throughout, regardless of competence

Explanation: It's important to reduce direct instruction and transfer the responsibility for learning to the pupil as quickly as possible. You must ensure that the pupil understands what they need to do and how they need to do it. Once they have this knowledge, they should be allowed to practise and develop their competence without constant instruction.

7.  How should a driving instructor approach each lesson?

- They should use flexible and adaptable methods to match the pupil's progress

- They should have a relaxed manner, encouraging their pupils to do whatever interests them

- They should always include a manoeuvre to give value for money

- They should keep strictly to their prepared plan

Explanation: While a driving instructor should have a prepared plan for each lesson, there needs to be flexibility in how it's delivered. If one teaching method isn't successful, then other methods need to be tried to find one that works for the pupil.

8.  How should driving lessons be planned?

- So that the lessons meet the needs and ability of the pupil

- So that lots of mistakes are made, and the instructor can be seen to give value for money

- So that lots of mistakes are made, to exploit the pupil's weaknesses

- So that no mistakes are made by the pupil, to give them encouragement

Explanation:  Some people find learning to drive easy, while others struggle with the challenge.  It's important that lessons are matched to the pupil's ability.  Mismatching lessons and ability can lead to loss of confidence, disinterest and dissatisfaction.

9.  How should you choose your method of instruction?

- Use one method for male pupils and another for females

- Use the method that suits your teaching style

- Use the same method for all pupils

- Vary the method to suit the pupil

Explanation:  A good instructor will be able to teach in a variety of different ways, and adjust their method to suit the individual needs of each pupil.  Pupils will come with all levels of ability and different learning styles, and training should be planned and delivered accordingly.

10.  How should you use the ‘question and answer technique’?

- Use searching questions

- Save questions until the end of the lesson

- Try to provoke a negative reaction

- Ask questions that require a simple 'yes' or 'no'

Explanation:  Questions that require a simple 'yes' or 'no' are of limited value.  To be effective, you should ask searching questions based on 'what', 'when', 'where', 'why' and 'how'. The power of effective questioning as an aid to learning is sometimes overlooked; it can help to motivate pupils.

11.  If you provide a demonstration of a skill in a lesson, how should you follow it up?

- With the introduction of a new subject

- With a discussion of possible faults that may occur

- With an opportunity for the pupil to check understanding and consolidate by practising

- With a detailed analysis of the manoeuvre carried out

Explanation:  Demonstration, where appropriate, is a valuable tool in the learning process. However, for it to be effective, a pupil must have an opportunity to raise any questions and check their understanding. They then need to practise this new skill.

12.  Just before starting a journey, you’re involved in an argument. What should you do if this has made you feel angry?

- Calm down before you start to drive

- Have a small drink of alcohol before driving

- Drive more slowly than normal and turn your radio on

- Start to drive, but open a window first

Explanation:  If you're feeling upset or angry, your concentration and judgement will be affected; this will increase your risk of an incident while driving. You should therefore wait until you've calmed down before you start driving.

13.  Part of the MSM routine is referred to by the abbreviation PSL. What does PSL stand for?

- Position - Signal - Look

- Position - Speed - Lifesaver

- Position - Speed - Look

- Position - Slow Down - Lifesaver

Explanation:  Regardless of a driver's experience, the Mirrors - Signal - Manoeuvre (MSM) routine should be an integral part of their driving. The Manoeuvre part is broken down into P - Position - Position your vehicle correctly and in good time. S - Speed - Adjust your speed as necessary for the manoeuvre. L - Look - Look for other traffic or road users when you reach a point from which you can see. Assess the situation, then decide whether it's safe to proceed and act accordingly.

14.  The timing of directions to a pupil is very important. What’s the recommended method of doing this clearly?

- Direct - Alert - Identify

- Direct - Identify - Alert

- Alert - Identify - Direct

- Alert - Direct - Identify

Explanation: A pupil needs time to react to an instructor's directions. It's recommended that an instructor uses the Alert - Direct - Identify procedure. For example, 'At the roundabout' (alert them and gain their attention); 'take the road off to the right, it's the third exit' (direct them); 'it's signposted to Bristol' (identify).

