Teaching Modules

The outcomes are for the learner driver to better understand:-

1. That as speed doubles the braking distances quadruples;
2. That as speed increases their vision becomes more tunneled meaning it is harder to spot hazards to the sides.

Play the video and then later in the lesson hold a discussion based on the exercise below.

1. Why do you think braking distances quadruple? (Answer: The motion of the car increases the force needed to stop the car. Then as the speed doubles the force quadruples).
2. Does this happen with all cars and drivers? (Yes, this is a law of physics, as speed increases the braking distance for any car and driver will increase by a factor of 4)
3. What happens to our vision as we increase speed? (As we increase speed our vision to the sides becomes increasingly blurred as we try to look further ahead).

1. What other benefits are there to having speed limits? (They help drivers to anticipate the likely speed of approaching traffic, although care must be taken with this. They can also improve traffic flow).
2. Are speed limits the same for all vehicle types? (No, national speed limits are different for some vehicle types e.g., LGVs.)
3. How do speed limits help the environment? (By reducing emissions and noise)

1. Even small increases in speed increases both the likelihood and severity of a crash.
2. As we double our speed, we quadruple the force needed to stop.
3. As we increase speed it becomes more difficult to see to the sides
4. Remember to lift your right foot, as it saves fuel and reduces the risk of fines
5. Remember if you get 6 points you will return to being a provisional licence holder.

The outcomes are for the learner driver to better understand:-

1. Times when they are at an increased risk of being influenced by others in the vehicle;
2. How this pressure may impact on their driving;
3. To have simple coping strategies to help them deal with this pressure.

Play the video and then later in the lesson hold a discussion based on the exercise below.

Please note: If you would like to download the video for use when you don’t have an internet connection click the button below and then click the Download button below the video on the page that loads

After a short drive where the pupil has displayed a reasonable standard of driving, ask the pupil how they felt they have had driven using a 1 to 10 scale, with 1 being poor and 10 being good.

Once the score has been given ask the pupil what possible influence the following people would have had on the scores:

1. 3 friends
2. A parent / Carer
3. A young child

1. Out of the coping strategies in the clip, which is most likely to work for you?
2. Why do you think this could work for you?
3. If that one didn’t work, what other strategy could you use?

1. Can you think of any journeys you can make where others in the vehicle could influence your driving?
2. Can you think of any other strategies that you could use to reduce or remove the influence?
3. Who do they feel would have a positive impact on their driving?

1. Having others in the vehicle can influence the decisions we make as a driver
2. It is important that you have some simple coping strategies to reduce this pressure
3. You said you would (remind them of the coping strategies they had selected) and if this failed you would (remind them of their alternative strategy).

The outcomes are for the learner driver to better understand:-

1. Our brain needs to constantly update its image of the world, otherwise it misses important information.
2. It is vital we don’t allow our mind, or vision, to become distracted, as this will cause us to miss important information and it will take time for us to rebuild a full image.

Here are the questions the learner will be asked (with the answers):-

1. How many changes did you see? (4 changes)
2. Why do you feel you did not see them all? (Eyes focused on a single point)
3. How much vision do we have in focus at any one time? (6%)
4. If this is correct, why does the rest appear in focus? (Our brain ‘draws in’ the rest based on our visual scanning. In the clip, our vision was fixed in one place, meaning we missed information)
5. How does this link to a mobile phone? (We use some of our brain to try and imagine the person calling us, so we are more likely to miss something happening around us on the road)
6. Other than the mobile phone, what else could distract you? (passengers, pedestrians, changing the music, sat nav, eating or drinking etc)
7. How could you avoid these distractions?

1. How many changes did you see? (Pick a couple of the questions from the sheet overleaf and ask them if they noticed them)
2. Why did you miss some of the changes?
3. Ask them if they know how much vision is in focus at any one time (approximately 6%)
4. If this is correct, why does the rest appear in focus? (Our brain ‘draws in’ the rest based on our visual scanning. In the clip, our vision was fixed in one place, meaning we missed information)
5. How does this link to a mobile phone? (We will use some of our brain to try and imagine the person calling us, so we are more likely to miss something happening around us on the road)

1. Our brain needs to constantly update its image of the world, otherwise it misses important information.
2. For this reason, it is vital, we don’t allow our mind or vision to become distracted, as this will cause us to miss important information and it will take time for us to rebuild a full image
3. When we use a mobile phone we instinctively try and imagine the person talking to us – this means we can easily miss things occurring on the road.

1. That cannabis is a depressant, with hallucinogenic properties
2. How cannabis will impact on a driver’s ability to react to situations
3. The danger of mixing alcohol with cannabis

Introduce the session by explaining that some drivers may use cannabis and drive, so in order to keep themselves safe it is important to be able to understand how cannabis can affect a driver so they can identify a driver who may be under the influence of cannabis.

