ADI part 3 involves you giving a one hour driving lesson to a pupil while a senior examiner from the DVSA sits in the back of the car and marks your performance.
It’s the same thing as a standards check so why is it called a part 3? I’ll explain that further down this page.
If you want to see what you’re marked on then please watch the video below where I spend 57 minutes explaining the marking sheet in great detail.
How hard is ADI part 3?
The part 3 test is very hard. The pass rate in Birmingham for 2017/18 was just 21.6%.
The main reason people fail is because it’s very difficult to teach people to drive up to the standard required by the DVSA. This is where you find out that becoming a driving instructor isn’t easy!
When I took my part 3 test I had done 60 hours with my trainer, spent 40 hours watching videos and had done over 800 hours of lessons with real learners. Those 800 hours came from working as a trainee instructor for roughly 6 hours a day, 6 days a week for 6 months. I failed my first attempt and only just scraped through with the lowest grade on my second attempt.
The DVSA set a minimum of 40 hours training required (signed off by an ADI) before they’ll consider you for a trainee licence. The reality is that 40 hours is nowhere near enough to be teaching and it’s not unusual to take at least 100 hours of tuition, spend hundreds of hours practicing as a trainee and still fail your part 3.
To help increase your chances of passing I’ve spent hours making many free part 3 videos. You can find them all under the “Instructors” link in the menu above. Here are just some of my most popular part 3 standards check pages:
- Learn what a standards check is
- Learn how to plan your lesson
- Learn about risk management
- Get some standards check tips
- Standards check myths
- See all my standards check videos (this page has everything!)
Why is part 3 so hard?
There are so many things that can happen when you’re giving a driving lesson. Here’s a good way to think about it which I always like to use as an example.
Back in the 1980’s there used to be these shows on TV where someone would try and balance a plate on top of a pole. They’d then spin the pole and the plate would balance while they set up another pole and plate.
If the pole was allowed to spin too slowly then the plate would fall. The more plates you have spinning the harder it gets to keep on top of everything.
Doing a part 3 is a lot like trying to keep up with these spinning plates. You’re being marked on 17 things and there are hundreds of variables that are changing every second, each of which has an impact on the others.
Whenever you’re doing a driving lesson you’re going to be spinning plates like that.
Here are just some of the things you have to keep on top of. Let any of these slip and you can crash or fail a test.
- Have you identified the learners needs correctly?
- Are you using the correct level of instruction?
- Have you got time to go where you want and get back on time?
- Is the lesson plan changing appropriately?
- Are you putting anyone at risk?
- Are you giving instructions clearly?
- Is the pupil aware of their surroundings?
- Do you need to talk through any safety critical incidents?
- Is the pupil learning anything?
- Are you asking the right questions?
- How are you going to get them home avoiding that huge roundabout?
- What role is the pupil playing?
- Is your feedback relevant and timely?
- Is your teaching style appropriate?
- Have you answered the pupils questions correctly?
Try looking at each line of that list in a random order. Look at one then jump to another 2 seconds later, then another and another…That’s what needs to be running through your head when doing a driving lesson.
There are many more and each can change at any second which then alters all the others. The examiner can sit back and relax as you try and keep all those plates spinning. It’s so easy when you’re sitting watching someone else do it!
Expect part 3 to be very difficult and underestimate it at your peril.
Why isn’t part 3 called a standards check?
That’s a good question. The simple answer is that the two tests used to be very different but now they’re not. Let me explain.
Up until April 2014 the way you became a driving instructor was to pass a part 3 test in which the examiner would role-play two different pupils for half an hour each. The first pupil would be one without much experience and the second pupil would be almost ready for a test.
You’d then take a check test (the old standards check) every 2 to 4 years. On a check test you could choose to take along a real pupil or get the examiner to role-play a pupil as in the part 3.
In April 2014 the check test was replaced by the standards check but the part 3 stayed the same. On a standards check you have to take along a real pupl and no role-play is allowed. It’s a much better system because although the examiners tried hard to simulate a pupil, it was never the same.