15.  Typically, how does ageing affect people’s driving ability?

- Older people have slower reactions

- Older people drive faster

- Older people overestimate their ability

- Older people take more risks

Explanation: As people age, their reactions tend to slow and they can take longer to assess hazards. Don't try to rush them, but be tolerant and patient.

16.  What advice should you give to a pupil who wishes to overtake a long, slow-moving vehicle on a busy road?

- Flash your headlights for the oncoming traffic to give way

- Stay behind until the driver waves you past

- Follow it closely and keep moving out to see the road ahead

- Keep well back until you can see that it's clear

Explanation: The closer a driver gets to the vehicle in front, the less they can see of the road ahead. The safety aspects of keeping well back to gain a better view need to be emphasised and practised. It takes a long time to overtake a long vehicle and a good view of the road ahead is necessary to see that there's enough room to overtake safely.

17.  What can be established through an appropriate use of open questions?

- If the ADI and the pupil have any interests in common

- The pupil's degree of aptitude and psychomotor skills

- The pupil's level of practical and theoretical knowledge

- The pupil's attitude, norms and motivation when learning to drive

Explanation:  The decisions we make when driving are shaped by our attitude, norms and motivation. But we're not always aware of these. Open questions can be used to explore these issues without making the pupil defensive. You can then work with the pupil to address any unhelpful attitudes.

18.  What can happen if an instructor’s expectations of a pupil are too high?

- The pupil's confidence can be damaged

- The pupil's learning is reinforced

- The pupil's confidence will improve

- The pupil will progress at their own rate

Explanation: Everyone learns at a different rate, so you'll need to adapt your teaching to the ability of each pupil. Building confidence is an important part of teaching someone to drive. This can be hard to build but easy to lose, so be realistic in your expectations of a pupil.

19.  What could you do to guard against the risk of a vehicle fire?

- Check out any strong smell of petrol

- Keep water levels above maximum

- Avoid driving with a full tank of petrol

- Always use unleaded petrol

Explanation: The fuel in your vehicle can be a dangerous fire hazard. A strong smell of petrol may indicate a fuel leak and needs investigating. Don't use a naked flame near the vehicle if you can smell fuel, and don't smoke when refuelling your vehicle.

20.  What could you do to reduce the volume of traffic on the roads?

- Travel by car at all times

- Drive in a bus lane

- Share a car when possible

- Use a car with a smaller engine

Explanation: Traffic congestion is an inevitable consequence of the increasing volume of traffic on the road. To help reduce the volume of traffic, you could try
- sharing a car
- walking or cycling
- using public transport.

21.  What do pupils need to do in order to learn to drive safely and responsibly?

- Take responsibility for their learning from an early stage

- Have specified aptitudes for driving

- Acquire relevant basic knowledge of driving

- Fully understand the mechanics of their vehicle

Explanation: The key attitude to develop in driving is active responsibility. For most pupils, and adolescents in particular, responsibility needs to be learnt. You should encourage learners to practice taking responsibility at the earliest opportunity.

22.  What does it mean when another driver flashes their headlights?

- They're giving you right of way

- They're warning you of a speed trap

- They're signalling that it's safe for you to go

- They're warning of their presence

Explanation: Officially, the flashing of headlights has the same meaning as sounding the horn - a warning of the presence of a vehicle. However, drivers sometimes flash their headlights for other reasons. Make sure you know what's meant by the signal before acting on it.

23.  What effect does alcohol have on your driving?

- It improves your co-ordination

- It increases your awareness

- It reduces your concentration

- It speeds up your reactions

Explanation: The safest rule is never to drink and drive. Alcohol seriously affects judgement and concentration. It will reduce driving ability, give a false sense of confidence and slow down reactions.

