CURRICULUM 2013 THREE-PHASE DRIVING INSTRUCTION FOR CATEGORY B DRIVING LICENCE INTRODUCTION

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2 CURRICULUM 2013 THREE-PHASE DRIVING INSTRUCTION FOR CATEGORY B DRIVING LICENCE INTRODUCTION This curriculum is based on a study commissioned by the Finnish Motor Vehicle Administration and the Finnish Driving School Association from. This study, carried out under the direction of Esko Keskinen, has been published by Trafi under the name Proposal for driving instruction in three stages to acquire a B-category driving licence. The basis for the three-staged driver training model and a basis for the classification of the curriculum content is a five-level theoretical model where the driver and driving are studied from the perspectives of vehicle handling, management of traffic situations, driving objectives, personal preconditions and social environment. These five perspectives form a whole that directs the driver's actions and coping in traffic. Besides the actual curriculum, this document describes the core principles of learning and teaching. The key learning issues discussed include the significance of clear objectives, information processing and feedback. Students receive feedback not only from an outside party, generally from the instructor, but also through the activity itself and the fact that they themselves observe and assess their own activities. Selfevaluation is emphasised not only as a means for obtaining feedback but also as a method which can be used to address underlying issues influencing the driver s actions, particularly those connected to safe driving. Finally, some teaching methods are presented. The purpose of this section is to provide instructors with more varied methods to implement this curriculum. The most important changes to the previous, two-phase curriculum model include a new sequencing of training, increased amount of driving lessons and increased amount of feedback, introducing driving school elements into instruction permit training (joint instruction) as well as placing a greater emphasis on the significance of independent work by the student and environmental responsibility. The three staged driver training model is divided into interconnected phases: basic stage, the practice stage and the advanced stage. The main focus of instruction lies in the basic stage, once completed is followed by the examination. After the examination, the student can proceed to the practice stage, and then to the advanced stage, which completes the driver training. The structure and contents of the basic stage differ somewhat between driving school training s and joint instruction, but they are similar in the practice and advanced stages.

3 CURRICULUM 2013 CONTENTS 1 OBJECTIVES, BASIC SKILLS AND GENERAL STRUCTURE 1.1 The main objective of driving instruction is responsibility 1.2 Basic skills of a responsible driver 1.3 General structure of driving instruction 2 CONTENTS AND LEARNING OBJECTIVES OF DRIVING INSTRUCTION 2.1 Basic stage at driving school 2.2 Driving examination 2.3 Independent practice during the practice stage 2.4 Feedback period at a driving school in practice stage 2.5 Advanced stage at a driving school 3 JOINT INSTRUCTION 3.1 Coaching period at a driving school 3.2 Instruction at a driving school 4 PRINCIPLES OF LEARNING AND TEACHING 4.1 Goal-oriented teaching and learning 4.2 Information processing 4.3 Feedback 4.4 Self-evaluation 5 TEACHING METHODS 5.1 Achieving objectives through choice of method 5.2 Active role of students 5.3 Use of feedback 5.4 Information flow 5.5 Tips for instructors

4 1 OBJECTIVES, BASIC SKILLS AND GENERAL STRUCTURE 1.1 Responsibility is the key objective of driving instruction The main objective of driving instruction is to promote students development towards becoming a responsible driver. Responsibility is related to safety, social driving, ecological driving and a willingness to assess one's own actions and the impacts of those actions Safety A responsible driver can control the position, direction and speed of the vehicle, and knows the traffic regulations. He or she can drive independently in different conditions and plan his/her driving in an appropriate way. He/she identifies risks arising from within, from other road users, from the vehicle or the traffic environment, and is capable of adjusting his or her driving according to these risks by reducing speed, for example. The anticipation of risk situations and avoiding them are the most important responsibilities of a driver Social driving When driving socially, a driver acts according to the norms that promote safety, respects the rights of other road users, is able to anticipate the actions of others and, correspondingly, acts in a predictable manner and is able to control his or her emotions. It is particularly important to pay attention to the most vulnerable road users: children, elderly and those with impaired mobility Ecological driving The driver has a responsibility towards the environment. It is important for a driver to recognize the significance of his or her actions not only in terms of fuel economy but also to minimize the environmental impacts of the vehicle. Similarly the driver should be aware of the connection between economical driving and safety, for example through observation, speed adjustment and anticipation. Ecological responsibility includes the ability and willingness to consider whether there are alternatives for driving Self-evaluation Each student brings along his or her own unique personality and attitudes to driving instruction. It is not the purpose of driving instruction to try to change a person's fundamental character; indeed, it is unable to do so. A responsible driver nevertheless takes a realistic view of his or her driving skills and wants to improve as a driver. A responsible driver can be expected to be aware and conscious of his or her own personality, objectives and choices in traffic, particularly when these affect safety, other road users or the environment. Especially in the instruction of young drivers, special attention should be paid to addressing behavioural issues and issues related to a person s life management skills as risk factors in traffic.

