Reduce the cost of Learning to drive!! Take less professional lessons. Take control of your kids driver training

Transcription

1 TAKE THE STRESS OUT OF PRIVATE PRACTICE Reduce the cost of Learning to drive!! Take less professional lessons Take control of your kids driver training Make sure you are getting the best from your Instructor All the tips and tricks you need to teach your kids a skill for life You really can DO IT YOURSELF

2 Fourth Edition 2013 Copyright Gareth Price DSA a.d.i (car) 2013 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without prior permission in writing of the author, nor be otherwise circulated in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. Disclaimer This publication is written as a guide only and the author accepts no responsibility for any mis-interpretation of the information enclosed herein. It is the responsibility of the provisional license holder and the accompanying full license holder to satisfy all legal and safety responsibilities associated with driving on the public roads. This guide is not designed to replace professional tuition and the author always recommends that private practice sessions are supported by professional tuition. All facts are correct at the time of publication however the Driving Standards Agency are continually striving to improve driving standards and may make changes at any time. Details of these changes can be found on the driving standards agency website

3 CONTENTS Foreword 4 Getting Started 8 Moving off and Stopping 22 T-Junctions 30 Roundabouts 38 Anticipation and Planning 48 General Driving 54 Dual Carriageways 60 Manoeuvres 64 Turn In The Road (3 point turn) 66 Left Reverse (reversing around a corner on the left) 69 Bay Parking (in a car park) 72 Parallel Parking (on the road) 76 Emergency Stop 82 The Tests 88 Driving Test Changes 2010 (independent Driving) 93 Tell Me Show Me questions 95 Insurance for Learner Drivers

4 FOREWORD Welcome to The Parents guide to Learning to Drive, a book designed to help you with teaching your children to drive. Hi, my name is Gareth Price and I have been a DSA (Driving Standards Agency) Approved Driving Instructor since In 2003 I set up my own driving school and now run a fleet of cars around Shropshire & Mid Wales. I have also been a member of the Institute of Advanced Motorists (IAM) since 2005, and I am a registered IAM instructor. I am a qualified and registered fleet instructor delivering professional advice to occupational drivers all over the U.K. I decided to write this guide when I found myself being approached by the parents of many of my clients for guidance on what they should be teaching their children. Today s driving test is the hardest driving test anybody learning to drive in the UK has ever had to take. The days of learning to drive in 10 hours are long gone. When I passed my driving test in 1991 it was less demanding. In my local area there were no dual carriageways, or by-passes. There were half the number of roundabouts and as for traffic levels, well; two car families were still in the minority. The Test comprised of a basic test of competence and only 2 out of three manoeuvres. However in 1991 the test was much more difficult than the one my father passed in 1962, and so it goes on. Compare this with today s test 40 minutes long, 1 manoeuvre selected from turn-in-the-road, left reverse, Bay parking and parallel parking. A full range of road types - single/dual carriageways, single track country roads, roundabouts of all sizes, multi lane traffic systems, and large flows of quick moving traffic. And since 2010, 10 minutes of independent driving. All of which can pose problems for experienced drivers let alone a novice driver. The DSA state on their website that it requires an average of 45 hours of professional tuition combined with 22 hours of private practice to pass - 4 -

5 today s driving test. This guide is designed to help you through the process of giving private tuition, and in my experience the more focused private tuition a person gets the less professional tuition they need and therefore will save you money. Given the average hourly lesson price is around 25.00, if you multiply that by 45 it means your average person will spend over 1000, not including any test fees. In the same way we have home work at school to expand on our knowledge of a subject, private driving practice should do the same for driving skills. Driving is a practical skill so by its very nature it takes practice to get it right. Most experienced drivers will admit they have bad habits, and many go so far as to say they would never pass today s driving test! This is probably true of most drivers on the road whether they admit it or not, and since the driving test is constantly being updated and changed to reflect the changes in road and traffic laws, how many experienced drivers actually know what is required of anyone taking today s test? A common problem faced by professional instructors is the attitude of the pupil. Now I m not talking about teenage rebellion or anything like that. Most 17 year olds today have been driven around by family and friends since they were babies. They have seen these drivers (who often freely admit to having bad habits etc ) winding there way through T junctions, roundabouts, and varying kinds of traffic. In doing so the youngsters have built up an idea of how a car should be driven. When they then start doing it for themselves, we as professional instructors, have to try and change those attitudes and opinions. Unfortunately this takes time and is a major factor in how long it takes to reach driving test standard. This guide is not designed to replace professional instruction but to compliment it and therefore turn you re loved ones into safe drivers (peace of mind for you) and to save you money (peace of mind for your wallet!). By following this guide from start to finish through each stage, it will give you all the tools you need to teach your loved ones to be safe and responsible behind the wheel, and who knows, it may help you improve your own driving

