line with the mode; being advocated by the instructor. In a real life journey, a driver is more likely to be concerned about getting from A to B on time for a meeting, impressing their peers, listening to music, etc. It therefore follows that one of the key goals for the instructor to encourage the learner to consider their driving not only in the current training context but in a wider real world context.
Scenario
Phase 1 (In car) Duration 3-5 min max
The scenario can be used in a number of ways. The basic approach is to allow a learner to drive independently (with minimum assistance or direction) for a period of approximately 10-15 minutes. The instructor should then ask the learner to stop safely and ask the learner to give an overall score of their driving performance, using a 1 to 10 scoring system with 1 being poor and 10 being excellent.
The instructor should then encourage the learner to consider a number of alternatives journey contexts and how each context could impact on driving performance. Each context should be scored and the score should be reviewed against the score given in the initial drive.
Where possible the context should be based on the learners own expectations of journeys they may be likely to undertake as this increases the reality of the discussion. The instructor can instigate this through the use of questions relating to:
Phase 2 (Self Learning)
Encourage the learner to think of the journey as outlined in box two of the workbook.
Phase 3 (In car) Duration 3-5 min max
Introduce the third journey in box three in the workbook. If the learner has difficulties relating to their journey the instructor may wish to give some examples; these could include;
What type of road would the learner likely use?
With whom is the learner likely to be travelling?
What would be the purpose of the journey?