24.  What major advantage does a pupil gain from agreeing learning objectives?

- They have no need to ask questions of the instructor

- They'll be able to drive a vehicle responsibly, with concentration and patience

- They'll know what's expected of them and be able to evaluate their progress

- They'll know when they're ready to take the test

Explanation: Agreeing learning should be a two-way process. You can contribute your understanding of what has to be achieved and the learner can contribute their objectives and understanding. At the end of a lesson, both you and the pupil will be better placed to evaluate progress.

25.  What may help to deter a thief from stealing your car?

- Always keeping the interior light on

- Etching the registration number on the windows

- Always keeping the headlights on

- Fitting reflective glass windows

Explanation: Having your car registration number etched on all your windows is a cheap and effective way to deter car thieves.

26.  What should a deaf pupil be advised to do when they’re ready to apply for their driving test?

- Bring a signer with them on the day of their test

- Declare their hearing impairment when applying for their driving test

- Inform the examiner that they're deaf on the day of their test

- Supply visual instructions for the examiner to use

Explanation: When booking a driving-test appointment, it's important to declare if the candidate is deaf. This will ensure that appropriate arrangements are made for the test.

27.  What should an instructor do when they see their pupil commit a driving fault?

- Discuss it at the earliest opportunity

- Talk about it at the end of the lesson

- Use it as a warning to the pupil

- Ignore it and continue with the lesson

Explanation: Once identified, driving faults should be addressed at the earliest opportunity. A fault should be looked upon as a chance to teach the point and to encourage a change for the better in the pupil's driving.

28.  What should you do if a pupil drives the rear wheels over the kerb when they turn left?

- Ask them to explain why they think this happened

- Tell them that this fault can be avoided by first swinging out to the right

- Demonstrate how this was caused by turning the steering wheel too late

- Explain that the rear wheels cut in when turning left

Explanation: Learning is far more effective when a pupil can identify for themselves the reason why something has gone wrong. If they can't work it out, you can help them to understand with an explanation or a diagram. When they understand the problem, the pupil should then practise this manoeuvre.

29.  What should you do if a pupil seems to have reached a point where they’ve stopped making progress in their learning?

- Insist they get more practice

- Cancel the next few lessons

- Carry on with the set programme

- Work with the pupil to identify any blocks to learning

Explanation: Learning isn't always a continuous upward process. Sometimes pupils simply need time to consolidate learning before moving on. On other occasions there may be something blocking progress. You should work with the learner to understand what's happening and decide how to proceed.

30.  What should you do if a pupil stops making progress in their learning?

- Discuss blocks to progress and develop strategies to overcome the blocks

-Conclude they have learning difficulties and refer them to a specialist ADI

- Slow down the pace of instruction

- Make the pupil have extra lessons to help overcome the difficulty

Explanation: Learning isn't always a continuous process. Sometimes pupils simply need time to consolidate learning before moving on. On other occasions there may be something blocking progress. You should work with the learner to understand what's happening and agree how to move on.

31.  What should you do if a pupil you’re instructing fails to make the progress you were expecting

- Go on to more advanced driving situations to speed up the learning process

- Ask the pupil if there's a particular problem that's holding them back

- Continue to repeat the same exercise until the pupil gets it right

- Be patient and continue the well-tried methods that are working with other pupils

Explanation: If your usual techniques or methods don't appear to be working, you should discuss the matter with your pupil, and explore alternative ways of getting the point across.

32.  What should you do if you go to a social event and need to drive a short time after?

- Drink plenty of milk before drinking alcohol

- Avoid drinking alcohol completely

- Drink plenty of coffee after drinking alcohol

- Avoid drinking alcohol on an empty stomach

Explanation: Avoid drinking and driving. Just one drink could dangerously impair your judgement and reactions, as well as put you over the legal drink-drive limit.

33.  What should you do if you have to leave valuables in your car?

- Put them in a carrier bag

- Park near a bus stop

- Park near a school entrance

- Lock them out of sight

Explanation: If you have to leave valuables in your car, always lock them out of sight. If a thief can't see anything of value to steal, they're less likely to break in.