6 Throughout the guide I have tried to work on the basis that you are an experienced driver and will be able to teach the pupils a generally competent standard of driving, however I frequently get told by parents that they don t want to do any private practice for fear of teaching some bad habits. In each section I have tried to give pointers on what s expected by the D.S.A, so that you can apply them to your coaching. I have also tried to explain the reasons why we need to drive in that way as well as giving common faults often made by learners. You will find instructor tips that advise on ways to teach certain subjects and specific things to watch for. So the first piece of advice I will give is to try and remain calm and relaxed! Easier said than done I know, but I have found I get better results if the pupil is calm. The coach getting stressed will not allow the pupil to remain calm. If you are calm then the pupil is calm. If you are getting stressed because you cannot control what they are doing, then you are either not giving the right level of help, or the road and traffic situation you are in is too complex or advanced for the pupil s skill level. Think about what you need in order to keep control of the pupil. When they first start you will need as much time to think about instructing as the pupil does to carry out the instruction. So be realistic about the area you are driving round, remember if you struggle, then so will the pupil! And that s when accidents happen. The next piece of advice I shall give is about the way we deal with faults. I have heard parents and instructors say things like WHAT DID YOU DO THAT FOR!!!! or What do you think your doing? or YOU LL FAIL YOUR TEST IF YOU DO THAT. All these statements are of no help to the pupil whatsoever. A better approach is to be positive about the effort. Most learners try and try and try to get it right, some successfully and some not so successfully. Finding something good to comment on first before criticising the driving is far more productive. For instance instead of what did you do that for? You could say ten out of ten for effort there, however, was there any particular reason why you were driving on the wrong side of the road? It still asks the question but is less confrontational. Rather than saying you ll fail your test if you do that try to think about why they would fail for doing that. Probably because it s dangerous, therefore the pupil needs to be told why it is dangerous so that - 6 -

7 they don t do it again. The pupil will develop a greater sense of responsibility and awareness from knowing why something is dangerous for them or others, and therefore stop doing it. Brief the pupil first about the basics of each skill so they know what to expect from your instruction. The briefing doesn t have to be chapter and verse about the procedure just enough that the pupil knows what to expect. I always try to create a fun environment inside the car. I find it far more productive if the pupil is relaxed and enjoying the experience of learning to drive. There is no such thing as a stupid question on my lessons as I would rather the pupil asked me which side of the road they should drive rather than feel they can t ask and just guess!!!!! Do it all bit at a time and you ll have a laugh. Drive in areas that are suitable and not beyond your skills as an instructor or the pupil s skills as a driver, and you ll see good improvement which is very rewarding, and the whole reason for doing this job!!! The skills required to pass the driving test are continually being changed so in order to keep this guide up-to-date you can view our blog at minidrive.co.uk or like us on facebook and receive our tip of the day. Just search mini drive school of motoring. So with all that out of the way, grab your pupil, grab your keys and let s go driving