1. What type of drug is cannabis? Cannabis is a depressant but with both stimulant and hallucinogenic properties.
2. How much cannabis would a driver need to take to be over the limit? Any amount of cannabis would be enough for a driver to be over the limit. There is a zero-tolerance approach to cannabis, with the limit set at a level where claims of accidental exposure can be ruled out.
3. How long will it take for cannabis to leave someone’s system? THC, the main psychoactive substance in cannabis can be detected in blood and urine for up to 1 month after use. It can be detected is saliva for up to 24 hours.
4. How would cannabis affect a driver’s road positioning? Drivers under the influence of cannabis are less able to steer accurately and maintain an appropriate road position. They are also less likely to maintain a safe following distance from vehicles ahead.
5. How would cannabis affect a driver’s reactions? Cannabis makes drivers slower to react to situations. In fact, reaction times have been found to increase by 21% after consuming cannabis.
6. What would the effect be if the driver mixed alcohol with cannabis? When combined with alcohol, the effects of cannabis can be up to 16 times greater than using cannabis alone.

1. Cannabis is a powerful depressant that slows reactions
2. It can be easily detected at the roadside
3. Alcohol greatly increases the effects of cannabis

1. The learning outcomes are for this module are:-
   Increase the parent’s/carer’s awareness of the dangers that young newly-qualified drivers may face.
2. Increase the parent’s/carer’s awareness of how the learner is being taught (Engage)
3. Increase awareness of their own driving standards

1. There are times when we should carry out a review of our driving, for example if we have nearly been involved in a collision. These are called ‘trigger events’. Can you think of five events that would trigger you to reflect on your driving? (Possible answers: A near miss, being stopped by the police, being taken by surprise by another road user, when they have reacted well to a situation, when a drive has been uneventful)
2. Ask the driver to use a scoring system for their driving up to a certain point during the session, rating their performance on a scale of 1 to 10. Why did they give themselves that score? Self-reflection skills will help to improve their driving and it is an important skill that learners are taught these days – it helps them to not develop bad habits when driving.

1 in 5 newly qualified drivers crash in the first 6 months of driving. A common collision involving novice drivers is one that happens late at night, with no other vehicles involved and on a bend. Why is that so common?

Potential answers

• Fatigue – Research on the adolescent brain shows that sleep patterns and the internal body clock are affected until we reach our mid 20s. It’s common for this age group to be tired as they do not always get quality sleep.
• Distraction – This affects new drivers for the same reason as fatigue. Distractions could include: The driver’s emotions / impulse control, other people in the car, mobile phones, music system, sat nav. Can the driver think of a distraction when they are driving? What can they do about it?
• Alcohol – Even small amounts of alcohol are very dangerous to new drivers. There is no safe amount to drink. Alcohol affects judgment for speed, distances, and risk, and impacts coordination, reactions and reflexes.
• Time of day – Peak times for risk are between midnight and 6am when we are likely to feel sleepy. If driving on a long journey, planning for rest breaks is important
• Road type – New drivers tend to have collisions on quiet roads. Can you support them with journey planning?
• Having others in the vehicle – Crash rates go up for every peer in the vehicle. With three peers in a vehicle the crash rate is 180% higher than if alone.
• Mobile phones – including hands-free are more distracting than a conversation with a passenger as there’s no body language.

Ask what ideas they may have to reduce the risks for the young?

1. Engage driving instructors talk to learners about the factors which affect their age group. By being aware of these issues, learners are able to develop coping strategies and be better prepared when they pass their test
2. The car they drive needs to be suitable for their experience
3. Give them a copy of the leaflet to take away which summarises the key topics that affect this age group
4. Get more advice via email at roadsafety@wirral.gov.uk

Check you’ve got sufficient fuel whether it’s petrol or diesel for your intended journey. Top up regularly and ensure you put the correct fuel in. Refer to your vehicle handbook (or filling cap) to see which fuel is suitable for your car. At the filling station you will find various pumps – UNLEADED (95 RON), SUPER UNLEADED (97/98 RON) and some stations sell high performance fuels such as SHELL V-POWER and BP ULTIMATE (99 RON). DIESEL also comes in standard and premium. Since 2018 fuel labels have been changing to standardise them across Europe and you will now see the green labels E5 (ethanol) on UNLEADED and black B7 (biodiesel) labels on DIESEL pumps.

Consult the vehicle Handbook to check the correct oil for your car. Use the dipstick to check the level, though not all vehicles have a dipstick for some you may need to use the onboard computer. Oil is used to lubricate the internal components of the car’s engine and therefore it is essential it is checked regularly. As well as oil you should also check brake fluid, coolant, and the level for power steering fluid as well. This should be done regularly and particularly before setting off on a long journey. Don’t rely on warning lights to tell you as these normally show up only when the level reaches the minimum levels.