34.  What should you do if you have to use the dual controls?

- Say nothing to preserve the pupil's confidence

- Ask the pupil if they understand why it was necessary to use them

- Say nothing and expect the pupil to understand why

- Explain that it will be covered at the end of the lesson

Explanation: If a serious incident occurs that requires you to use the dual controls, it's vital that the pupil fully understands what happened and how they could have avoided the situation or dealt with it better.

35.  What should you do if you see your pupil commit a driving fault during a lesson?

- Ignore it and continue with the lesson

- Tell them about it at the end of the lesson

- Ask them to reflect on their performance

- Use it as a warning to the pupil

Explanation: It's important that driving faults and errors are dealt with promptly. Learning will also be more effective if the pupil can spot their own errors and come up with their own strategies for ensuring the errors don't happen again. If the pupil doesn't recognise the fault, you'll need to tell them. Even then, the pupil can still work on developing strategies themselves.

36.  What should you do if your pupil fails to respond to something you’re teaching?

- Talk to them and see if they can identify any reasons why it's not working

- Start from the beginning and tell the pupil to concentrate harder

- Repeat yourself until they understand

- Leave it and try again during the next lesson

Explanation: If a pupil isn't responding to a particular part of the learning programme, with a bit of help they'll normally be able to say what's going wrong. In saying what's wrong, they'll often be able to tell you what it will take to get over the problem.

37.  What should you do when a pupil gives a partially correct answer to a question?

- Ask the pupil to make more of an effort with their study of The Highway Code

- Stop the pupil from responding further to prevent them from interrupting the flow of the lesson

- Ignore the correct part of the response, but offer a full explanation

- Confirm the correct parts and then help the pupil to work out why the other parts were wrong

Explanation: You may need to check your pupil's understanding by asking questions. If they offer a partially correct answer, you should confirm the correct parts and, to complete their understanding, give them feedback on where they went wrong.

38.  What should you do when teaching a profoundly deaf pupil?

- Give instructions slowly and distinctly while stationary

- Write down all the directions for the route

- Ask the pupil how they would like you to communicate with them

- Learn sign language to give instructions

Explanation: Most people with hearing difficulties will have developed communications strategies that work for them. For example, they may be able to use a simple system of hand signals. However, if you're unable to work out a way of communicating effectively, you should consider referring the pupil to another driving instructor who has the necessary skills.

39.  What should you do when you’ve agreed a lesson plan with a pupil?

- Keep strictly to the prepared plan

- Use the same plan every time the same area of competence is covered in the future

- Adapt the lesson plan if it will help the pupil to achieve their learning objectives

- Only continue with the lesson plan if the pupil agrees

Explanation: You should agree a plan with your pupil at the start of a lesson. However, as the lesson progresses it may become clear that the plan needs to be adapted - for example, if there's a gap in the pupil's knowledge that needs to be filled before they can proceed. You should agree with your pupil how to deal with that gap, even if it means changing the original lesson plan.

40.  What should you remove before leaving your car unattended?

- The vehicle documents

- Spare bulbs

-A road atlas

- A first-aid kit

Explanation: Never leave the vehicle documents inside the vehicle. They would help a thief to dispose of it more easily.

41.  What should you teach a pupil to do if another driver flashes their headlights?

- Flash their headlights back at the other driver

- Correctly interpret what the other driver is going to do

- Stay where they are, as the signal isn't an official one

- Make progress while the opportunity is available

Explanation: Sometimes another road user will use a signal whose meaning is open to interpretation. When this happens, learner drivers should make sure they understand what the other driver intends before taking any action.

42.  What should you teach your pupil about changing lanes on a motorway?

- You should manoeuvre first, then signal

- You should start the MSM routine in good time

- You should increase speed before changing lanes

- You should signal well before using your mirrors

Explanation: Always start the Mirrors - Signal - Manoeuvre (MSM) routine well before you intend to change lanes. On motorways, vehicles are travelling at much higher speeds, so they may come up behind you very quickly. By checking the mirrors early, you'll have a chance to plan and give any necessary signals in plenty of time, so that other drivers have advance warning of your intended actions. In turn, they'll have more time to expect a change in traffic pattern and be able to prepare and act accordingly.