8 Chapter One Getting started Insurance Referal code for extra discount - 8 -

9 It s probably fair to say that the thought of sitting in the passenger seat with a novice driver at the wheel is enough to send most parents reaching for the Vallium! However it doesn t have to be like this. If you prepare properly and plan your practice sessions all will be well. Many people have said to me it s alright for you instructors because you ve got dual controls! However I can honestly say hand on heart that I don t use my dual controls very much at all. The main reason for this is because I make sure that the pupil is always ready for the next stage before moving on. The areas and roads I use to teach in are matched to the standard of the person I m teaching. For example, let s say a friend or relative bought you a piano and a book to teach you how to play, and then told you that in 1 week you would be playing with the London philharmonic orchestra at the Albert Hall. It would be beyond your capabilities. Now let s say they bought you the piano and said in one week they want to hear you playing a recognisable tune on it, then that would be more realistic. If you put someone into a situation that is beyond their capabilities you are asking for trouble. Be realistic about what needs to be achieved from each session. So here are a list of things to make sure of before you begin. The Coach As the coach you must have a full licence for the vehicle in which you are teaching (i.e. if you only have an automatic licence you are only permitted to teach in an automatic car). You must be over 21 years of age and have held a full licence for a minimum of 3 years. Provisional Driving Licence. The legal age to drive in the U.K is 17 years of age. There has been much debate over the past few years to change this to 18 or higher, however currently it remains at 17. Some disabled drivers can apply for a licence at 16 however this depends on the type and circumstances of the disability. Information on this can be found on the DVLA website. The forms to apply for - 9 -

10 a provisional licence can be obtained from any post office or any of the local DVLA centres. If you want to start driving as soon as your child turns 17, it s advisable to apply for the licence around two to three months prior to their 17 th birthday. Once it arrives keep it safe as the DSA staff will request to see it at the theory test centre and practical test centre. If it cannot be produced on the day of the test then the test will not go ahead. If you decide to also take up professional tuition the driving instructor will also want to see it on the first lesson. It is not necessary however, to keep the driving licence on you when driving. If anyone asks to see the licence you will get 7 days to produce it at a police station. Insurance. It is a legal requirement to have the learner driver named on the insurance policy for the car they will be driving. The cost of this will depend on the insurance company. However it may be worth thinking about when the private practice sessions will be done. You may not need to insure the car for a whole year, when three months would do. Most insurers will allow you to add a name to a policy for a smaller time period than 12 months, this will also cost less. There is currently one company offering an insurance policy just for learners. It allows them to insure any car for a week at a time on a fully comprehensive basis. As long as the cars value is less than 20,000, and lower than insurance group 15. Details of this can be found on our website L Plates. You must display a standard red L-Plate when a learner is driving on the public road in the U.K. This includes any private property that is governed by the Road Traffic Act. If you are driving in Wales then you can display the same L-Plates or you can use red D-Plates. These can be found at most garages or retailers of automotive spares and accessories. You must remember to remove the L-Plates when a full licence holder is driving. Additional rear view mirrors

11 Whenever a learner driver is being coached it is important for the person doing the coaching to be equally as aware of the road and traffic conditions around them as they would be if they were driving. So it is worthwhile investing in a second rear view mirror to attach to the windscreen inside and also some blind spot mirrors for the door mirrors. There are various different types on the market so it shouldn t be difficult to find some to suit your purposes. All of these extra mirrors should be positioned in such a way to give you, the coach, the best view of the road around you with out having to do any ducking or diving. Slow and steady wins the race So we ve got the relevant licences. The car is insured. We have fitted our L Plates (or D Plates in Wales), and we ve bought and fitted some extra mirrors. Now it s time to plan the first session. In my experience the information received in the first few sessions is some of the most important information in the whole process. It s important for the pupil to have good foundation knowledge of what they are doing and why. The detail we give about the controls of the car, how, why, and when we use them is important to understand. The first rule of coaching someone is to explain a subject properly and not to fall in to the trap of saying if you do that you ll fail your test! The first session should be primarily about the controls. The first point to mention is about responsibility. Whenever anybody sits in the driving seat they become responsible for that car. They have a duty to every other road user (Car, Bike, Bus, Lorry or pedestrian etc ) and to themselves, to drive in a safe and appropriate manor. It is the PUBLIC road and therefore everyone has a duty of care