In December 2017 the part 3 was changed to make it so that like on a standards check, you have to take a long a real pupil.
A part 3 and a standards check were once two very different things but they’re now the same. We still call it a part 3 just so you can tell that the person taking it isn’t yet a fully qualified driving instructor but it is the same thing as a standards check in every way.
If you want to know more about how part 3 used to be then look further down this page.
Is the part 3 easier than a standards check?
I often get asked if they mark the part 3 more softly than a standards check because of your lack of experience. The answer is no.
A part 3 and a standards check are exactly the same thing in every way.
My training for part 3
I’m not going to teach you just how to pass the part 3 exam. I’ll teach you how to be a driving instructor.
Many trainers and schools focus so much on getting you through the test that they forget to teach you important things you’ll need to know when you start working as a driving instructor. Some of the topics listed below won’t be done on a part 3 but it’s essential you can do them for when you start teaching.
Here are just some of the things you’ll learn about on my training course:
- What to do when you meet new pupils
- Lesson planning
- Route planning
- Giving lesson briefings
- Risk management
- Levels of instruction
- Teaching and learning strategies
- Using the dual controls
- Handling difficult pupils and situations
- Booking and planning driving tests
- How the driving test is marked
- Real driving test routes
- What to do on the day of a driving test
- How to do mock driving tests
- Night time driving
- Pass Plus
- Post-test training with full licence holders
- Advanced driving lessons
- Motorway driving (learners are now allowed on motorways)
- Developing coaching skills
How part 3 training is done
I’ll play the role of a pupil and your job is to teach me to drive from start to finish.
Each lesson will start with me teaching you the subject (car controls, junctions etc.) before we swap places and you teach me.
To start with I’ll play nice and be a good pupil. As your training goes on I’ll start giving you more and more problems!
I have taught over 700 pupils to drive. I’ll pick one of those pupils in my mind and do exactly what they used to do on lessons.
I could play as Peter who would never use his mirrors. I could be Polly who could never get into 5th gear. If you’re really unlucky I might even act as “her”…
This can be fun and useful but it has it’s limits. Where many trainers go wrong is that they just think of a fault to act out, like not checking their mirrors, and stick with it. That’s not how it should be done. The way I pick faults isn’t something I’m going to give away but it’s very realistic and effective.
Do you think a real pupil deliberately comes out for a lesson planning to never check their mirrors to wind you up? Some might but not usually. There’s a reason for it happening and good trainers will pick the faults they make accordingly.
Finding the fault is one thing. Fixing it is another. It’s not as simple as just telling someone they need to check their mirrors. If only it was that easy!
Teaching you to teach
Teaching is not easy and it takes a lot of practise to get this right. If you have past experience of teaching you might find it easier but even ex-teachers say it’s much different when the classroom (the car) is moving and other classrooms are trying to crash into you.
Don’t worry because I’ll be helping you along at every step. We’ll break down each topic into small sections so you can develop your skills.
There is so much more to being a driving instructor than people think. Those drivers that sit behind learners blowing the horn and think we just need to say “go” to the pupil wouldn’t have a chance.
Trainee instructor scheme
While you are studying for part 3 you can work as a driving instructor and teach real pupils for money for 6 months.
I do not offer trainee positions at 1stDrive.com because although it may sound a good idea it can actually reduce your chances of passing the part 3 exam.
I worked as a trainee for 6 months but it did little to help develop my skills. What helped me the most was my training sessions and a series of videos I watched. There was no YouTube back then, these were VHS tapes I ordered in the post! These days everything is online and I’m the one making the videos myself.
If you want to be a trainee then that’s not something I can offer you but you can do a part 3 without being a trainee. Many people prefer doing it this way because they’re not getting distracted from their training by running a new business or getting tied into lengthy franchise agreements with schools.
You can see all the requirements for being a trainee driving instructor by clicking here. Once you’ve read that you’ll see why many people find it easier not to!
