Slide 1: Helping learner drivers become safer drivers workshop

Holding slide before presentation begins

Slide 2: After today’s workshop you will know about

Housekeeping
 Presenter to introduce themselves and briefly explain their role and contact details.
 Review housekeeping matters concerning the facilities, registration process, emergency exits
and evacuation procedures.
 Encourage participants to ask questions, contribute ideas and share concerns.
 If possible, have tables and chairs set up to facilitate group discussion. Arrange four chairs
around each table, with tables positioned so that participants can see the slides.
 Participants often feel more secure sitting behind a table and it is easier to take notes.

Aims
 The aim of this workshop is to give practical advice to help you guide your learner to become a
safer driver and give them skills to assist them to avoid crashing when they begin driving on
their Ps.
 The workshop is offered in locations across NSW and lasts about two hours.
 Research suggests that a reduction in crashes in the first few years of driving can be achieved
if learner drivers have a large amount of supervised on-road driving experience.
 This workshop should increase your:
o confidence in supervising a learner driver;
o understanding of the importance of on-road driving experience;
o understanding of the Learner driver log book;
o understanding of how to encourage safe driving behaviour in the learner driver; and
o understanding of the licence conditions for learner and provisional licence holders.

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Slide 3: What is involved in being a supervising driver?
• Supervising drivers must hold a current full Australian driver licence.
• You will need to have a good understanding of the road rules, be a competent driver, be patient
and be able to communicate information and ideas clearly.
• The supervising driver needs to plan when and how to introduce each task, according to
complexity. You may find the learning goals in the learner drive log book a good guide to follow.
There are no restrictions on how many supervising drivers there can be, but too many
supervisors could be confusing for the learner driver.
• The blood alcohol content for supervising drivers is the same limit that applies to their licence
class and vehicle you are supervising. Supervising drivers will be breathalysed if their learner is
pulled over at an RBT.
• You will be required to mark off the learner driver’s progress against a range of key task points
contained in the log book.
 In the early stages of learning: limit distractions – mobile phones off, no other people in the car,
radio off or very low. As the learner develops their skills and becomes more confident it is
realistic to introduce some “carefully controlled” distractions (eg radio on, other family members
in the car) as this is also part of learning to drive. However, exposure to these distractions must
be carefully monitored by the supervisor.
 Preparing to drive. This is about getting a feel for being in the driver’s seat. Your learner will
have watched you and others driving for years but to actually be in the drivers seat will be
exciting / nerve racking / scary / long-time coming experience (depending on your learner and
how they are feeling).
 Let them take as much time as they need. Your first lesson probably won’t even leave the
driveway or if it does, might only go around the block.

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Slide 4: Towards Zero
• There has been an increase in the number of road deaths in NSW after a 20 year decline.
Towards Zero calls on the community to work together and get involved in a statewide initiative
to save lives on our roads.
• Just as we no longer accept that it is inevitable that some people will die in the workplace, we
cannot simply accept that some people will die or be seriously injured on NSW roads.
• To achieve the ultimate goal of zero deaths and serious injuries on NSW roads, we’ve adopted
a safe systems approach. The four elements of the ‘safe system’ are safer people, safer roads,
safer vehicles and safer speeds.
• You play an important role in ensuring the Towards Zero message is heard and acted on in our
communities.
• As a supervising driver, it is important you know the challenges young drivers face to help bring
the road toll towards zero.

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Slide 5: Road safety risks for young drivers
 Young drivers face many challenges when learning the complex task of driving a vehicle.
 Crash data indicate that learner drivers have the lowest casualty crash involvement rates for
any driver licence category. However, the chart highlights the spike in crash involvements for
P1 drivers during the first six months of unsupervised driving. The number of casualty crash
involvements for a P1 driver in their first month is at least eight times that experienced by a
Learner driver in their twelfth month.
 Young drivers in their first year of solo driving are particularly vulnerable. Despite making up
only about 15 per cent of all drivers in NSW, young drivers aged under 26 years represent
more than a third of annual road fatalities.
• Presenters can discuss local community young driver crash statistics if they are available and
up to date, but not specific crashes.