12 Cockpit Drill This subject is about setting the car up ready to drive. For this there are five areas to cover: DOORS: It sounds silly but the pupil needs to be made aware that they have a responsibility to make sure all the doors are properly closed. This includes boot and bonnet. So when they have been mucking about under the bonnet with their super turbo s and inlet manifolds and all the other sporty things youngsters like to do. Or if they have been in the boot messing about with super dooper amplifiers and super woofers or they ve been to the Next sale to stock up on shoes and outfits, they need to make sure that it s all closed properly before driving. If the bonnet flips open and covers the windscreen or the boot flies open and litters the road with clothes then the person who was driving is liable for any loss to others as a result. SEAT: The driving position is very important in order to keep full control of the vehicle. First adjust the reach to the pedals. The seat must be pulled far enough forward to be able to push the clutch pedal to the floor. It is important not to have to stretch to achieve this or be so close that the knees obstruct the use of the steering wheel. A slight bend in the leg while the pedal is on the floor is ideal. This allows control of the clutch to be maintained. Next adjust the back rest so that the sitting position is upright but relaxed, and so that the steering wheel can be reached with a slight bend in the arms. This will allow control of the steering wheel to be maintained. Finally adjust the head restraint so that the centre of the head restraint is level with

13 the top of the ears. This allows maximum support to the head and neck should the driver be unlucky enough to be involved in an accident, thus reducing whiplash injuries. STEERING: If the car has an adjustable steering wheel then it should be adjusted to achieve full unobstructed rotation. If this cannot be achieved, then re-adjustment of the seating position may help. SEAT BELT: It is important to make sure that the seatbelt is positioned flat across the waist and flat across the shoulder. If there is a twist in the belt, then there is a high chance that in an accident or heavy braking situation it could cause physical injury. MIRRORS: The mirrors are a driver s third eye. They allow a driver to see the road and traffic situation behind the car they are driving. However it is only possible to see around 75% of the road behind. The other 25% is what is known as a blind spot, but more on this in a moment. It is important to set the mirrors to maximise our visibility. The centre mirror should be adjusted to see the whole of the back window. The door mirrors should be adjusted to see a small portion of the car being driven and the horizon should be across the centre, it is now possible to judge how far away the traffic is from the car being driven. A driver must be able to see the road behind clearly without having to duck and dive. Whenever we check our mirrors we should always check at least two mirrors. The centre mirror and then a door mirror that corresponds to the direction we intend to move the car. From time to time it will also be necessary to check the third mirror in case there are other vehicles cutting across from that direction. A good driver will never be in a situation where they ask WHERE DID THAT VEHICLE COME FROM?

14 therefore continual checking of the mirrors is essential. Ok so back to the blind spots. There are 2 main ones, those being, behind over the left shoulder and behind over the right shoulder (big red areas). From time to time it will be necessary to physically look around and check these areas are clear but that will be covered in more detail later. It is vital to express the dangers of the blind spots when outlining use of the mirrors. CONTROLS In this section we will cover the basic controls needed to get the car moving. Controls such as ventilation, windscreen wipers etc are not crucial at this time and should be handled by the coach in the early stages. Only later once a degree of general competence has been achieved should these be introduced for the pupil to deal with. For now then we will focus on three areas, FOOT CONTROLS, HAND CONTROLS, and AUXILLARY CONTROLS. We will look at the information a driver needs in order to understand and use that control. As a coach you have four things to tell the pupil about the controls. WHERE IT IS, WHAT IT DOES, HOW IT SHOULD BE USED, AND WHAT YOU WILL SAY WHEN YOU WANT THEM TO USE IT. FOOT CONTROLS. C B A The best way for any body to remember the pedals is A-B-C from the door. If the pupil starts from the door the first pedal is Accelerator, then Brake, then Clutch closest to you

