to briefly explore the impact that alcohol and drugs could have on their ability to drive. The instructor should be careful not to sound as if they are accusing the learner but should highlight that this is part of the learning to drive syllabus and that they do it with all their learners. The instructor then uses a mind map to explore how alcohol and or drugs impact on a driver’s ability. The centre element, of the mind map the instructor should write the word alcohol and then asks the pupil to consider how alcohol would impact on a drivers thinking, seeing, feeling and doing.
This process should be repeated for drugs, although this is slightly more challenging because the effects of drugs are less predictable. The instructor should ensure, through the use of appropriate questions, that the term drugs related to both prescription and non-prescription drugs.
It is possible that the learner will not see this discussion relevant to them, particular if they do not drink, do not feel they would ever drink and drive, or do not take drugs. The instructor needs to address this barrier to learning by encouraging the learner to understand that others do and, in so doing, place them at risk.
Phase 2 (Self learning)
In this phase the instructor asks the pupil to identify what a unit of alcohol is. If the driver does drink it would be useful for the instructor to personalise this to the learner by asking them to find out what a unit of alcohol is and how many units of alcohol are in the particular drink they prefer.
Phase 3 (In car) Duration 3-5 min max
The final phase of this scenario encourages the learner to identify how difficult it is to accurately measure how long it takes to be fully sober again after drinking. This is to be achieved by asking the learner a number of questions. These questions should include:
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