Q Why do you think young people are so at risk when starting to drive on their P1 licence?
 Briefly discuss the issues below. Reinforce that it is the behaviour and attitude of the young
driver that is critical to safer driving. i.e what the driver chooses to do.
 Risk behaviour factors such as speed, drink driving, driver fatigue and restraint non usage are
over-represented amongst young drivers aged under 26 years involved in serious crashes.
 Young drivers have a greater risk of involvement in a fatal crash if they have two or more
passengers in the vehicle.
 The involvement of young drivers in late night and early morning fatal crashes is significantly
higher than that of older drivers. Young drivers with a P1 licence are four times more likely to
be involved in a fatal crash between 10pm and 5am than other drivers. The involvement of
young drivers in fatal crashes is highest on Friday and Saturday nights.
 Young drivers are less experienced and this can lead to problems with hazard perception and
risk assessment.
 Inexperience can be addressed by increasing the amount of on-road practice young people
have during their learning to drive phase, which helps them to become safer drivers.

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Slide 6: Road safety risks for young drivers (continued)
 The slide identifies some of the factors that cause young people to be overrepresented in
fatalities and injuries on the road.

Q Do these risks remind you of the challenges you faced when first learning to drive? Are there
any other risks that are not listed?

Q I am going to read out 10 commonly held views about young drivers. As a group, let’s debate
and decide whether each of these views is true or false.

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Slide 7: How the NSW graduated licensing scheme works
 The NSW Graduated Licensing Scheme (GLS) is designed to limit novice drivers’ exposure to
risk until their level of experience increases, in order to reduce their over-representation in
casualty crashes.
 A learner driver must progress through three phases and four tests before obtaining a
provisional P1 driver licence. The GLS has evolved over time in NSW, with a range of
restrictions applying to each type of licence.
 This helps to minimize the impact of some of the risky behaviours associated with young
drivers, such as inexperience and poor attentional control as well as impulsivity and sensation
seeking.

Q What are some of the conditions for learner and provisional licence holders?
 Licensing restrictions for each licence class are outlined in the Road Users’ Handbook and on
the Roads and Maritime Services website.
 Licence restrictions are gradually eased as the novice driver progresses through the licence
system.
 Young drivers must comply with their licence conditions and restrictions at all times, including
while driving interstate.
 A demerit scheme is in place for learner licence holders. A learner driver may accumulate
demerit points for traffic and other driving offences.
 Non-compliance with conditions has consequences such as loss or suspension of licence,
demerit points and fines.
 There are four tests that learner drivers will be required to pass before they gain an
unrestricted licence. These will be outlined later in this presentation.
 Learner drivers need to understand that there is no rush, as a learner licence is valid for five
years, and more experience increases their chance of being a safer driver on their P1 licence.
 Learner drivers face immediate licence suspension and confiscation if they drive without a
supervisor who holds an unrestricted Australian licence.
 There are a range of resources to support the licensing process:
o Road Users’ Handbook (booklet) and available on-line
o Licence conditions for learner and provisional drivers and riders (brochure)
o Learner driver log book (booklet)
o A guide to the Driving Test (booklet)
o geared.com.au
o rms.nsw.gov.au