5 1.2 Basic skills of a responsible driver The primary task of driving instruction is not to prepare the student for the driving examination; rather, success in the examination is made possible by the goals shared by instruction and the examination. The purpose of the driving examination is to evaluate how well the main objective of driving instruction responsibility has been achieved. The internalisation of responsibility can be evaluated by observing the examinee's driving in practical traffic situations. The objects of assessment are thus the basic skills of a responsible driver: Observation and evaluation Speed control Signalling Lanes and positioning Order of priority Distance to other road users Obeying traffic control Independent journey planning and execution Self-evaluation 1.3 General structure of driving instruction The basic phase at a driving school includes a minimum of 19 lessons of 45 minutes each and at least 18 driving lessons of 50 minutes each. The Finnish Transport Safety Agency can give guidelines for lower instruction requirements concerning a student holding valid category M or A driving license. With an instruction permit, the basic phase includes theory instruction equivalent to a minimum of 19 lessons of 45 minutes each and at least 18 driving lessons of 50 minutes each. Of these driving lessons, a minimum of 14 lessons are to be conducted under the guidance of private teacher with an instruction permit. However, the basic phase of instruction permit training begins with a period of coaching at a driving school. This includes three theory lessons and one driving lesson, which must be attended by both the student and the instructor. In addition, an assessment driving lesson must be carried out at a driving school after the student has taken at least five driving lessons with the instruction permit trainer and gained some experience of driving in traffic. Under both methods of instruction, the section on driving in difficult conditions (two driving lessons) will be held at a driving school after the student has attained a sufficient level of skill in handling the car and coping with traffic situations. In instruction permit training, the driving assessment must be carried out before the section on driving in difficult conditions. Theory instruction is complemented by independent study and homework assignments. In addition to assignments from the textbook, learning diaries and various written or electronic exercises and self-evaluations are eligible as homework assignments. The minimum amount of independent study required is 20 lessons.

6 The practice phase begins immediately after the student has passed the driving examination and has been issued with a provisional driving licence. The monitoring scheme for violations as a new driver will be applied for two year time from that day. The duration of the practice phase is a minimum of three and maximum of 24 months. The objective of this phase is to apply the knowledge and skills learned during the basic phase to independent driving and, in particular, to learn to identify one s own personal driving style and thereby to gain a deeper understanding of the knowledge, skills, attitudes and risk awareness required for responsible driving. The progress of the practice phase is monitored through a learning diary. At the beginning of the practice phase, there is a feedback phase at the driving school, which comprises two driving lessons and one group lesson. The first driving lesson focuses on individual independent driving and on feedback from the driving examination. The second driving lesson is taken in groups of two to four students. The advanced phase completes the driving instruction. This phase consists of two driving lessons of individual driving, including an assessment, and one lesson of individual testing, evaluation and feedback through methods such as a learning diary. Group instruction in the advanced phase comprises two driving lessons of demonstrations and exercises on a practice course, and three group theory lessons.

7 Kolmivaiheinen kuljettajaopetus Three-phase driving instruction B-luokka Category B: Kuljettajatutkinto Driving examination Perusvaihe Basic phase to: 19 h TL: 19 hrs ao: 18 h ( ) DL: 18 hrs ( ) oppimispäiväkirja Learning diary itseopiskelu 20 h Independent study 20 hrs Yhteisopetus autokoulussa: Joint instruction at a driving school: to: 3 h TL: 3 hrs ao: 4 h ( ) DL: 4 hrs ( ) oppimispäiväkirja Learning diary itseopiskelu 20 h Independent study 20 hrs Opetusvaihe Instruction phase to: 19 h TL: 19 hrs ao: 4 h DL: 4 hrs Lyhytaikainen ajokortti Provisional driving licence 3 24 kk 3 24 months Palautejakso autokoulussa Feedback period at a driving school to: 1 h TL: 1 hrs ao: 2 h DL: 2 hrs uusien kuljettajien seuraamusjärjestelmä 2 vuotta Sanctions system for violations committed by new drivers, 2 years Syventävä vaihe Advanced phase to: 4 h (1 + 3) TL: 4 hrs (1 + 3) ao: 4 h (2 + 2) DL: 4 hrs (2 + 2) itseopiskelu 1 h Independent study 1 hrs ajokortti Driving licence to = teoriaopetus, 1 h = 45 min TL = theory lessons, 1 hr = 45 min. ao = ajo-opetus, 1 h = 50 min DL = driving lessons, 1 hr = 50 min.