43.  What should you teach your pupils to do when they’re learning to turn their vehicle around in the road?

- Concentrate on looking over their left shoulder

- Carry out effective all-round observation

- Concentrate on looking over their right shoulder

- Check their mirrors continuously

Explanation: All-round observation is essential throughout any manoeuvre. Drivers should use their mirrors and pay particular attention to the direction in which they're moving, to vulnerable road users, and to what might be happening in any blind spots.

44.  What should you tell your pupil while you’re teaching the turn-in-the-road exercise?

- They should avoid using the parking brake, as it will take too much time

- They should use the pavement if the road is narrow and there are no pedestrians

- They should look around often and always have the car under control

- They should use all the road and only stop when they hit the kerb

Explanation: When teaching your pupil the turn-in-the-road exercise, you should explain that having the car under control is only part of the procedure. They also need to be aware of other road users and know how to deal with them safely.

45.  What will a new driver have to do if they accrue six or more penalty points on their licence within the first two years after passing their first driving test?

- Reapply for a full licence immediately

- Retake the theory test only

- Retake both the theory and practical tests

- Retake the practical test only

Explanation: If the number of points on a new driver's licence (including any points gained as a learner) reaches six or more within two years of passing their first practical driving test, their licence will be revoked. To regain a full driving licence, both the theory and practical tests will have to be retaken.

46.  What will reduce the risk of whiplash injury?

- A correctly adjusted head restraint

- A collapsible steering wheel

- Anti-lock brakes

- An air-sprung seat

Explanation: If you're involved in a collision, a correctly adjusted head restraint will reduce the risk of neck and back injury. It may not be effective if it's not properly adjusted.

47.  What’s likely to happen if you continually use the steering or the dual controls while you’re instructing?

- It will undermine the trust between you and your pupil

- It will build your pupil's confidence, as you're in control

- It will allow your pupil to concentrate on other aspects of driving

- It will help develop your pupil's hazard awareness skills

Explanation: If you need to use the dual controls, you must make sure the pupil understands why you've done so. If you need to use the dual controls often, it suggests that you've overestimated your pupil's ability and are asking too much of them. If you don't recognise this, your pupil may lose confidence and the trust between you may begin to break down.

48.  What’s meant by ‘transfer of learning’?

- When associations are made with previously learned skills and knowledge

- When trainees learn from friends and colleagues

- When pupils learn from their mistakes

- When parents take on the responsibility for teaching their children to drive

Explanation: A transfer of knowledge is when links are made between previous experience and the new skills to be learned. For example, a pedestrian who can judge appropriate gaps in the traffic to cross the road can link this skill to turning right into side roads when they learn to drive. A good instructor will identify these links.

49.  What’s the best way to maintain the motivation and interest of a pupil having difficulty in learning?

- Repeating an exercise until they get it right

- Taking time to find out whether the pupil has a preferred learning style

- Giving a demonstration when mistakes are made

- Keeping strictly to the lesson plan

Explanation: When planning and delivering a lesson, it's important to remember that we all learn in different ways. Continuing to deliver in the same way, when the pupil is clearly not engaging or making progress, may reduce their motivation even further.

50.  What’s the most important task at the end of every driving lesson?

- Go over all the mistakes that have been made

- Arrange the next lesson

- Set the objectives for the next lesson

- Encourage the pupil to reflect on their own performance

Explanation: Giving the pupil a chance to reflect on their own performance helps them to consolidate their learning and to raise any issues that are concerning them. It gives the instructor a clearer insight into what the pupil is thinking and provides a good foundation for agreeing what to do in the next lesson.