After part 3
You don’t just qualify and get left alone. The standards check is like the Terminator; it won’t ever give up and just keeps coming for you!
After qualifying you’ll also need to decide on how you’re going to work as an instructor. Are you going to join a school? Go it alone? Qualifying is just the beginning!
The old part 3 – RIP
The old part 3 was done up until December 23rd 2017. It was replaced by the new part 3 which is the same thing as a standards check but with a different name. The test was changed to make it more realistic and raise the standard of teaching.
Below are details of how the test used to be. Some of this his no longer applies to the current test (such as the examiner role-playing a pupil) but much of what you do is the same. It’ll just be with a real pupil instead of an examiner pretending to be a pupil.
I think many instructors will be sad to see the old part 3 test go. It will forever remain as one of the toughest tests ever for any job. I’ve known many people from all walks of life who have found the part 3 to be the hardest thing they ever did.
What happens on the test
On part 3 you must give two driving lessons to a senior examiner who will be playing the role of a pupil. For the first half hour they will play a pupil who is very new to driving. They’ll needs lots of help on basic topics such as going over the car controls or turning left and right. Because the pupil is very new you’ll have to work hard because you’re telling them how to do everything.
In the second half an hour the examiner will play the part of a pupil who is not far from being ready for a driving test but has several weaknesses that you need to identify and sort out. This is a different style of teaching to the first half because instead of telling a lot you’ll be asking a lot of questions and sorting out the good answers from the bad.
The examiner will guide you around on this test so you don’t need to know the area. Many people take this exam away from where they live because the waiting times used to be very long (3 to 6 months) but since 2012 the number of people training has dropped and it’s now quite easy to get tests that are just a few weeks or days away.
Will the examiner help me?
The examiner is not going to make it easy for you. They may ask you if they can go through a flashing amber light at traffic lights and when you say “Yes but only if nobody is crossing” (which is correct) they will attempt to fill your mind with doubt by saying things such as “Well my last instructor said I couldn’t and I’d fail for it. I’m sure I read in a book that you can’t, are you sure?”. Even then they will continue to make you doubt yourself but you must stick to your guns if you are correct. Caving in is how people fail part 3, you have to show that you know your stuff.
We call these assists by the examiner “lifelines” and there are two things you can do with a lifeline; use it to pull yourself to safety or hang yourself with it. This is because sometimes the examiner is helping you and sometimes they are trying to throw you off track by throwing you a false lifeline. This is where you’ll be glad that you spent more time doing parts one and two, so that you know the fact from the fiction.
So what do I have to do on part 3?
Here’s a quick example. Imagine the examiner is heading towards some parked cars on the left hand side of the road and a vehicle is coming towards you. They try and squeeze through the gap and although they make it through, it was a bit too close to be safe.
You’ll first need to ask them why they did it to find out what went wrong. Imagine they just say that they don’t know and it looked ok to them. You’ll need to pull them over, give them a few examples of how to tell if the gap is wide enough and then use the correct level of instruction to fix the fault. There are 3 levels of instruction
1) Fully guided (Telling them what to do)
2) Prompted (Asking them what to do)
3) Independent (You say nothing and they can do it on their own)
The main reason for failing part 3
Not using the correct level of instruction is the main reason for failing part 3. It’s no good telling a pupil who’s been driving for 30 hours that the clutch makes the car move. It’s no good asking a pupil a question if you haven’t yet told them how to do whatever it is you’re asking about. There’s also no point asking or telling when the pupil can clearly do it alone, that just annoys them.
Next time the car moves you’ll need to choose the correct level of instruction. If it’s level 2 (prompted) then you’ll need to ask various questions that provoke thoughts from the learner. These are questions such as asking what, where, when, who etc. You should avoid asking closed questions (ones with yes/no answers) as the answer can be guessed correctly too often. Instead ask open questions that make the pupil think.
At the correct time you will need to drop or increase your level of instruction to suit the pupil. The examiner will be making more faults as you’re doing that so It’s not easy at all. On top of all this you need to be watching other road users.