8 2 CONTENTS AND LEARNING OBJECTIVES OF DRIVING INSTRUCTION Three-phase driving instruction is based on a five-level model describing the key contents of driving instruction. The model provides a condensed description of the factors associated with the driver and the driver s living environment that affect behaviour in traffic. The model also provides a structure for knowledge and skills to be learned. The three lowest levels focus on and are realised in practical driving situations. The fourth level places emphasis on the internal, individual characteristics and objectives of a driver that guide the driver's decisions and choices. These decisions and choices particularly affect the journey, traffic situations and vehicle handling. The highest level expands the perspective beyond the driver to the society, culture and social environment. The social environment is especially essential for young people, since they are influenced by friends and role models, among others. Drivers should be aware of these influences. TIETOJEN TAITOJEN HALLINTA RISKIEN TUNNISTAMINEN JA VÄLTTÄMINEN ITSEARVIOINTI KULJETTAJAN ELINYMPÄRISTÖ KULJETTAJA YKSILÖNÄ KULJETTAJA MATKAN TOTEUTTAJANA KULJETTAJA LIIKENNETILANTEESSA KULJETTAJA AUTON KÄSITTELIJÄNÄ MANAGEMENT OF KNOWLEDGE AND SKILLS IDENTIFYING AND AVOIDING RISKS SELF-EVALUATION THE DRIVER'S LIVING ENVIRONMENT THE DRIVER AS AN INDIVIDUAL THE DRIVER COMPLETING A JOURNEY THE DRIVER IN TRAFFIC THE DRIVER AS HANDLER OF THE VEHICLE

9 Direction of development in teaching In addition to acquiring knowledge and skills, the new driver must learn how to identify and avoid risks at all levels of this hierarchy. Self-assessment is an essential skill for developing yourself. All levels are mutually dependent. This model guides independent study and learning in the classroom and at the vehicle.

10 2.1 Basic phase in driving school The minimum required amount of theory instruction is 19 lessons, and theory instruction must begin with lesson B1. After the B1 lesson, it is advisable to go through the theory lessons in order. A maximum of four lessons may be held in one day. The best learning results are achieved with two or, at most, three lessons per day. The lesson subjects have been structured so to enable an initial session of one or to three lessons, followed by two-lesson sessions. This is only one possible structure for theory instruction, and theory lessons can be held in other configurations as well. The objectives of driving instruction are not covered separately, but rather highlighted in connection with each subject, as are the basic skills of a responsible driver. Typical risks and ways of avoiding them are covered in connection with practically every subject. Students are also be directed to carry out self-evaluations in elearning environments (electronic learning environments). The subjects of the lessons are: B1 Driving instruction and learning Responsible driver as an objective Structure and progress of teaching Study contents and methods during the basic phase Tasks and roles of the instructor and students Guidance: Own goals and self-evaluation B2 The car and its handling Controls of the car Preparing to set off Basic car handling B3 Behaviour and equipment of the car Car motion mechanics (the laws of physics) Car safety Risks related to handling the car Guidance: Self-assessment of handling skills B4 Basic skills of a responsible driver Observation and evaluation Speed management and situational speed Signalling Lanes and positioning Order of priority Distance to other road users Obeying traffic control Journey planning and independent execution Self-evaluation Guidance: Self-evaluation of traffic skills B5 Interaction in traffic Anticipation and predictability Interaction skills Special groups and their behaviour in traffic Risks related to other road users

11 B6 Traffic environment and traffic control Traffic environments Traffic regulations Road markings Traffic signs Traffic lights Traffic controller Risks related to the traffic environment B7 B8 B9 B10 Driving in city traffic Joining traffic Driving in traffic Leaving traffic Risks related to driving in urban areas Driving through intersections - Driving lines Approaching the intersection Basic rules governing driving lines Driving-line markings Driving lines in special cases Risks related to driving lines Junctions Lanes and positioning Basic rules governing order of priority Order-of-priority markings Traffic lights and order of priority Order of priority in special cases Level crossings Risks related to order of priority Driving on highways Joining highway traffic Driving on a highway Leaving a highway Driving on motorways and expressways Risks related to driving on highways B11 Overtaking Rules and responsibility Necessity of overtaking Overtaking distance When overtaking is not permitted Action when being overtaken Action as the driver overtaking Risks related to overtaking B12 Driving in difficult conditions: rain and darkness Driving in rain and fog Driving in darkness Significance of speed in difficult conditions Evaluation of one's own actions Risks related to driving in rain and darkness

12 B13 Driving in difficult conditions: slippery roads Traction and identifying slippery roads Equipment Safe driving and use of steering devices Correct selection of situational speed Evaluation of one's own actions Risks related to driving on slippery roads B14 Journey planning Vehicle condition and loading Route planning Driving while using a navigator Driving using road signs Risks related to journey decisions Guidance: Self-evaluation of long-distance driving skills B15 Anticipation dangerous situation accident Anticipation, identifying and avoiding risks Action in emergencies Mitigating the consequences of accidents Action at the scene of a traffic accident B16 Social and ecological driving Society and social environment The transport system, legislation and traffic control The driver's ecological responsibility Smart traffic Risks related to social environment B17 The driving task and self-control Special risks for young drivers The influence of passengers and its management Managing the influence of your own emotional state Personal objectives and motives with regard to driving Personal significance of driving and its change with age Personal risks Guidance: Evaluation of your own state B18 Fitness to drive and its management Effects of intoxicants Medicines and fatigue Monitoring your fitness to drive Risks related to the driver's fitness to drive B19 Car and self-control Car type and selection Looking after your car Distractions while driving Safety equipment and its use Risks related to the car and driver If a student holds category M or AM driving rights, he or she is not required to attend lessons B8 and B9. If a student holds category A driving rights, he or she is not required to attend lessons B4 B9. It is nevertheless recommended that students attend all lessons.