51.  What’s the most likely outcome of using attainable learning targets for a pupil under instruction?

- They'll result in the pupil being ready for test too early

- They'll make the pupil struggle to cope with them

- They'll make the learning process longer than normal

- They'll provide reinforcement of the pupil's progress

Explanation: Learning targets should be realistic and attainable; reaching a learning target will reinforce a pupil's progress. Setting objectives that are too ambitious or too complex is more likely to demotivate pupils.

52.  When does the cost of vehicle insurance normally reduce?

- When you pass the driving test first time

- When you're over 25 years old

- When you're under 25 years old

- When you don't wear glasses

Explanation: The cost of insurance varies with your age. Usually, the younger you are, the more expensive it is - especially if you're under 25. Some post-test training schemes are recognised by insurance companies, and new drivers who complete this form of extra training may benefit from a reduced first premium.

53.  When should you assess a learner driver’s progress?

- When the pupil has learnt as much as they can at that time

- When an improvement has been made

- At the end of the course of lessons

- Continuously, using dialogue and feedback

Explanation: n client-centred learning, there should be lots of opportunities for you to observe how your pupil's learning is going. You should provide frequent feedback on their progress, based on these observations, and talk to your pupil about how they view their progress. Then you can adjust the lesson content to meet your pupil's learning needs.

54.  When should you give feedback to your pupil?

- Only when they make a serious error

- At the start of the next lesson

- When they've had a chance to relax

- At any suitable opportunity

Explanation: Feedback is vital to help a pupil understand whether they're competent. It can take many forms. Sitting quietly and not saying anything can be just as effective for feedback as talking all the time. The skill is in judging how and when to provide feedback so that it has a positive learning impact.

55.  Which expense is likely to increase as a result of being convicted of driving while unfit through drink or drugs?

- The vehicle tax

- The vehicle test certificate

- The insurance premium

- The driving licence fee

Explanation:  Insurance companies are likely to charge a higher premium for people who have been convicted of driving while unfit through drink or drugs. This is because they've shown that they're a risk to others on the road.

56.  Which organisation publishes guidance about medical conditions that might prevent someone from driving?

- The Police

- The Automobile Association

- The Driver and Vehicle Standards Agency (DVSA)

- The Driver and Vehicle Licensing Agency (DVLA)

Explanation: Any medical condition that would affect your driving must be reported to the DVLA Drivers Medical Group or, in Northern Ireland, the DVA Drivers Medical Section. If you have any condition or you have to take any medication that you think might affect your driving, it's worth checking the information available on www.gov.uk

57.  Which type of glasses shouldn’t be worn when driving at night?

- Half-moon

- Round

- Bifocal

- Tinted

Explanation: If you're driving at night or in poor visibility, tinted lenses will make everything appear darker. This will make it more difficult for you to see in what are already difficult conditions.

58.  Why do motorcyclists often wear bright clothing?

- To make it easier for other road users to see them

- It keeps them cool in summer

- They must do so by law

- Bright colours are very popular

Explanation: Motorcycles are small vehicles and can be difficult to see. If the rider wears bright clothing, it can make it easier for other road users to see them approaching, especially at junctions.

59.  Why do you need to take time to identify your pupil’s learning goals?

- To determine their range of general intelligence

- To determine how much instruction will be required to complete the course

- To confirm the final cost of their driver training

- To help you and your pupil to agree the most effective learning plan

Explanation: Taking time to establish a pupil's learning goals and needs provides you with the information you need to make an effective learning plan. It involves the pupil in the planning process, so the final product is something they have agreed to and engaged with.

60.  Why should an approved driving instructor (ADI) spend time clarifying a pupil’s learning goals and needs?

- To determine the level at which instruction should begin

- To plan how often the pupil will need to have lessons

- To establish the amount of instruction the pupil will need

- To understand the general intelligence of the pupil

Explanation: To design an effective programme of learning, it's important to understand what a pupil brings to the process. This will enable you to decide the level at which instruction can begin. It will also encourage the pupil to engage with the learning process if they're not forced to go over material they already know.

