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Core Comps

April 22, 20150 Comments

Video Transcription

Blog – Levels of Instruction and Core Comps on the Part 3

Welcome to this short blog on the level of instruction and using the core comps on Phase 1 in particular. I have had an email this week asking about the videos and why he doesn’t see people core comping on Phase 1 and the reason being is that you shouldn’t need to. If you are controlling and educating then you shouldn’t need to core comp. You need to core comp if the pupil commits a fault but if they don’t commit a fault because you are in control and educating then there is no need to core comp it. For example, if you were to say “check the middle mirror” then they haven’t made a fault because they have been educated and checked the mirror.

So if you are controlling and educating then you should not need to core comp. If they make a fault then you would do the same as you do on a Phase 2 but I would say you shouldn’t need too. If you do then I would say that the reason for this is that they are making the fault because you haven’t controlled and educated in the first place. Don’t get too bogged down with core comping on a Phase 1.

I just want to show you something here which quickly sums it up from the DVSA. It says –

Faults – Identified: This covers the ability of the PDI to clearly identify all the important faults committed by the pupil that require correction as part of an effective instructional process. This ability is expected to cover all aspects of control of the car and procedure on the road at all times. The fault assessment need not be immediate if this would be inappropriate at the time, but it should be given at the first opportunity.

So you should analyse at the first opportunity.

The other question was ‘Should we pull them over?’ A trainer may say they should pull the pupil over all of the time but SEs don’t like being pulled over and they shouldn’t be pulled over unless you have to to core comp. On Phase 2 you have to but on Phase 1 you shouldn’t need to do it because they shouldn’t be making the faults in the first place.

Fault Analysis: This covers the ability, having identified a fault, to accurately analyse the cause and offer an analysis as appropriate. It covers inaccurate, incomplete or omitted fault analysis.

Remedial Action: This relates to offering constructive and appropriate action or advice to remedy a fault or error that has been identified and analysed.

Remedial Action must link into the analysis but this is about Phase 1 and you shouldn’t really be doing this on Phase 1. This is the bit that I really think is important which is the level of instruction. If you’ve got the level of instruction right then you are controlling them and you need to educate them as well.

Level of Instruction: Relates to the match (or lack of it) between the level of instruction and the level of ability of the pupil. This will normally match the grade given as it would be very difficult to explain why it would not be the case.

So if your level of instruction is right faults are not going to happen so, if a fault doesn’t happen it doesn’t need analysing and doesn’t matter so, therefore, it has to be a high grade. It can’t be anything else.

The next one in the ADI1 links in about the control of the lesson.

Control of Lesson: Deals with the overall control of the lesson and the interaction processes within it. Directions must be clear and given at the correct time. Instruction should be given in good time to help the pupil respond to the situation at hand. Instructions must relate to the prevailing road and traffic conditions. This has strong links with the ‘core competencies’, ‘level of instruction’, and ‘feedback and encouragement’.

Also in the ADI1 document somewhere it says that when the SE goes back into the office they shouldn’t have marked the core comps, level of instruction, control of the lesson or feedback and encouragement until they get back into the office. I think that is a really important point because it shows they are very linked together.

So if you are getting the control right and the level of instruction right then there is no need for core comps on the Phase 1. If things do happen and you need to do core comping then you must but you also need to think about that you are not keeping control here and you take control of the lesson.

Hopefully that was of use. This week’s webinar will be covering this subject in a lot more detail. We are going to look at the core comps on Phase 1, the lack of them and what we mean by control and education; on Phase 2 we will look at the core comps completely so Identifying a fault, analysis the fault, using the analysis sheet, remedial action and how it ties into the analysis. I will be going through lots of examples of what that means and how to use it and how to get the best out of core comping. This live chat is happening on Thursday 23rd April 2015 but if you do miss that then you can catch up in the archive section of the website.

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About the Author ()

Blaine Walsh is the owner of, has been a driving instructor trainer for 15 years and a driving instructor for over 20 years. When he first qualified Blaine admits his was not a very good instructor, became disillusioned, was not retaining pupils and not making any money, so he quit full time teaching. After spending time self-reflecting, he had a light bulb moment and realised that he needed to put more explanation, effort and enthusiasm into teaching learners. Since then he has not looked back and is now regarded as one of the top trainers in the country.

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