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Slide 8: Learner licence conditions
 The driver knowledge test (DKT) is a computer-based road rules knowledge test with 45
questions.
 Participants are first asked 15 general knowledge questions and they need to get at least 12
correct. They will then be asked 30 road safety questions (including traffic signs) and they need
to get at least 29 correct.
 Everything a person needs to know to pass the DKT is included in the Road Users’ Handbook,
which can be read and/or downloaded online, or bought from any registry. A “question bank”,
which includes all the questions that that could be asked in the test can also be downloaded.
 Once a person has studied for the test, they can use the online practice DKT.
 Supervision – A person who has an appropriate Australian full licence (not a learner or
provisional licence) must sit next to the Learner at all times during driving practice.
 Demerit points – Learner drivers may only accrue 4 demerit points.
 Suspension – Learner drivers face immediate licence suspension and confiscation if they drive
without a supervisor holding an unrestricted licence.
 Speed limit – A Learner driver must not drive faster than 90km/h and must observe the speed
limit where it is below 90km/h. Learner drivers face immediate suspension for speeding.
 Zero Blood Alcohol Concentration – A Learner driver must not have any alcohol in their system
when driving.
 Mobile phones – A Learner must not use any function of a mobile phone or touch a mobile
phone while driving. This includes phones in the hands-free mode or with the loudspeaker
operating or sending SMS text messages. A Learner can only legally use a mobile phone in a
parked vehicle with the engine switched off.
 Towing – A Learner must not tow a trailer or any other vehicle.
 Location restrictions – A Learner must not drive in Parramatta Park, Centennial Park or Moore
Park when in Sydney.
 Driving interstate – A Learner must comply with your licence conditions and restrictions when
driving in another State.
 Logged hours – A Learner driver must obtain 120 hours of on-road driving recorded in the
learner log book*
* Learner drivers who complete a one hour lesson with a fully licenced driving instructor can record
three hours driving experience in their Learner Driver Log Book. A maximum of 10 hours of lessons
will be accepted and recorded as 30 hours driving experience. A learner will also receive 20 hours
of credit in their log book after completing the Safer Drivers Course (to be summarised later in the
presentation)
* Learners over 25 years old have no minimum hours or length of learner licence tenure.
 Display of L plates – L plates must be clearly displayed on the front and back of the outside of
the vehicle. The letter L on the plate must not be hidden.

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 Seatbelts – The Learner driver must ensure all occupants, including themselves, are in a seat
that has a seatbelt or an approved restraint fitted and that each passenger is using the seatbelt
or restraint correctly.

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Slide 9: P1 licence conditions
 The on-road Driving Test assesses a person’s driving skills, decision-making, awareness of
other road users, and how they share the road with other road users. Once the Learner passes
the test, they progress to a provisional P1 licence.
 Speed limit – A P1 driver must not drive faster than 90 km/h and must observe the speed limit
where it is below 90 km/h.
 Licence suspension for speeding – A P1 driver’s licence will be suspended for at least three
months for any speeding offence. Provisional drivers also face immediate suspension or
confiscation of a licence for speeding more than 30 km/h over the limit.
 Demerit points – If a P1 driver incurs 4 or more demerit points during the term of their licence,
action will be taken to suspend the licence. Note that demerit points may carry over to their P2
licence.
 Zero Blood Alcohol Concentration (BAC) – A P1 driver cannot have any alcohol in their system
when you drive a vehicle.
 Mobile phones – P1 drivers must not use any function of a mobile phone or touch a mobile
phone while driving. This includes phones in the hands-free mode or with the loudspeaker
operating or sending SMS text messages. They can only legally use a mobile phone in a
parked vehicle with the engine switched off.
 Peer-passenger restrictions – If a P1 driver is under the age of 25 they must not drive with
more than one passenger under the age of 21 between the hours of 11pm and 5am.
 * P1 and P2 drivers are banned from driving high-performance vehicles that have:
o Power to tare mass ratios of greater than 130kW per tonne or,
o Modified engines that need to be approved by an engineer or,
o Other vehicles classified as high performance.
 You can search our database online to find approved vehicles for P1/P2 drivers.
 Exemptions are available for high-performance vehicles and passenger restrictions. Visit the
RMS website for further information.
 A P1 driver is restricted to driving an automatic vehicle if tested in one.
 Towing – P1 drivers may tow light trailers up to 250 kilograms unloaded weight.