13 The target amount of independent study during the initial phase is 20 lessons, of which a significant portion is carried out with the textbook. The contents of the book are structured like the theory lessons, but the coverage of the subjects is more comprehensive in the book. The idea is for students to acquaint themselves with the subject through independent study before the lesson, enabling more in-depth group discussion on the subject in class. The textbook also includes basic exercises. It is the teacher's task to guide students in independent study. A second significant tool for independent study is the elearning environment (electronic learning environment), which contains applied assignments and exercises. The learning diary and self-evaluations are also located in the electronic learning environment. The environment supports both theory and driving instruction. The graph below presents the ratio of independent study, theory instruction and driving instruction.

14 ITSEOPISKELU KULJETTAJAOPETUKSESSA ITSEOPISKELU Autokoulun OPPIKIRJA Aihesisältö Perustehtävät RYHMÄSSÄOPETUS LUOKASSA Opetusympäristö Oppituntiaiheet Riskien tunnistaminen ja välttäminen ITSEOPISKELU Oppimisympäristö Sovellustehtävät Itsearvioinnit ja palautteet AJOHARJOITTELU INDEPENDENT STUDY IN DRIVING INSTRUCTION INDEPENDENT STUDY Driving school TEXTBOOK Subject matter Basic exercises GROUP LESSONS IN CLASS Teaching environment Subjects of lessons Identifying and avoiding risks INDEPENDENT STUDY Learning environment Applied exercises Self-evaluation and feedback DRIVING PRACTICE The basic phase includes a minimum of 18 lessons of driving instruction, including driving in difficult conditions one driving lesson in dark conditions and one on the practice course. If a student holds category AM driving license, the minimum required amount of driving instruction is 17 lessons. Driving instruction can begin after theory lesson B1, proceeding gradually from handling skills through traffic situations to increasingly independent driving. The student is also required to evaluate his or her own skills and development together with the instructor, for example in the electronic learning environment. Immediate and realistic feedback from the instructor is also vital. Positive feedback should be given on actions promoting safety, such as choosing the correct driving speed. 1. The objective of handling instruction is for student to understands the significance of basic vehicle handling as the foundation of driving skill, and to obtain a realistic view of the student's own handling skills and their development. The goal has been reached when the handling becomes is so automatic not to interfere with driving and observing the traffic environment. Handling instruction emphasises the safe handling of the car and economical and smooth driving. The content of handling instruction is described on the driving instruction card. Towards the end of handling instruction, the student will evaluate his or her handling skills and the instructor will provide feedback based on the evaluation. The development of car handling skills will continue after this phase, but the emphasis of the training shifts to managing the traffic situations. 2. The goal of learning to manage traffic situations is to develop the student's ability to drive safely, socially and economically in various traffic situations and weather conditions. In addition to following regulations and obeying traffic control, being able to drive safely requires students to learn how to identify internal and external risks related to traffic situations and how to avoid them. A essential part of driving socially is the ability to communicate one's intentions to others and, correspondingly, ability to interpret other s communication and the traffic situation correctly. At this stage, the training focuses on anticipation skills and economical driving. The subject matter of this period is described on the driving instruction card.

15 Demonstrations of and exercises in driving in dark conditions (1 driving lesson) can be carried out under real conditions or in a driving simulator, in accordance with a separate programme. Learning objectives Participants to gain an understanding through their own experiences of risks related to driving in the dark, especially those involving cyclists and pedestrians Participants will learn how to apply the basic skills of a responsible driver Participants will learn the correct and effective use of lights in various situations Participants will learn the correct procedure for stopping in darkness Participants will learn to evaluate their own driving skills and capabilities Learning contents Visibility of stopped cars in darkness Use of lights when encountering other traffic Pedestrian visibility in encounter situations Use of lights when overtaking Applied exercise

16 Driving in slippery conditions (1 driving lesson) takes place on a practice course, in accordance with a separate programme. Demonstrations of driving in slippery conditions are important and should show that handling skills alone are not normally sufficient in emergencies, in which anticipation and basic driving skills, such as choosing the correct situational speed, play a significant role. Learning objectives The participants will learn to identify risks and be aware of their responsibility as drivers when planning their driving and driving in difficult weather conditions The participants will understand the significance of traction and will learn to identify slippery roads The participants will learn how to apply the basic skills of a responsible driver The participants will become familiar with the basic handling skills required for driving in slippery conditions The participants will learn to evaluate their own driving skills and capabilities Learning contents Partition of braking distance The influence of speed on braking distance Recognising traction Normal braking Effective braking At the end of this period, students will comprehensively evaluate his/her traffic skills and receive feedback from the instructor. Basic driver skills form the framework for the basic evaluation criteria. 3. The goal of the journey planning and independent execution is for the student to understand the significance of planning to reducing accident risks and for ecological driving. This goal has achieved when the student demonstrates systematic planning and independent driving when choosing routes and following road signs. Driving instruction on highways mostly takes place during this period. A minimum of four lessons of driving instruction on highways is required. The lesson on driving in darkness (even if taken in a simulator) is counted as driving on highways. The key issue during this period is the independent application of the subject matter learned. Towards the end of this period, students will carry out a selfevaluation of their skills and receive feedback from the instructor. Drivers' social skills do not constitute a separate instruction period, but are emphasised for the entire duration of driving instruction as are the other principal objectives. The driver's fitness to drive and personal motives, emotions, self-control and behaviour should be examined in particular. The best time to focus on the social objectives of driving instruction is during group lessons. This objective has been reached when a student is willing to consider his or her motives and goals and is able to recognise his or her personal driving style. These issues are covered by the self-evaluation of social skills carried out at the end of driving instruction.