A mix of water and antifreeze flows through your radiator to cool your car. If you lose too much coolant, the engine will overheat, which can cause severe damage.

This refers to screen wash which should be topped up using a suitable screen wash chemical, don’t rely on just using plain water as this may smear on the windscreen if its greasy

A quick visual check around the car looking for any damage such as broken lights, damage to wheel trims and potential damage to mirrors etc.

Check the exterior lamps are working on the car, ensure the horn works and there are no warning lights showing on the interior dash.

Extreme temperatures, age, and long periods of non-use affect batteries. Most batteries will last four or five years. Be careful not to leave electrics such as lights or radio turned on when you leave the car as this may flatten your battery.

Tyres must have a tread depth of at least 1.6mm across the central 3/4 of the breadth of the tread and around the entire outer circumference. You should also look for any damage to the tyre walls such as cuts or bulges. There should be no visible cords or damage on the tyre. On older tyres, sometimes the rubber can perish and damage over time and even though the tread maybe within the limits, the tyre can still be illegal. Rubber also includes windscreen wiper blades which should not cause smears when used and clear the whole windscreen. When checking the rubber remember to look at the spare tyre and rear wiper as well.

Brake pads and shoes are designed to wear out, and usually make screeching noises when they need to get replaced. Have them checked on a regular basis. A good set can last up to 50,000 miles.

Are you feeling fit and well and have you had sufficient rest before making your journey. Make sure you are not taking any medication that might affect your driving such as causing drowsiness etc if unsure check with a pharmacist or doctor. On a long journey you should also plan to take rest breaks in your drive. Also consider how you drive. Aggressive driving tends to wear things out faster with increased acceleration and harsh braking. City driving tends to be harder on cars with lots of stopping and starting compared to longer motorway journeys, and many items on your car are designed to wear out, so you should plan to keep an eye on these consumable parts. Plenty of expensive repairs can be avoided simply by performing regular checks and maintenance.

Some people think that a service is just an MOT but they both perform very different functions. An MOT will provide a technical safety inspection of the vehicle whereas a service checks wear and tear on the vehicle and will replace parts and fluids where appropriate. ALL VEHICLES over 3 years old need to be MOT’d every 12 months on the anniversary of its registration.

Always de-ice your windscreen and rear window COMPLETELY, demist your windscreen, and make sure your wing mirrors are clear as well. Winter driving = an extra 5 minutes on your journey time to make sure you’re safe.

• Ice scraper – at the very least
• De-icer
• A cloth for wiping the inside of your windscreen

The outcomes are for the learner driver to better understand:-

1. What is fatigue & how does it affect a driver.
   Which age group are most affected by fatigue and why.
2. How to spot the signs of fatigue in themselves, or in another driver (e.g. if they are a passenger).
3. How to reduce the chances of driving fatigued.
4. Understanding the most effective short-term coping strategies.
5. When drivers would be most at risk from fatigue.

1. Which age group is most affected by fatigue? (Answer: Drivers under 30).
2. Can you list some of the signs of fatigue? (Answers: daydreaming/zoning out, vision playing tricks, eyes feeling heavy or sore, making mistakes that they wouldn’t normally make, feeling fed-up/bored)
3. The video identified the most effective short-term coping strategy for dealing with fatigue. Can you remember what that was? (Answer: drinking a cup of coffee and then having a 15-minute nap)

1. Why are drivers under 30 more likely to be involved in fatigue related collisions?
2. Think about a normal week for you – studying, work, family commitments, meeting friends. Do you sometimes find it hard to get up in the mornings, get to sleep at night or do you just feel generally tired? There has been lots of research on the development of the adolescent brain which shows that sleep patterns and internal body clocks are affected until we are in our mid 20’s. This age group are more likely to stay awake later at night but still need to get up early – despite not having had enough quality sleep.
3. What could you do before (or during) your journey to make sure you do not become fatigued?
4. Make sure you are well rested before driving
5. Avoiding driving late at night, or early in the morning (peak times for risk are between midnight and 6am when we are likely to feel sleepy)
6. Build in regular breaks (minimum 15 mins every 2 hours of driving, or more regularly, if you feel tired)
7. Fatigue symptoms are characterised by a lack of energy and unwillingness to make decisions or take actions. Have you felt like that before / can you identify with that feeling?

1. Fatigue is not the same as being sleepy. Drivers tend to feel fatigued well before they fall asleep – it’s like a warning sign
2. Fatigue symptoms are characterised by a lack of energy and unwillingness to make decisions or take actions
3. Just like alcohol, fatigue can make drivers slow to detect hazards, slower to react to hazards and impairs their reactions.
4. Drinking a coffee and then taking a 15-minute nap is the most effective solution to combat fatigue BUT this is a short-term solution, the real cure for sleepiness is proper sleep.

