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.

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.

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.

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).

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

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.

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.

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.

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.

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.

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.

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.

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.

In 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.

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.