17 2.2 Driving examination The driving examination that concludes the initial phase evaluates the student's overall learning through two tests: the theory test and the driving test. Both tests are conducted in accordance with the regulations issued by the Finnish Transport Safety Agency. 2.3 Independent practice during the practice phase During the practice phase, the new driver will independently practise: car handling the management of traffic situations journey planning and implementation the evaluation of his or her driving and the related internal and external risks. This content is made concrete in the basic skills of a responsible driver. During the practice phase, student evaluate his/her their own driving with the help of assignments contained in the learning diary. Various driving events, such as the monitoring of fuel consumption, risky situations and other experiences, are also recorded in the learning diary. The information in the learning diary and the experiences gained during the practice phase are utilized in (feedback period and) driving evaluation and group discussions at the end of the advanced phase. 2.4 Practice phase feedback at a driving school One lesson of theory instruction is required. B20 Feedback period's group lesson First experiences as a driver The learning diary Continuing the practice phase Group driving lesson Two lessons of driving instruction are required. Individual driving lesson Feedback received from examination First experiences as a driver: difficulties Independent, responsible driving Evaluations and feedback: the basic skills of a responsible driver The instructor will plan the route to enable him or her to evaluate improvement in those areas where student experienced difficulty in of the initial phase and in driving examination. Source material can include the instruction card and feedback received from the examination, as well as the student's opinion on which areas are still difficult and where he or she would like some more practice. In other words, the main issue is not the evaluation of the student's driving, but rather the improvement of his or her skills.

18 Group driving lesson (2 4 students; 1 lesson/student) Journey planning - Identifying and avoiding risks - Economical driving Journey execution Journey evaluation - Identifying and avoiding risks - Economical driving The instructor will give the group a task to plan a complex route that can be executed within an agreed time. The students also evaluate the potential risks to each students and the to the group and ways to avoid these risks. If the group theory lesson has been held before this lesson, the above-mentioned issues can be discussed in this lesson or studied at home before this lesson. Another purpose of this lesson is to demonstrate that planning your journey in advance will not take too much time. Next, the journey will be executed. Situations encountered during the journey are evaluated as a group. Each student evaluates his or her own and the group's performance after the journey. Fuel consumption can also be compared within the group. The order of these theory and driving lessons can be determined according to what is possible for the students and the school. 2.5 Advanced phase at a driving school The objective of the advanced phase is for the new drivers to Deepen the basic skills of responsible driver from the perspectives of safe, social and ecological driving Gain a realistic view of their own competence and develop their self-evaluation skills Be prepared to develop themselves as drivers The advanced phase consists of individual and group instruction. The phase begins with individual driving evaluations. One lesson of independent study is also included in the advanced phase. The minimum required amount of theory instruction is four lessons, of which one is an individual feedback lesson and three are group lessons. The subjects of these lessons are: B21 Individual evaluation and feedback (1 lesson) Self-evaluations and feedback for the practice phase/learning diary - Self-evaluation: the development of skills during the practice phase (learning diary) - Analysis of a dangerous situation, describing a single dangerous situation or accident experienced during the practice phase (learning diary) - Development and monitoring of fuel consumption during the practice phase

19 (learning diary) Social skills test (Interaction or similar) - An interaction test on a computer or in a simulator, 0.5 lessons - This test can be substituted by an educational discussion Feedback discussion based on the learning diary, driving evaluations and interaction test, 0.5 lessons B22 External risks and how they can be avoided safety Experiences from the practice phase - How much did the student drive, what kinds of trips? - What about driving was most successful? - What did the student feel uncertain about? - What dangerous situations did the student experience? Typical external risks - Related to the car (e.g. tyres) - Related to the environment (e.g. animals) - Related to weather conditions (linked to the practice course) - Related to other road users (e.g. cyclists) B23 Internal risks and social skills social driving Summaries - Of driving evaluations - Of interaction tests Typical internal risks - Conscious risk-taking - Fatigue - Management of one's own emotions - Experiences from the practice phase Interaction skills - Recognising the messages communicated by others - Own messages to other road users - Tolerance (e.g. tolerates the mistakes of others) - Taking others into account B24 Ecological skills ecological driving Experiences and summaries - From the practice phase (learning diaries) - Of driving evaluations Ecological car use - Environmental friendliness of one's own car - Choice of transport method - Choice of route Economical driving Developing oneself as a responsible driver Group lessons can also be carried out in a safety

