🚦 Roundabouts for Part 3 or the Standards Check: A Good Choice or a Risky One?

When preparing for your Part 3 or Standards Check, choosing the right lesson topic can make or break your success. A popular choice among PDIs and ADIs is roundabouts — and it’s easy to see why. They tick a lot of boxes: multi-tasking, decision-making, hazard perception, and lane discipline, all in one. But despite their popularity, roundabouts aren’t always the best option — and in some cases, they can even work against you.

So why do so many instructors go for roundabouts… and what are the risks of doing so?

✅ Why PDIs and ADIs Choose Roundabouts

1. They’re complex enough to demonstrate teaching skills

   
   

   Roundabouts require forward planning, observations, signalling, positioning, and speed control — all under pressure. This gives you, the instructor, plenty of opportunity to demonstrate teaching competence and real-time intervention.

2. They fit into the ‘moving off and driving independently’ theme

   
   

   The DVSA likes lessons that develop skills needed for independent driving. Roundabouts are key to that — they’re on most test routes, and learners need to manage them confidently to pass.

3. They allow coaching opportunities

   
   

   Because of the decision-making involved, you can explore a pupil’s thoughts and reasoning. Coaching questions like “What made you choose that gap?” or “How did that feel compared to the last one?” come naturally here.

4. They show risk management in action

   
   

   Real-time risk is high on multi-lane and busy roundabouts. If your pupil makes a poor decision, you have to manage that risk — and that gives you a chance to shine on the ‘risk management’ competency.

   
   

⚠️ Why Roundabouts

Aren’t Always

a Good Idea

1. They can be unpredictable

   
   

   If it’s a quiet day or traffic is light, your ‘roundabout’ lesson can quickly become a glorified left-turn session. Conversely, if it’s too busy, your pupil might freeze up or get overwhelmed — and then your lesson becomes about managing panic, not developing skills.

2. They may not suit your pupil’s ability

   
   

   You’re being assessed on your ability to deliver a structured, learner-centred lesson. If your pupil isn’t ready for roundabouts — or only just starting to grasp them — then you’re setting yourself up for a struggle. Poor topic choice is one of the top reasons people fail their SC or Part 3.

3. You may not get to show a clear learning outcome

   
   

   The DVSA expects learning to be evident. If the lesson becomes a firefight of interventions and corrections — without time to reflect or consolidate — it can look chaotic rather than developmental.

4. It can encourage instructor-led teaching

   
   

   Under pressure, it’s tempting to ‘talk through’ or pre-empt every decision. That can drag you into instructor-led teaching rather than client-centred learning. You need to strike a balance — coaching where possible, instructing only when necessary.

🧠 So, Should You Use Roundabouts?

You can — but only if:

• Your pupil has a genuine need to develop roundabout skills

• You can adapt the lesson based on how they’re performing

• You’ve got a clear structure in mind (e.g., mini-roundabouts ➝ large single-lane ➝ multi-lane)

• There’s a good balance of traffic — enough to create learning opportunities, not so much that it overwhelms

• You’re prepared to flex and pivot if things don’t go as planned

💡 Pro Tip: Teach the Pupil, Not the Topic

Remember, the Standards Check and Part 3 aren’t testing your ability to teach roundabouts — they’re testing your ability to teach people. If your pupil is working on anticipation and planning, that can be done in a 30 mph zone with pedestrian crossings just as effectively as it can be at a roundabout.

Final Thoughts

Roundabouts are a valid and potentially rich lesson topic — but they’re not a guaranteed win. The DVSA is looking for learner-focused, risk-aware, adaptive instructors who can help someone make progress in a safe and supportive way. If roundabouts allow you to demonstrate that, go for it. But don’t be afraid to pick something simpler if that’s what your pupil needs.

After all, it’s not about the topic — it’s about the learning.