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Slide 10: P2 licence conditions
 To move from a P1 licence to a P2 licence, the P1 provisional driver must take the Hazard
Perception Test (HPT). The aim of the test is to make sure Provisional P1 drivers have enough
hazard perception skills to progress to a Provisional P2 licence.
 The HPT is a computer-based touch-screen test that measures a person’s ability to recognise
potentially dangerous situations on the road and respond appropriately. The test questions and
situations focus on common crash types for NSW provisional drivers.
 The HPT uses film clips of real traffic situations. In each film clip they are asked to respond
appropriately by touching the screen - for example, when you would slow down, overtake or
turn at an intersection. A practice test is available online.
 Speed limit – A P2 driver must not drive faster than 100 km/h and must observe the speed limit
where it is below 100 km/h.
 Speeding – If a P2 driver is caught speeding twice, they can have their licence suspended for a
minimum of three months.
 Speeding – Provisional drivers face immediate suspension or confiscation of a licence for
speeding more than 30 km/h over the limit.
 Demerit points – If a P2 driver incurs 7 or more demerit points during the term of the licence
action will be taken to suspend their licence. Note that demerit points may carry over to their
full licence.
 Licence class – Only eligible to apply for a licence up to a Heavy Rigid (HR) licence class.
 Zero Blood Alcohol Concentration (BAC) – A P2 driver cannot have any alcohol in their system
when driving a vehicle.
 Can’t use a hand-held mobile phone while driving or while the vehicle’s ignition is switched on,
but CAN USE in the hands-free mode or on loud speaker
 Same vehicle restrictions as for P1 drivers.
 Passengers – The one-passenger condition applies to provisional licence holders disqualified
for a driving offence. After the disqualification period, they are restricted to carrying no more
than one passenger at any time, for 12 months.
 To move to a full licence a computer test must be undertaken. Information on the test is
available online or at the motor registry or in the brochure.
 Exemptions can be applied for on the vehicle restriction or the passenger numbers. Further
details available on the RMS website. Exemptions are considered on a case by case basis.

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Slide 11: Changes for Learners and Provisional drivers
 Changes are coming to help improve road safety for Learner and Provisional drivers.
 The first change comes into effect 1 December 2016. P2 drivers will not be able to use any
function of a mobile phone. This is the same restriction as currently Learner and P1 drivers.

Mobile Phone Offences Now Have Higher Penalties

 This includes when waiting at traffic lights or stuck in traffic. You must be parked out of the line
of traffic to use your phone in any way.
 This encourages learner, P1 and P2 drivers to concentrate on developing their vehicle control
and hazard-perception skills. Mobile phone use can distract novice drivers from the driving
task.
 Since late 2015, mobile phone offences have been included in double demerit periods.
 Since January 2016, drivers accumulate an extra demerit point for illegally using a mobile
phone, up from three points to four points.

Additional Changes for L & P Licence Holders

 Additional changes come into effect November 2017. These include:
• Learners will have to pass the Hazard Perception Test to progress to P1 (red P)
• P1 licence holders will no longer have to pass the Hazard Perception Test to progress
to P2 (green P).
• P2 licence holders will no longer have to pass the Driver Qualification Test to progress
to an unrestricted licence.
• P2 licence holders will be required to stay on their P2 licence for an additional 6 months
each time they receive a suspension for unsafe driving behaviours.
 More information on these changes will be available closer to November 2017.

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Slide 12: The importance of learner driver experience
 World-wide, road safety experts recognise the important role of gaining driving experience as
one strategy for increasing the safety of young road users.
 Learner drivers often lack the experience to be able to deal with a variety of driving situations.
 The minimum 120 hours of supervised driving practice is only the minimum – the more the
better.
 Safe driving is not only vehicle control skills, and it takes time after these have been developed
to develop hazard perception skills.
 Driver attitude also inform and influence driver decisions.
 The introduction of, and subsequent changes to, the GLS in NSW has coincided with a large
reduction in crash rates for young drivers. Fatal crash involvement rates for drivers under 26
years of age in NSW declined by 51 per cent from 1999-2000 to 2009-2010, compared to 35
per cent for drivers 26 years and over in the same period.