20 demonstration building. The subjects of lessons should be chosen/weighted according to the needs of each group. The advanced phase includes a minimum of four driving lessons, two of which are held in traffic and two on a practice course. The premise of the driving evaluations is that the learner should see them as an opportunity to develop as a driver. When this is the case, the way he or she drives will correspond most closely to the learner's normal driving habits. 1. Driving evaluation: In urban area This driving evaluation focuses on safe and economical driving in urban area. The driver's social skills will also be evaluated. A varied route should be chosen for the evaluation. The basic skills of a responsible driver and the fuel economy of driving are used as criteria in the self-evaluation, the instructor's evaluation and feedback. 2. Driving evaluation: On highways This driving evaluation focuses on safe and economical driving on highways. The driver's social skills will also be evaluated. A varied route should be chosen for the evaluation. The basic skills of a responsible driver and the fuel economy of driving are used as criteria in the self-evaluation, the instructor's evaluation and feedback. These driving evaluations can be conducted on the same or separate occasions. Both lessons can be held individually or as group lessons. Driving lessons include immediate self-evaluation and feedback, but the actual individual feedback discussion regarding overall skills and areas requiring development is held during theory lesson B21, and on the following lessons as a summary of the group's performances. Group demonstrations and exercises (Implementation is governed by separate instructions) Demonstrations and trials on a practice course (2 driving lessons). Objectives: The participants will learn to identify risks and be aware of their responsibility as drivers when planning their driving and driving in difficult weather conditions The participants will be faced with more complex and demanding situations than during the initial phase

21 The participants will learn to apply the basic skills of a responsible driver in more depth, observation and alertness in particular, to adjust their driving speed to the situation and to maintain the safe distance required by road conditions The participants will learn handling skills required in slippery conditions (braking and steering) The participants will learn to realistically evaluate their driving skills and capabilities Learning contents Action at the scene of an accident Residual speed The significance of maintaining a safe distance Recognizing traction and the use of steering devices Stopping and steering at different speeds 3 JOINT INSTRUCTION As a rule, the contents of the initial phase are identical, regardless of whether it is studied at a driving school or taught by an instruction permit trainer, a private teacher. However, when taught by an instruction permit trainer, the initial phase begins with a period of training at a driving school, which contains three lessons of theory and one driving lesson and must be attended by both the learner and the trainer. In addition, an assessment driving lesson takes place at the driving school when the student and the private teacher have practised for a minimum of five driving lessons and the student has gained some experience of driving in traffic. The section on driving in difficult weather (two driving lessons) will also be held at a driving school after the student has attained a sufficient level of skill in handling the car and coping with traffic situations and has passed the driving evaluation. The amount of theory instruction for students being taught by virtue of an instruction permit is thus 22 lessons, with driving instruction being split into 14 driving lessons with the instruction permit trainer and four lessons with a driving school instructor. Instruction permit students may also purchase the additional services they deem necessary from driving schools. 3.1 Training period at a driving school The objective of the training period is to instruct the instruction permit trainer and student in carrying out the instruction permit training in the most efficient and goaloriented manner possible. This period includes a minimum of three lessons of theory instruction. Several instruction permit trainers and students may attend each lesson. The objective of the lessons is to support instruction permit training and provide a structured approach to it. The lessons describe the objectives, progress and teaching methods of driving instruction and provide guidance for independent study.

22 OLB1 Driving instruction and learning The objective is a responsible driver - Objectives for instructor and student - Learning objectives: safe, social and ecological driving and evaluation of one's own actions Structure and progress of teaching - Initial phase, driving examination, provisional driving license - Practice phase and feedback period - Advanced phase and driving rights - Chronological structure of the instruction The tasks and roles of students, instruction permit trainers and the driving school during the initial phase - Initial period - Evaluations - Feedback - Independent study - Driving practice OLB2 Driving practice Planning the exercises and driving environments - Driving practice structure: handling instruction, traffic situations, routes, in difficult weather - Suitable driving environments Safety of the driving excercises - Responsibilities - Typical risks in teaching situations Examples of driving practice - Handling practice - Traffic situations - Route driving OLB3 Interaction The effect of motives, objectives and peer pressure on driving, teaching and learning - New roles; from parent to instructor and child to learner - Effect of passengers, e.g. siblings - In driving evaluations, the driving test and the practice phase Learning techniques and materials - Electronic learning environment; learning diary, practice materials and/or - Written materials Own goals and self-evaluation

