Observation, Signalling & Planning: Read the Road
These six skills are the ones that separate drivers who react to hazards from drivers who see them coming. They're also the skills that prevent the most accidents.
Poor observation and planning account for a significant proportion of driving test failures and real-world collisions. Mastering Skills 8–13 is essential.
Track Your Observation ProgressMirrors
Effective mirror use isn't just checking what's behind you — it's building a complete picture of everything around your vehicle so you can make safe decisions.
The MSM routine
- MMirror — check interior mirror first, then the relevant door mirror
- SSignal — indicate your intention if it will help other road users
- MManoeuvre — act on what you've seen; position, speed, look
Apply MSM before every change of speed, direction, or position.
The 5 levels for Skill 8
- 1 Introduced: Instructor explains when and how to use mirrors
- 2 Helped: Checks mirrors when prompted
- 3 Prompted: Usually checks at the right time; occasional misses
- 4 Independent: Checks mirrors regularly and correctly throughout
- 5 Reflection: Uses mirror information to inform every decision proactively
Signals
Signals tell other road users what you intend to do — but they must be given at the right time, for the right duration, and then cancelled promptly.
Signalling rules
- ✓ Signal in good time — not too early (confusing) or too late (useless)
- ✓ Only signal when it will benefit another road user
- ✓ Cancel signals promptly after completing the manoeuvre
- ✓ Don't wave pedestrians across — use official hand signals only
- ✓ Use horn only to alert others to your presence — not as a rebuke
The 5 levels for Skill 9
- 1 Introduced: Instructor explains when signals are needed
- 2 Helped: Signals when reminded
- 3 Prompted: Usually signals correctly; occasionally forgets or cancels late
- 4 Independent: Signals correctly and consistently
- 5 Reflection: Judges when signals help vs. confuse; adapts to each situation
Anticipation and Planning
Anticipation means reading the road ahead, spotting hazards early, and adjusting your speed and position before you reach them. It's what separates reactive driving from safe driving.
What to watch for
- ✓ Parked vehicles with people inside (potential door opening)
- ✓ Children near the road or in school zones
- ✓ Junctions ahead — vehicles that may pull out
- ✓ Cyclists and motorcyclists in blind spots
- ✓ Road surface changes, bends, crests, and dips
- ✓ Brake lights several vehicles ahead
The 5 levels for Skill 10
- 1 Introduced: Instructor points out hazards
- 2 Helped: Responds to hazards when they appear
- 3 Prompted: Spots most hazards; instructor prompts for complex ones
- 4 Independent: Anticipates and plans for hazards independently
- 5 Reflection: Reads traffic flow and environment to prevent hazards from developing
Use of Speed
Driving at an appropriate speed doesn't just mean staying within the limit — it means adjusting your speed for conditions, road type, visibility, and the presence of other road users.
Speed awareness principles
- ✓ Speed limits are the maximum — not a target
- ✓ Reduce speed in built-up areas, near schools, and in poor visibility
- ✓ Adjust for road surface (wet, icy, gravel)
- ✓ Driving too slowly can also be a hazard
- ✓ Maintain speed that allows safe stopping within visible distance
The 5 levels for Skill 11
- 1 Introduced: Instructor explains speed limits and appropriate speed
- 2 Helped: Stays within limits with reminders
- 3 Prompted: Usually appropriate speed; prompts for changing conditions
- 4 Independent: Consistently manages speed correctly for all conditions
- 5 Reflection: Proactively adjusts speed before hazards develop; smooth throughout
Other Traffic
Being aware of — and responding appropriately to — all other road users is one of the most important skills for safe driving. This includes cyclists, motorcyclists, large vehicles, and pedestrians.
Vulnerable road users
- ✓ Cyclists: Pass with at least 1.5m gap; watch for dooring hazards
- ✓ Motorcyclists: Easy to miss in mirrors — always check blind spots
- ✓ Pedestrians: Priority at crossings; watch for jaywalkers
- ✓ Large vehicles: Wide turns, longer stopping distances, blind spots
- ✓ Emergency vehicles: Pull over safely when sirens approach
The 5 levels for Skill 12
- 1 Introduced: Instructor explains different road users
- 2 Helped: Responds to other traffic when pointed out
- 3 Prompted: Notices most road users; misses some in complex situations
- 4 Independent: Consistently aware of and responds to all road users
- 5 Reflection: Predicts other road users' behaviour and plans accordingly
Fuel-Efficient Driving
Eco-driving isn't just about saving money — it produces smoother, safer driving through better anticipation and progressive braking. It's a skill the DVSA expects all new drivers to understand.
Eco-driving techniques
- ✓ Accelerate gently — avoid harsh throttle inputs
- ✓ Change up to a higher gear early (around 2,000 rpm for diesel, 2,500 for petrol)
- ✓ Use engine braking where safe — lift off early before slowing
- ✓ Maintain steady speeds — cruise at consistent throttle
- ✓ Switch off engine if stationary for more than a minute
The 5 levels for Skill 13
- 1 Introduced: Instructor explains eco-driving principles
- 2 Helped: Applies techniques when reminded
- 3 Prompted: Usually smooth; occasional harsh braking or late gear changes
- 4 Independent: Consistently smooth and fuel-efficient driving style
- 5 Reflection: Understands environmental impact; adapts to vehicle and conditions
Tracking Progress Across Skills 8–13
Introduced
Following instructor guidance
Helped
Improving with assistance
Prompted
Mostly independent, occasional prompts
Independent
Consistent, confident performance
Reflection
Understands the why — test ready
Your instructor records your level on each skill after every lesson. Aim for Level 5 on all 27 skills before booking your test.
Track Your Observation & Planning Progress
Our software records your level on every skill after each lesson. You and your instructor can see exactly where you stand.
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