Elements and Performance Criteria

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

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying:
compliance with appropriate legislative, regulatory and procedural requirements while driving a vehicle
identification of risk factors which might impact on driving behaviours and implementing appropriate low-risk driving response measures
selection and use of vehicle controls and safety devices to enable safe car driving
Context of and specific resources for assessment
Performance is demonstrated consistently over a period of time and in a suitable range of contexts
Resources for assessment include:
a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or
access to an appropriate range of relevant operational situations in the workplace
In both real and simulated environments, access is required to:
relevant and appropriate materials and equipment, and
applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment
Assessment of this unit must be undertaken by a registered training organisation
As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests
Practical assessment must occur:
through activities in an appropriately simulated environment at the registered training organisation, and/or
in an appropriate range of situations in the workplace