23 This period includes one lesson of driving instruction. The lesson included in this training period can consist of the school's driving instructor driving the car and introducing the subjects of theory lesson OLB2 in practice to the instruction permit trainer and student. The driving instructor will demonstrate the key exercises and appropriate driving environments for practising handling and traffic situations. While driving, the instructor emphasises the basic skills of a responsible driver through his or her own performance. The intention is to provide a model of the kind of driving the instruction is aiming for. 3.2 Driving evaluation and driving in difficult conditions at a driving school This period includes three lessons of driving instruction. In the driving evaluation (1 lesson), the instruction permit student will drive while the driving instructor gives instructions and evaluates the student's driving. The instruction permit trainer monitors the student's driving from the back seat. The route should include a diverse selection of traffic situations encountered in urban areas. The driving evaluation can be carried out in the training vehicle, in which case the student will drive and the instruction permit trainer will give instructions. The driving instructor will monitor the driving and indicate the driving environments and routes to be driven before setting off. At the end of the lesson, the student, instruction permit trainer and driving school instructor will evaluate the student's driving together. The student should start the evaluation. The feedback discussion should focus on the student's driving performance and matters of instruction. Finally, further practice should be discussed. Demonstrations and exercises in driving in dark conditions (1 driving lesson) can be carried out under real conditions or in a driving simulator, in accordance with a separate programme. The demonstrations and exercises in driving in slippery conditions (1 driving lesson) are carried out on a practice course, in accordance with a separate programme.

24 4 PRINCIPLES OF TEACHING AND LEARNING The objectives of driving instruction steer the learning process. The objectives will be defined during the course of the learning process, and the instructor's task is to direct and support this process. The student's own objectives also guide learning. The instructor should therefore be aware of the student's objectives and attitude towards learning. Time spent identifying the objectives of the students is time well spent. New knowledge is also built upon existing knowledge, reinforcing or modifying it. New knowledge cannot stick if there is nothing for it to stick to. Thus, instruction progresses from the basic to the advanced and from basic skills to independent driving. It is the instructor's task to evaluate the student's progress as instruction proceeds and to shift the emphasis of instruction at a speed that is appropriate for each student. The initial period of driving instruction must include sufficient handling exercises for the student to be able to safely move to practising in traffic and to ensure the effectiveness of the first lessons driven in traffic. If the student has to pay too much attention to handling the car, he or she will not be able to pay attention to traffic situations. This progress from the basic to the advanced also applies to theory lessons. Individual instruction People have different characteristics and learning styles. Everyone has their own knowledge, skills, attitudes and characteristics that may facilitate or hinder learning. These should be taken into account in instruction and when considering teaching methods, individualising and weighting the instruction according to the needs of the individual or group as much as possible. Some learn better by doing, others through theory. Individual goals determine the amount of time and energy a person is willing to sacrifice in order to learn something. Setting clear targets is vital in driving instruction. Students must also be aware of the objectives of the current driving lesson and the subsequent one. In that case, students can be encouraged to familiarise themselves with the key subjects of the following driving lesson through study materials. It is also possible for students to set their own objectives for some driving lessons. From theory to practice Skills are learned by proceeding from theory (concepts, facts) to exercises and feedback (discussions, questions, comments). Theory, exercises and feedback should alternate, and the subject matter should be discussed until the student has truly assimilated it. Theory instruction, independent study and driving instruction support one another. Theory is linked to exercises and earlier experiences gained during instruction and from life. Feedback should address what has just been practised or learned. It is a prerequisite for the success of independent study that the subject matter is explained, deepened and practised during theory and driving lessons. Clear objectives must be set for independent study, and it must be monitored and feedback given on it. The results of independent study and self-evaluations must be discussed and used in connection with driving lessons or

25 in the classroom. If the assignments are not discussed at all, motivation for independent study will deteriorate. The relationship between sharing information (instructor/textbook), discussions and self-evaluations can be described as follows: The instructor or textbook imparts basic information. This information can then be discussed during driving lessons or in a group, in order to expand on the subject and give it a social dimension. In this way, it is easier to spot and address erroneous interpretations. Finally, self-evaluations provide an individual perspective on the subject and enable deeper understanding when the subject matter is connected to other areas of life. The experiences gained during driving instruction should be utilised in theory instruction. It is vital that instruction supports the acquisition of driving skill at the beginning of the learning process. Towards the end of the process, when the student has accumulated empirical knowledge of driving, the focus should be on examining the student's personal driving style and decision-making. 4.1 Goal-oriented teaching and learning Efficient learning requires the setting of targets, telling the student what to learn and how. However, there are always several, sometimes conflicting, objectives connected to each learning situation. These objectives are not always official or even conscious. The official objective for driving is for it to be safe, social and ecological. This objective inevitably competes with frequently unconscious objectives such as being accepted, becoming an adult and, most of all, demonstrating independence. It is the task of the instructor to promote, through his or her own actions, the fulfilment of the objectives of driving instruction: the development of the student into a responsible driver. Learning targets vary for the different subsectors of driving. In order to ensure the efficiency of learning, methods should be varied and adjusted to the subject matter. Learning how to handle a car is a wholly different matter to learning how to plan a safe and ecological journey. The key consideration is to provide clear objectives for all learning experiences, such as individual exercises. These objectives may be given verbally, in writing or through demonstration. Regardless of method, it is important for the student to be able to form a picture of what is expected of him or her and what makes learning the subject matter important. Objectives should be neither too difficult nor too easy to attain. If objectives seem too difficult to achieve, the student may lose the willingness and motivation to do his or her best. On the other hand, overly easy objectives are not challenging enough. Thus, objectives should change as the student accumulates knowledge and skills. It is crucial with regard to setting targets, processing knowledge, practice and assimilating feedback that students are capable of correctly assessing their own level of knowledge and skills. Personal experience as a basis Instruction should make use of the personal experiences of students, providing a foundation for new knowledge. After all, the students are not complete novices in traffic; they have experience as passengers, pedestrians, cyclists or moped drivers. They also