15 ACCELERATOR: Used by the right foot. When I ask most people who take driving lessons what this pedal does, the most common answer is It makes the car go. This is a popular mis-conception. All the accelerator pedal does is regulates how much fuel and air enters the engine, and therefore how much power the engine produces. It is therefore a power pedal. As with all things in this world if someone or something gets too much power in the wrong situation it usually spells trouble. With this in mind, it needs to be stressed therefore that this pedal has to be used GENTLY!!!! It can be released quickly, but when applying power do it gently in small amounts. I call this pedal the GAS pedal, only because it s less of a mouthful than accelerator!!!! BRAKE: Used also by the right foot. (You ll never need accelerator and brake at the same time). This pedal is far simpler. IT STOPS THE CAR! Because of this then it is a very important pedal. However the pupil has to understand that how much use this pedal gets, is directly related to how much the accelerator has been used!! When this pedal is applied it applies braking to each wheel. Usually, the car will apply more braking to the front than the back (around 60/40 in favour of the front). As with the accelerator pedal this pedal needs to be used gently. The pupil needs to be taught how to brake progressively. That means applying the brakes softly at first, and then pressing more and more until the required level of braking is achieved. This technique takes practice to get right so be patient and supportive if the brakes are applied a little strongly. If you are aware this can happen then a phrase such as gently brake can be used instead of just brake. Clutch: Used solely by the Left foot. This is the pedal that makes the car move. It is crucial that the pupil understands this point

16 The clutch is the way we disconnect the engine from the wheels, and so the driver is able to apply the brakes and stop the car without the engine cutting out (Stalling). Many people find it difficult to explain what the clutch does so here is a small analogy that may just help the pupil understand it better. When you turn a light switch off no power (electricity) is allowed to travel to the light bulb. If the clutch is down none of the power from the engine is allowed to travel to the wheels. When you turn the light switch on it connects the power to the bulb and so we have light. When we bring the clutch pedal up we connect the engine to the wheels and therefore we get movement from the car. It is important that we mention at this stage that the clutch also needs to be used gently; however, whereas the other two pedals need gentle use when pressed, the clutch needs gentle use when allowing the pedal to come back up. The point where the car starts to move is called the Biting Point. The feel of this point is important to learn as it plays a major part in learning to drive. Use and control of the clutch will take time to master and the pupil will need plenty of encouragement in order to get it right. HAND CONTROLS Hand Brake/Parking Brake: The Hand Brake applies the back brakes only and is used to hold the car stationary. It should never be used to stop the car as doing so could see the driver skidding out of control, and since Hand Brake turns are not part of the syllabus its always a good idea to stop the car with the foot brake first, then apply the hand brake as needed. When applying the Hand Brake it is not permitted to allow the Hand Brake lever to click as it is raised. The correct way to apply the Hand Brake is to press the button on the end, pull up

17 until it tensions, then let the button go. The lever then stays where it is and so does the car. The reason for this is to prevent excessive wear of the mechanism that holds the lever in place. Gear Lever: We use the gears to allow the engine of the car to maintain speed without having to work too hard. A good driver will always be able to select the most appropriate gear for the current road speed. As a coach, it s worth spending the time practicing changing gear with the pupil. This can be done on the drive at home, running through the gears one at a time without the engine running. Let the pupil practice lifting off the gas and pushing the clutch down to change gear. Then lifting the clutch slowly and pressing the gas pedal. The purpose of this is to train the pupil to confidently change gear without having to look at the gear lever, thus keeping their eyes on the road. If moving the gear lever to the right, teach the pupil to hold the lever with their hand tilted slightly over the left hand side of the lever. This gives natural movement of the arm towards 3 rd 4 th and 5 th gears (and 6 th if Hand position plays an important part in the gear change. Holding the lever directly on top is common but not ideal. When in neutral the gear lever defaults to a position between 3 rd and 4 th gears. So if moving the lever left towards 1 st and 2 nd teach the pupil to hold the lever with their hand slightly tilted over the right hand side of the lever this will give natural movement of the arm towards 1 st and 2 nd