Q What types of driving environments do you think it’s important for learner drivers to experience
before driving solo on their Ps?
 More experience requires practicing in a range of situations, including night-time and early
morning driving, different weather conditions, traffic density and flow, and varying traffic
environments and types of roads. More practice in the real road environment means better
preparation for young drivers.
 The more experience in a variety of driving conditions the better. However, gaining experience
in some conditions may be difficult. For example, if there is no snow in your area, you cannot
gain that driving experience. If it hasn’t rained the learner driver will not be able to obtain this
experience. Care should be taken the first time a novice driver experiences driving in the rain,
black ice, sleet or snow. These experiences should be undertaken with caution and at a
reduced speed.

 The minimum hours driving experience is important to the safety of young drivers. More than
120 hours is even better. There is no need to rush to get the total hours or to move into more
difficult driving situations before the learners are ready. The Learner driver log book outlines a
stepped approach to learning to drive by listing twenty skills to be mastered.
 If you want to use a driving instructor the best time to do this is early to demonstrate effective
driving techniques and strategies. Although it is also good to use a driving instructor in
partnership throughout the entire learner driver experience.
 Follow up, support, and even supervision for provisional P1 drivers as they experience new
elements of driving is always valuable.

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Slide 13: The Learner Driver Log Book
 The Learner driver log book is the start of the journey in preparing young drivers to be safer
drivers. It ensures that learner drivers experience a minimum number of hours of on-road
practice before attempting the Driving Test.
 The Learner driver log book has three major components: learning goals; driver experience
record; and declaration of completion.
 In addition, recording of driving lessons with a professional driving instructor and completion of
the Safer Driver course is also recorded in the log book.
 There are 20 learning goals arranged in a logical order from the most basic vehicle control
skills to the more complex traffic and hazard perception skills. Each learning goal is described
in detail and gives the supervisor and learner driver key points to focus on.
 Any time the learner driver is driving with a supervising driver or professional driving instructor,
the Learner driver log book needs to be carried and completed.
 Each trip must be signed off and each drive must be put in as a single entry.
 In the Learner driver log book different people can sign throughout the book, but only one
supervisor can sign the ‘Declaration of Completion’. This confirms the completion of the tasks
and the minimum hours of practice. The learner and the main supervising driver must sign this
document.
• When using the log book, you need to write in pen, not include ‘ditto’ marks, and cross out
mistakes instead of using white-out/liquid paper.
• Keep a copy of each page of the log book. If the log book is lost or stolen, it is expected that all
the entries will be re-entered into a new log book.
• The Log Book is a legal document and must be given to the driver tester when the Learner
goes for their driving test. Ensure you (or another supervisor) has signed each of the learning
goals and the declaration of completion.

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Slide 14: Basic driving techniques
 A key area of low-risk driving is the development of safe driving techniques. These need to be
discussed with the learner driver.
 Driving posture: Correct driving posture reduces fatigue, improves vehicle control and allows
the safety features of the vehicle to operate effectively.
 Seatbelts: Wearing a seatbelt nearly doubles your chance of surviving in a serious crash. It
also reduces risk of serious injury For seatbelts to work effectively they should be adjusted:
o Low – placed below your hips to fully secure your body weight.
o Flat – with no twists, turns or folds.
o Firm – regularly pull the belt firm to remove any slack.
 The steering wheel should be adjusted low, facing the driver’s chest rather than the face.
 Adjust the head restraint for their height. The top of the restraint should be in line with your
eyes.
 Keep arms bent. Thumbs should be on the rim of the steering wheel.
 Keep knees slightly bent.
 Have the seat fairly upright to fully support e the back and shoulders. Sit deep in the seat.
 Brace the body using the left foot support.
 Braking: Correct braking is done in two stages:
o First put light pressure on the brake pedal and pause (set up the brakes).
o Then progressively apply the necessary braking pressure (squeeze).
 Two-stage braking (set up and squeeze) improves braking effectiveness, reduces the likelihood
of skidding and provides better control.
 Steering techniques: There are two main steering techniques ‘push/pull’ and ‘hand over hand’.
Using either technique:
o Steering must be smooth and progressive.
o Reduce speed before steering and wait until the vehicle begins to straighten before
o When steering keep both hands on the outside of the steering wheel and fingers along
the rim.
 Every car is different. Take the time to check and adjust the mirrors, adjust the seat, check the
brakes, familiarise yourself with where the controls are before starting to drive.