61.  Why should you provide feedback to your pupil?

- To tell the pupil what they've done wrong

- To allow you to record how well you're teaching

- To encourage them to move on to learning new skills

- To ensure they know how well they're doing

Explanation: If a pupil is to make effective progress, they must have an accurate idea of how well they're doing. It would be dangerous if they moved on to a more complex driving task before mastering all the competencies required to perform that task successfully. Ideally, the process should start with you encouraging the pupil to identify their own weaknesses.

62.  You give instruction in short, progressive steps. What’s this teaching technique likely to lead to?

- Sustained interest from the pupil

- The completion of the lesson in a shorter time

- A lack of coordination in driving the vehicle

- A sense of boredom in the pupil

Explanation: An interested pupil is likely to be well motivated and should retain information better than one who has lost interest. Everyone has different abilities, so instruction needs to be varied to suit the individual.

63.  Your doctor has given you a course of medicine. Why should you ask how it will affect you?

- The medicine you take may affect your hearing

- Drugs make you a better driver by quickening your reactions

- You'll have to let your insurance company know about the medicine

- Some types of medicine can cause your reactions to slow down

Explanation: Always check the label on any medication you take, as some medicine can make you feel drowsy and slow your reactions. Your doctor or pharmacist will be able to give you advice about possible side-effects of both prescribed and over-the-counter medicines.

64.  Your pupil is approaching a crossroads. What advice should you give them if the traffic lights have failed?

- Be prepared to stop for any traffic

- Brake and stop only for large vehicles

- Be prepared to brake sharply to a stop

- Brake sharply to a stop before looking

Explanation: Drivers and riders should proceed with caution at a junction where the traffic lights have failed. They should treat the situation as if it were an unmarked junction. As no-one has priority, everyone should be prepared to stop.

65.  Your pupil is approaching a junction where the view is restricted. What should you tell them to do?

- Approach slowly and edge forward until they can see

- Stop at the junction and apply the handbrake

- Stop well before the junction, then move forward for a better look

- Approach quickly to reduce the likelihood of having to wait

Explanation: At junctions where the view is restricted, you need to make sure your pupil has time to assess the situation. Teach them to approach slowly and get a good look at the traffic situation before making a decision.

66.  Your pupil’s knowledge and driving competence improve. What’s likely to happen to the level of instructor involvement?

- It will decrease

- It will remain the same

- It will increase

- It will finish

Explanation: Detailed instruction should decrease as the pupil's ability increases. An instructor shouldn't be controlling the pupil all of the time. This takes the initiative away from the pupil and could be considered over-instruction.

67.  You’re about to drive home. What should you do if you feel very tired and have a severe headache?

- Drive home if you can stay awake for the journey

- Drive home after taking medicine for your headache

- Wait until you feel fit and well before driving

- Wait for a short time, then drive home slowly

Explanation: All your concentration should be on your driving. Any pain you feel will distract you, and you should avoid driving when drowsy. The safest course of action is to wait until you've rested and feel better.

68.  You’re about to return home from holiday when you become ill. What should you do if a doctor prescribes drugs that are likely to affect your driving?

- Only drive on quiet, local roads

- Only drive if someone is with you

- Only drive at 30 mph or less

- Don't drive at all

Explanation:  If you're taking medication that's likely to affect your driving, don't drive. You mustn't put other road users, your passengers or yourself at risk.

69.  You’re following a large vehicle, approaching a crossroads. The driver of the vehicle signals to turn left. What advice would you give to your pupil?

- Don't overtake until the vehicle begins to turn

- Overtake if you can leave plenty of room

- Overtake only if there are no oncoming vehicles

- Don't overtake when you're approaching a junction

Explanation: Overtaking on the approach to a junction is fraught with danger and shouldn't be attempted. Particular guidance needs to be given about the unusual course a large goods vehicle may need to take in order to negotiate the junction safely.

70.  You’re teaching a learner driver who’s following a slower-moving vehicle. You can see a junction ahead on the right. What should you tell your pupil?

