This is the most common thing we're likely to encounter - and the thing that appears to be most often overlooked on the Standards test - it's likely that instructors can be so focused on the subject and what they need to be doing they "forget" about the pupil and don't realise when errors are being made.

This competency is about driving errors that the pupil makes or questions and concerns they have that are not related to the subject of the lesson. Faults can only be made where the pupil has responsibility for the skill being demonstrated. Faults in areas other than the subject are dealt with by way of questions to establish the pupil's knowledge, understanding and if necessary skill (reference point).

If it's a simple procedural error, forgetting or being distracted it can normally be dealt with on the move. But if there is a gap in the pupil's knowledge and understanding which has been expressed by a gap in their skill it may need a change of goal - particularly where the area is in an area that needs to be "in place" for it to be practical to move onto the subject of today's lesson. The original goal would be returned to once the gaps had been plugged.

Once the fault has been addressed we need to agree on any change or responsibility and then continue to assess that area to ensure the error isn't repeated.

If the fault persisted it may be necessary to think about a change of lesson.