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Slide 15: Safe driving strategies
 Driving can never be free of risk but we can teach safe driving strategies that manage the risks.
 Learner and novice drivers in particular need to concentrate on safe driving. Supervising
drivers are encouraged to demonstrate and reinforce safe driving strategies.
 Research indicates that inexperienced drivers do not:
o Scan enough.
o Keep a safe crash avoidance space.
o Adjust their speed according to the driving conditions.
o Have good hazard perception.
 Driving safely is about perceiving hazards, making decisions about how to best manage the
possible danger and then acting on the our decision.
 A safer driver demonstrates good observational skills, speed management and road
positioning.

Q What is a hazard? Ask for examples

 A hazard is any possible danger that might lead to a crash. Hazards can be seen or unseen,
actual or potential, such as a pedestrian waiting to cross the road or a blind corner.
 To demonstrate how to effectively scan, the supervising driver drives and lets the learner driver
point out where they are looking for hazards and what they are looking at.
 Provide feedback on learner’s scanning techniques by encouraging them to:
o Look further ahead.
o Move their eyes around the road environment.
o Look at moving objects.
o Be aware of the potential blind spot when changing lanes. Turn your head and look.
 Safer drivers learn to keep a crash avoidance space around their vehicles. It is the best way to
prepare for what other drivers might do. The aim is to keep this space vacant by adjusting the
vehicle’s speed and road position.
 A driver who is fit, concentrating, alert and not affected by alcohol, drugs, fatigue or a
distraction needs 1½ seconds to react and then generally a further 1½ seconds to respond.
 A total of 3 seconds crash avoidance space is needed to react and respond to a situation.
 You may need even longer in poor conditions, and a learner driver may need even more time.
 Speed is the major cause of death and injury in road crashes. Some learner or provisional
drivers might be cautious and drive slowly. However, as they become more competent and
confident they might drive at speeds where they cannot stop in time.
 Safe drivers need to be able to:
o Make decisions about their speed based on the driving conditions and the speed limit.
o Drive at a speed that will allow them to react and completely stop within a safe distance.

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 o Always be prepared to stop for pedestrians.
 To do this, they need to consider aspects of the road environment that might affect their car’s
ability to stop as well as limit their vision of the road environment.

Q How would you teach a learner driver to drive at night? What useful tips could you give?
 Always wear a seatbelt and ensure all passengers are restrained by seatbelts or approved
restraints.
 Correctly use controls, headlights high/low beam and the day/night mirror.
 Observe (check mirrors, blind spots and vision block-outs).
 Look away from oncoming vehicle headlights (look to the road edge on the left-hand side).
 Maintain a safe distance of three seconds from vehicles in front (a four second gap is
recommended at night).
 Consider the need for sleep and rest if planning to drive.
 At night, the driver needs to select a speed appropriate to the reduced light conditions.

Some other things to consider:

 Consider alternative transport options if you know they are fatigued.
 Assist them to plan long trips, to plan breaks and avoid late night driving.
 Supervising drivers should support and encourage learner and provisional drivers to be low-risk
drivers by ensuring that they have had sufficient sleep, and they are not driving under the
influence of alcohol or drugs.