- Accelerate quickly to overtake before the junction

- Overtake after checking the mirrors and signalling

- Don't try to overtake until you're past the junction

- Slow down and prepare to overtake on the left

Explanation: Advise a pupil that they should never overtake on the approach to a junction. The driver they're following may decide to turn right at the last moment. Other vehicles may arrive quickly at the junction and turn left into your road without taking effective observation.

71.  You’re teaching a manoeuvre that involves reversing in the road. What should you teach your pupil to do?

- Look to the rear over their right shoulder only

- Look to the rear using only their mirrors

- Scan all around, paying particular attention to the direction in which they're moving

- Look to the rear over their left shoulder only

Explanation: All-round observation is essential throughout any manoeuvre in the road. A pupil should be trained to look particularly in the direction in which they're moving, to look out for vulnerable road users and to check their blind spots.

72.  You’re teaching a pupil to drive a car smoothly and with good coordination. In which area of activity will this learning mainly take place?

- Psychological

- Emotional

- Psychomotor

- Intellectual

Explanation: Psychomotor activities relate to practical skills. When driving a vehicle, a pupil will need to learn how to use each control competently. The next stage of learning will be to combine the use of these controls and coordinate actions smoothly to complete a task. In the early stages of learning, an example would be to move away smoothly without stalling.

73.  You’re teaching a pupil to move away on a downhill gradient. What advice would you give them about the gears?

- Use the highest available gear

- Use an appropriate gear for the gradient

- Use a lower gear than normal

- Use the lowest available gear

Explanation: When teaching a pupil how to move off on a downhill gradient for the first time, the instructor will have to tell them which gear to use. However, as the pupil's skill develops, they should be encouraged to think for themselves and to make decisions based on their knowledge and experience.

74.  You’re teaching a pupil to move off from the side of the road. Why should you teach them to look around?

- To check that there's nothing in the blind spot

- To check for road signs and speed limits

- Because the mirrors may not be adjusted properly

- To avoid failing their driving test

Explanation: It's important that instructors explain that safety checks aren't just a test requirement but are a vital part of keeping safe on the road. Explaining the reasons behind safety checks should help pupils to think for themselves and become safe drivers.

75.  You’re teaching a pupil to stop. What should you teach them about using the gears to help slow the car?

- First gear should always be selected

- Second gear should always be selected

- A downward gear change should be made

- Changing gear isn't always necessary

Explanation: When stopping a car, a gear change is often not needed. Modern cars have powerful brakes and tyres with good grip. This makes it generally unnecessary to select a lower gear before stopping.

76.  You’re teaching a pupil who continually drives too fast. What should you do to correct this problem?

- Let them learn from experience, using the dual brake to ensure safety

- Impose a speed limit that's lower than everyone else's

- Give more demonstrations than normal

- Explain what can happen as a result of driving too fast

Explanation: Simply telling a pupil that they're driving too fast isn't sufficient. Explanations need to be given, highlighting what may occur if they repeat the fault. More importantly, they need to know what to do to prevent it from happening again.

77.  You’ve been unable to drive due to illness. What must you do before you start driving again?

- See your doctor

- Take smaller doses of any medicines

- Be satisfied that you're medically fit to drive

- Take all your medicines with you when you drive

Explanation: Only drive if you're fit to do so. Some medication can affect your concentration, your ability to stay awake and your judgement when dealing with hazards. Driving while taking such medication is highly dangerous.

78.  You’ve just taken some cough medicine given to you by a friend. What should you do before you drive your car?

- Check the label to see if the medicine could affect your driving

- Ask your friend if taking the medicine affected their driving

- Drive a short distance to see if the medicine is affecting your driving

- Drink some strong coffee one hour before driving

Explanation: Never drive if you've taken medicine without first checking what the side-effects might be. Many over-the-counter medicines carry a warning that they may cause drowsiness. They can affect your judgement and perception, and therefore your ability to drive safely.

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