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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. |
Applicable regulations and legislation may include: | road transport law, for example: legislation and related regulations applicable to driving and using motor vehicles in relevant state or territory motor vehicle driver learner permit, driver licence requirements and issue procedures applicable in relevant state or territory occupational health and safety legislation in relevant state or territory equal opportunity legislation in relevant state or territory workplace relations legislation in relevant state or territory |
Characteristics of car driving instructors may include information in relation to: | gender age (within regulatory guidelines) driving experience fluency in English educational background and general knowledge diverse social and economic backgrounds and attitudes effects of prior and current learning individual learning styles |
High level of driving competence is defined as: | ability to consistently carry out car driving tasks across a wide range of simple and complex situations and conditions, including different types of vehicles, weather conditions, road conditions and diverse potential hazards. This also includes the management of attitude, motivation, fatigue, anger and concentration |
Road positioning skills are: | those required to maintain a safe legal position on the road when driving a vehicle. This includes observation, speed management, decision making, hazard perception and response to hazards, buffering from other vehicles, maintaining space when making turns at intersections, maintaining space from other vehicles when stopped, or reducing speed and maintaining space requirements during manoeuvres, such as kerb-side stopping, hill starts, u-turns, three-point turns and reverse parking |
Communication may include: | oral and aural written communication reading and interpreting maps, street directories and GPS navigation devices using own vehicle horn, indicators, brake lights and road positioning recognising and responding to signals from other vehicles recognising and responding to road signs, traffic signals and other authorised signalling systems non-verbal communication with other drivers and motorcycle riders e.g. gestures and nods |
Factors that affect learning progress may include: | effects of previous and current learning decision making skills in a range of driving situations optimism bias (tendency to view negative incidents such as road accidents as unlikely to happen to them; overestimation of driving ability; and underestimation of accident risk) causal attribution (explains that driver's actions often depend upon their interpretation of the cause of events, limiting the ability to make objective risk assessments and resulting in a tendency to blame external causes) learner characteristics and attitudes resources, e.g. time, location, space, people and costs vehicle type |
Resources may include: | training materials and publications location personnel dual control vehicle OH&S and other workplace resource requirements enterprise/industry standard operating procedures funding for training facilities, resources and staff |
Road users may include: | pedestrians cyclists drivers or riders of trams and trains, and motor vehicles, including motorcycles, light vehicles and heavy vehicles |
Specific needs may relate to: | age (within regulatory guidelines) disability (within regulatory guidelines) language, literacy and numeracy needs those requiring refresher training |
Driving may be undertaken in/at: | a range of vehicle types restricted spaces open roads, e.g. freeways, main and busy roads, country roads and suburban roads controlled or open environments a simulated environment a range of weather conditions time of day |
Learning activities may include: | demonstrations explanations problem solving mentoring coaching while driving self-paced learning assessment with feedback combinations of the above |
Workplace documents and procedures may include: | company/enterprise/organisational procedures and policies record of driving skills, knowledge and abilities standards and certification requirements quality assurance procedures emergency procedures |