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Slide 16: Lesson planning and dealing with stress
 A driving lesson requires preparation by the supervising driver. You will need to:
o Know exactly the content that you want to cover.
o Rehearse what you are going to say.
o Think about where you are going to go to demonstrate skills.
o Know where the learner driver is going to practise the task.
• Teaching the knowledge and skills of driving can be challenging and stressful. This makes it
important to prepare driving lessons strategically to maximise their effectiveness. But learners
need different types of driving lessons, depending on their level of experience.
• The steps and directions need to be matched to the learner driver. This is dependent on how
much experience the learner driver has had and the progress achieved to date.
• Consider your learner’s individual learning needs. You know their ability to concentrate, listen
and recall. Encourage them to be safe drivers from day one.
• Before getting in the car, it is a good idea to have a meeting with the learner to discuss some
ground rules and talk about how you are both feeling. How many planning sessions you have
throughout the 120 hours of supervision is up to you but communication is the key to a less
stressful experience.
• Talk to your learner before leaving for a lesson. If either of you are tired, upset or angry think
about delaying the lesson. Discuss what you both hope to achieve from the drive.
 Practice sessions should consist of the following segments.
o Explain – The task is explained and discussed.
o Demonstrate – The supervisor demonstrates the task, while the learner sits in the
passenger seat and observes.
o Practise – The learner driver practises the task.
o Reflect and discuss – The supervisor provides feedback at the completion of the task. You
might like to review the lesson before you get home. Park in safe location and discuss what
was good, what could be improved, progress of learner. There are lots of distractions once
you get home, and this will give both of you a chance to review the drive without
interruptions.

 Effective communication is very important between the supervising driver and learner driver so
the learner knows exactly what they have to do. One suggested method of giving directions is
the ‘at, when, do’ method. For example: At the next intersection, when the light is green,
please turn left.

Q Can you give any other examples?

E.g. At the children’s crossing, slow down, stop for the pedestrians and look for any other children
who might be about to cross. When the crossing is clear, please drive on.

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Q what are some strategies that can help you to conduct driving lessons with minimal stress?
1. For beginning drivers (less than 10 hours of experience).
2. For more advanced learners (more than 50 hours of experience)

1. For beginners:
 While you are driving, don’t talk too much or use a mobile phone, which can distract your
learner from the task of driving safely.
 Allow the learner to proceed at his or her own pace.
 Short drives are OK, especially in the beginning.
 Stay positive and reinforce good driving behaviours.

2. For more advanced drivers:

 Gradually move towards more challenging driving environments, e.g. peak hour city driving,
high speed freeway driving.
 Take rest breaks, especially on long drives.
 Don’t criticise mistakes. Calmly discuss what happened and allow the learner to try again.
 Impress upon the learner the importance of developing a sensitivity to speed.

Q The learner driver is keeping a 3 second gap, good speed control and lane positioning. Then
someone suddenly cuts in. This really annoys the learner driver. What would you do or say?
• Positively reinforce that the learner driver is doing the right thing and that some drivers take
risks and are not respectful of other drivers.
• Encourage the learner driver to manage the length and position of the crash avoidance space,
set up the brake, watch for any other potential hazards and establish a sufficient distance.
• Reinforce the importance of always keeping a minimum of a 3-second crash avoidance space
and being prepared to take appropriate action. A safe driver looks for information to judge
whether they need to protect their crash avoidance space. It is important to discuss the benefits
of cautious behaviour whenever they feel a strong desire to take a risk.

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Slide 17: Brushing up on your road rule knowledge
 The 10 most misunderstood road rules are:
o Roundabouts
o Giving way to pedestrians
o Mobile phones
o Merging
o Keeping left
o Using headlights
o U-turns
o Safe following distances
o School zones
o Yellow traffic lights