26 have prior experience of learning and teaching, which influences their expectations. In addition, students always have personal motives for attending driving school and individual subjects of interest in life. All of the above has an effect on goal-setting and, thereby, on learning. Only a part of what we learn is the result of conscious and goal-oriented study, however. Much remains unconscious and incidental. People also learn when they are not actively attempting to do so. This curriculum is based on the idea of goal-oriented learning, which creates the problem of how to control the incidental learning taking place alongside assimilation of the official subject matter. This kind of learning is frequently related to attitudes and behaviour models that are present in instruction and practice situations. For example, if the instructor takes care of business not related to the teaching task during a driving lesson, the instructor is communicating that there are more important things than the student learning to drive or taking care of safety. The unconscious messages sent by the behaviour of other drivers may also conflict with the subject matter and traffic regulations. 4.2 Information processing Processing information is like first catching a ball and then considering what to do with it. The more one handles the ball, the more familiar it becomes. Whenever a person participates, remembers, observes, evaluates, practises, thinks, acts or argues, he or she is processing information. Information is not transferred and learning does not happen merely by handing out the information; receiving and processing the information is required. Information is processed when learning new skills, for example. Processing also takes place during discussion or even argument with the instructor. Arguing can sometimes actually be fruitful with regard to learning, since we tend to remember things better if they are connected to personal feelings. Long-term, repeated processing of information leads to the activity becoming instinctive. The driver forms internal models for the activity and no longer needs to think about it to any great extent. An example of such activity is driving a car. Other activities than those related to the practical performance of driving a car can become automated and instinctive as well, such as decision-making. If a person has established a way of doing things over a long period of time, that person will tend to keep acting in the same manner in the future. For example, someone may keep commuting a short distance by car for years, without giving the matter any further consideration. Motivation Motivation is the single most important factor governing the processing of information. In order to motivate students to process information and learn, they must be convinced that the information being offered will provide direct personal benefits for them. The problem is that the student's motives or objectives may conflict with the objectives of driving instruction. This conflict can be mitigated if the student can be made to consider the reasons behind his or her objectives. This can also open automated habits, such as the student's mobility habits, to reconsideration.

27 The student's self-image is another factor that can either support or hinder learning. A student's image of him or herself as a learner has been formed by prior learning experiences and has an influence on how high the student is willing to set targets and how hard he or she is willing to work to achieve them. Neither should the influence of emotions be ignored. Incidental learning contrary to objectives may take place if the student is afraid of the feedback provided by the instructor, or if driving begins to seem so easy and rewarding that risks are forgotten. 4.3 Feedback Receiving feedback is a prerequisite for learning. Goal-setting, action to achieve the goal and comparing the achieved state with the original goal alternate in all goal-oriented activity. If the comparison recommends changing one's activities, we will then do so. On the other hand, if the feedback we receive for our actions supports revising our goals, we revise them. Internal or external feedback is thus a necessary part of learning. Without feedback, we cannot change our actions to better align with our goals. Feedback is also an effective way of showing appreciation to a student. Positive feedback increases self-confidence, whereas critical feedback decreases it. Feedback can thus be used to boost a student's self-confidence during driving lessons ( that went well, didn't it? ). At the same time, feedback encourages self-evaluation. Feedback can also be used to adjust self-confidence to more realistic levels ( did it go as you had planned? ). This type of feedback also directs students to evaluate their actions and builds a foundation for discussion. Evaluation and feedback Feedback is integrally linked to evaluation. Learning can be evaluated by observing how the student handles the car (motoric performance). On the other hand, attitudes and typical ways of reacting can be evaluated according to how they are demonstrated in behaviour. In addition to handling and the management of traffic situations, evaluation can focus on planning and the student's ability to examine his or her own activities and the influence of the social environment on his or her driving. There is no point in evaluation without feedback, nor does it enhance learning. Therefore, you should not tell a student whether the performance was good or poor, but rather first solicit the student's own opinion on the matter. Through discussion, it is possible to arrive at a common interpretation of the quality of the performance and the areas that require improvement. Feedback can come from outside the student (most often from the instructor) or from inside, from the task itself. The goal of external feedback is to support learning, but such feedback can only be given after the task has been completed. On the other hand, feedback originating from the task itself is immediate, being the consequence of a chain of actions carried out by the driver.