In 2019 across Cheshire there were 241 reported collisions involving pedestrians and 616 reported, across Merseyside.

• Look out for pedestrians crossing between parked vehicles and close to schools.
• There may be children stepping out between cars.
• Pedestrians wearing dark clothing can also be very difficult to spot when crossing the road especially in the dark or poor light.
• Be aware of pedestrians using mobile phones or wearing headphones, they may not be aware of what is happening around them.
• Elderly people can take longer to cross the road, be patient, don’t rush them. Remember, pedestrians have right of way when crossing the road so be prepared to give way (HC 170)
• Pavement parking can cause danger and great inconvenience for pedestrians including the elderly, disabled and partially sighted. As well as parents with prams and small children when passing with wheelchairs and pushchairs.

Look out for horses being led or ridden on the road, particularly close to stables and bridle paths.

• Consider that the horse and rider may be young and/or inexperienced. When you see a horse and rider on the road slow down to a maximum speed of 15mph.
• When behind a horse rider be patient, don’t sound your horn or rev the engine.
• Pass wide and slow when overtaking (if safe to do so) and give at least a cars width if possible.
  Drive slowly away after overtaking. Horses are powerful but vulnerable animals and can be easily scared by noise. They may panic around fast moving vehicles.

Advice from The British Horse Society www.bhs.org.uk

In 2019 across Cheshire there were 213 reported collisions involving motorcyclists and 187 reported, across Merseyside.

• It is often difficult to see motorcyclists and cyclists, especially when they are approaching from behind, emerging from junctions and at roundabouts, overtaking or filtering through traffic.
• Always look out for them before you emerge from a junction; they could be approaching faster than you think. Check twice for bikers! (HC 211).
• When turning right across a line of slow-moving or stationary traffic, look out for cyclists or motorcyclists on the inside of the traffic you are crossing.
• Motorcyclists and cyclists may need to avoid uneven road surfaces and obstacles such as drain covers or oily, wet patches on the road. Be prepared for any sudden change of direction they may have to make.

In 2019 across Cheshire there were 290 reported collisions involving cyclists and 350 reported, across Merseyside.

• Cyclists are clearly more vulnerable than car users – take particular care when nearby and give them plenty of room at all times. If you’re not sure about the intention of another road user – including cyclists – hold back rather than wrongly assuming.
• Watch out for cyclists coming up on your near side when turning left or moving over to the left –check your mirrors and blind spots carefully.
• Avoid overtaking a cyclist immediately prior to turning left.
• Give as much room as practically possible when overtaking a bike – Highway Code rule 163 recommends one car’s width – they may have to move out to avoid hazards like drains, potholes or debris on the road.

The outcomes are for the learner driver to better understand:-

1. How the actions of vulnerable road users may be difficult to predict
2. Recognising themselves as a vulnerable road user group

The instructor should ask the learner if they have heard the term vulnerable road user and if so, what does this term mean to them.

This defines a vulnerable road user as someone whose actions are difficult to predict.

1. That the actions of vulnerable road users may be difficult to predict
2. That we need to actively search the environment for vulnerable road users and react accordingly, ensuring we give the time and space they need
3. That the road is a shared space

The outcomes are for the learner driver to better understand:-

1. That alcohol is a drug and is classified as a depressant
2. That a depressant reduces brain activity
3. How this depressant effect impacts on:
   – Reactions
   – Eyesight
   – Emotional control
4. That there is no safe amount to drink and drive.

Explain that some drivers still drink and drive and in order to keep themselves safe it is important to be able to identify a driver who may have been drinking. The best way of doing this is to understand the effects of alcohol.

As alcohol is a depressant:

1. How would alcohol affect a driver’s speed, and why? Driver’s often increase their speed due to heightened levels of confidence, and have problems keeping to a constant speed. Alcohol reduces our ability to maintain control of our emotions.
2. How could alcohol affect a driver’s road positioning, and why? Road positioning becomes erratic and the driver will be less able to maintain a consistent road position. Due to over- confidence they will often tailgate. As alcohol impacts on vision and depresses other signals going to the brain it makes it difficult to assess safe following distances and safe clearances to the sides.
3. How much alcohol would a driver need to drink before their driving is affected? Any alcohol would impact on a driver. Whilst there is a legal limit, there is no safe amount. Remember also, that the drink driving limit is lower in Scotland than in the rest of the UK.

1. How could you encourage friends to avoid drinking and driving?

1. Alcohol is a drug – a depressant, which means it slows brain activity.
2. It affects our emotions, sight, reflex and reactions.
3. There is no safe amount to drink