The National Standard and SC1 form

Understanding the National Standard

The National Standard for Driver and Rider Training (DVSA reference DVSA/NS/DRT) is the official framework every driving and riding instructor in England, Scotland and Wales must follow. (Northern Ireland is regulated separately, by the DVA.) It sets out what you must be able to do, and what you must know and understand, to provide training. It exists to support your professional development, to keep learners safe, and to bring consistency to how driving is taught across the country. Both documents linked on this page come from gov.uk: the full National Standard and an example of the marking form used on the day. (National Standard content reproduced under the Open Government Licence.)

The six units of the National Standard

The Standard is organised into six units — the competencies the ADI Part 3 test and the ongoing Standards Check are built to assess:

1. Prepare to train — meet all legal requirements. Licensing, registration and vehicle roadworthiness before you deliver any training.
2. Design learning programmes. Tailor training to the individual using a client-centred approach that accounts for prior experience and any special requirements.
3. Enable safe and responsible driving. Create a supportive learning environment, demonstrate skills, and coach learners to identify obstacles for themselves — rather than simply telling them.
4. Manage risk to instructor, learner and third parties. On-road safety management and health and safety throughout.
5. Evaluate and develop your knowledge, understanding and skills. Reflective practice: assess your own performance against the Standard and pursue continuing professional development.
6. Develop and use a programme of role play for trainee instructors. Design realistic role-play that prepares trainee instructors for real teaching.

The thread running through all six is client-centred learning: listening actively, helping learners spot their own obstacles, and coaching them to build their own strategies — not passive information delivery. That is exactly what the Part 3 test rewards.

ADI Part 3 and the standards check: the same 17 competencies

Part 3 (to qualify) and the standards check (once you are on the register) are marked on the same 17 competencies, word for word, using the same 0–3 scoring and the same grade boundaries. They are, however, two separate DVSA forms: the ADI part 3 test report form for the qualifying test, and the SC1 for the standards check. People use "SC1" loosely for both — it is worth knowing which is which, because only one of them applies to you at any given time.

In both, a DVSA examiner watches you give a client-centred lesson to one of your pupils for about 45 minutes — roughly 3 minutes agreeing goals and how risk is shared, about 40 minutes driving, a few minutes reflecting, then around 15 minutes of feedback.

Scoring

Each of the 17 competencies is scored 0 to 3, giving a total out of 51:

• 0 to 30: fail.
• 31 to 42: Grade B — a pass.
• 43 to 51: Grade A — a high standard of instruction.

One failed standards check does not remove you from the register. You get up to two further attempts; removal follows only after a third failure. On Part 3, a fail likewise costs you one of your three attempts rather than the qualification.

One trap: score 7 or less in the five risk-management competencies (out of 15) and you fail automatically, however high your total. The examiner wants proactive questioning and anticipation, not last-moment reactions.

The 17 competencies (the SC1 form)

The examiner marks these on the report form, grouped into three areas. (Wording follows the DVSA form; the official example is linked above.)

Lesson planning (4)

1. Did you identify the pupil's learning goals and needs?
2. Was the agreed lesson structure appropriate for their experience and ability?
3. Were the practice areas suitable?
4. Was the lesson plan adapted, when appropriate, to help the pupil work toward their goals?

Risk management (5)

5. Did you make sure the pupil fully understood how responsibility for risk would be shared?
6. Were directions and instructions clear and given in good time?
7. Were you aware of the surroundings and the pupil's actions?
8. Was any verbal or physical intervention timely and appropriate?
9. Was enough feedback given to help the pupil understand any safety-critical moments?

Teaching and learning strategies (8)

10. Was the teaching style suited to the pupil's learning style and current ability?
11. Was the pupil encouraged to analyse problems and take responsibility for their learning?
12. Were opportunities and examples used to clarify learning outcomes?
13. Was the technical information given comprehensive, appropriate and accurate?
14. Was the pupil given appropriate and timely feedback during the session?
15. Were the pupil's queries followed up and answered?
16. Did you keep an appropriate, non-discriminatory manner throughout?
17. At the end, was the pupil encouraged to reflect on their own performance?

Why this matters

Mastering the National Standard is about more than passing Part 3. It underpins your professional development, supports client-centred learning and, above all, keeps people safe on the road.