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Slide 18: The Safer Drivers Course
 A Safer Drivers Course is now available for learner drivers under 25. The course involves both
theoretical and practical coaching and deals with different road conditions, understanding
factors beyond a driver’s control and also helps identify risks on the road.
 This is a different approach to conventional driver training, which tend to focus more on the
mechanics of driving and road rules.
 A Board of road safety experts including representatives from Centre for Road Safety, Roads
and Maritime Services, NSW Police, road safety researchers and education specialists
developed the course.
 The Safer Drivers Course costs $140 and involves:
o A three-hour group discussion with other L platers so they can learn how to manage
risks on the road.
o A two-hour in-vehicle coaching session with a coach and another learner so they can
learn a range of practical safe driving behaviours.
 The sessions don’t have to be done in one day, however it is recommended both sessions are
completed within one month.
 It is recommended that learners enrol in the course when they have at least 50 hours
completed in their logbook. By that stage they will have basic driving skills and will understand
and appreciate the lessons they will be taught.
 The Course is available in almost 250 locations across NSW. To book, simply view the Safer
Drivers Course Providers list and contact the Provider directly. Or you can call 13 2213 to find
out where the closest Course Provider is. If a Course Provider is unavailable in your area, you
can choose to do it in any location.
 Learners who take part in the Safer Drivers Course will receive 20 hours credit towards their
120 hours of supervised driving.
 Learners who take part in the Safer Drivers Course and also have 10 hours of professional
lessons will receive 40 hours credit towards their 120 hours supervised driving.
 Learners who wish to complete their logbook hours without completing professional lessons or
the Safer Drivers Course are still able to do so.

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Slide 19: Driving the safest cars
 Higher standards of vehicle safety are vital in the campaign to reduce the road toll and make
driving safer on NSW roads.
 Vehicle safety ratings and advancements that help protect occupants, including side airbags
and electronic stability control, are important factors to consider when buying a safe car.
 The Australian New Car Assessment Program (ANCAP) is an independent program supported
by motoring clubs and governments in Australia and New Zealand. ANCAP results show crash
protection provided by vehicles in severe crashes.
 The program gives car buyers consistent information on the level of occupant protection
provided by vehicles in serious front and side crashes. Ratings for pedestrian protection are
also available for some cars. To make things simple for new car buyers, the performance of
each car is rated on a five-star system for occupant safety – five stars are awarded to the
safest vehicles.
 New cars are crash-tested in three ways:
o A front-on test where the vehicle hits a barrier at 64 km/h
o A side impact test at 50 km/h
o A test to assess likely injuries caused to pedestrians by a vehicle travelling at 40 km/h
 There is also an optional ‘pole’ test where the car moving sideways at 29 km/h hits a pole lined
up with the driver’s head. The cars used for crash testing are the same as those for sale to the
general public and the results provide important information for car buyers.
 To find crash test results for new and used cars by the Transport Accident Commission,
Victoria, visit howsafeisyourcar.
 Information is available on the Centre for Road Safety website that helps identify the safer
models when buying second-hand vehicles. Based on police records of more than five million
crashes on Australian and New Zealand roads, vehicles are rated according to their on-road
crash performance.
 Information is also provided on the Safest Cars Under $35,000, in a quick, easy to read guide
to the five safest cars in three price categories; under $25,000, $25-29,999 and $30-35,000.

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Slide 20: Tips for safe solo driving
Q Once your learner driver has their P’s, what would be some important tips you would discuss
with them?
 Understanding the consequences of speeding. They must not drive faster than 90km/h and
they must observe the speed limit.
 Blood Alcohol Level must be zero, therefore it is important to separate drinking from driving.
 P plates must be clearly displayed on the front and back of the outside of the vehicle.
 Ensure all occupants are properly seated and restrained by seatbelts or approved restraints.
 Increasing their awareness of the increased crash risk if carrying more than one passenger.
 Make arrangements to ensure that they observe the P1 passenger restrictions as a driver
and/or passenger.
 Switch their mobile phone off.
 Avoid driving late at night.
 Highlighting the need for sleep if planning to drive.
 Avoiding distractions such as loud music, noisy passengers, DVD and MP3 players.
 Considering the responsibility of carrying passengers.
 Highlighting their responsibility to observe the law and observe their licence conditions.
 Awareness to slow down near pedestrians and cyclists and being prepared to stop.
 Awareness of the need to give way to pedestrians when turning right or left and when driving
across driveways.
 Awareness of motorcyclists, particularly at intersections and when changing lanes.

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Slide 21: Where to go for further information
 Emphasise resources that are available:
o CRS website has a lot of great information
o RMS and Geared websites are also good
o NSW Road Safety Facebook is a great page to follow for regular road safety
messaging.

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