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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.