18 present). You know they are ready with the gears when you can call out a gear and they can go straight to it without looking and with total accuracy. Steering: Probably one of the most talked about areas of learning to drive is learning how to use the steering wheel. The correct way is known as the Pull-Push technique (feeding the wheel). Hands should be placed at either ten-to-two position or quarter-tothree position, whichever way is most comfortable. As the steering wheel is turned the hands should move up and down each side of the wheel as necessary to keep control of the cars position. They should return back to the ten-totwo/quarter-to-three positions once the car has straightened up. Hands and arms must not cross. There are two main reasons for this. The first being, the driver has less control when arms are crossed over the steering wheel. The second is more sinister. In the middle of most car steering wheels is an airbag. If a driver gets hit while the arms are crossed and the airbag goes off it will inflict some very serious damage to the face and arms of the driver. It is therefore crucial to keep this area free so that the airbag can deploy safely and do the job it s meant for. In my experience it s uncommon to find someone who cannot direct the car left or right. The most common problem is that the pull-push technique is not a natural technique for us and it s this lack of ability that causes the biggest problems at the start. Again there is a simple exercise that can be performed at home to help with this. Get the pupil to grab a square cushion from the sofa. Get them to rotate the cushion left by grabbing a side at a time. Speed this up as they get the technique. Then repeat to the right. Keep doing this for as long as it takes to master. Try it with a dinner plate to make sure that the skills have properly sunk in. Doing this before they actually go driving will give both of you one less thing to worry about

19 AUXILLARY CONTROLS. Indicators: Can be positioned on either side of the steering column. Usually on the left side but some cars from Asia have them positioned on the right. We use them to signal to other traffic that you are about to turn or re-position the car. With this in mind then the pupil needs to be aware of all the traffic around them before applying the indicators, and that means checking the mirrors, but more on this issue later. Speedometer (Speedo): Shows current road speed. It is very important that you the coach are able to monitor the speed of the vehicle as you could be held responsible if the pupil fails to keep to the speed limits. From an early stage it is important to teach the pupil how to decide on the correct speed limit for any given road. Again how to do this will be covered later in the guide. Ignition: Last but not least, is starting the engine. Before this can be done the car must be made safe. That means Hand Brake on and Gear Lever in Neutral. It has to be stressed that the driver must make sure the car will not move when the engine is started. Once the safety checks have been done the engine can be started

20 It s worthwhile spending some time going through these areas, and can be done on the driveway even before the pupil turns 17 or has a licence. If this information is mastered before the pupil takes to the road it will help both pupil and coach to concentrate on the more pressing problems that effect us all when we are driving. Use the table overleaf to gauge the pupil s progress. When satisfied move on to the next stage

21 Area/Subject Can identify where is it? Can identify what it does? Knows how should it s used Can use/adjust with confidence Seat XXXXXXXXXXXXX XXXXXXXXXXXX XXXXXXXXXXXX Steering XXXXXXXXXXXXX XXXXXXXXXXXX XXXXXXXXXXXX Seatbelt XXXXXXXXXXXXX XXXXXXXXXXXX XXXXXXXXXXXX Mirrors XXXXXXXXXXXXX XXXXXXXXXXXX XXXXXXXXXXXX Accelerator Brake Clutch Handbrake Gear Lever Steering wheel Indicators Speedometer Ignition If you can mark yes in each of the empty boxes then the pupil is ready for the next stage

22 Chapter 2 Moving Off and Stopping Insurance Referal code for extra discount Everyone must learn to walk before they can run

23 Never has a truer word been spoken. As with all practical skills it s important to start slowly and build our skills from the basics upwards. The next few chapters will form the foundations of the pupil s driving skills. It is therefore better to spend the time here so that you save time later on. First of all then, pick a place to start. Many people choose an abandoned car park. This is a good place to start the process. If you are going to use the public road, choose a place that is quiet, with very few parked cars and other hazards. The longer the piece of road the better. In my professional opinion the format behind driving is very simple. It is made up of two very basic routines. These two routines give guidance and structure to anyone learning to drive, and if followed religiously then the learning process is made a whole lot easier. P.O.M Prepare, Observe, Manoeuvre. Use this routine anytime the car is stationary and we want to get it moving M.S.M- Mirror, Signal, Manoeuvre. Use this routine when the car is moving and we want to change its speed or direction. MOVING OFF (from left) Prepare: Get the car ready to move. Clutch down and into first gear, apply a small amount of gas and hold it (Set the Gas) if you have a rev counter the needle should read around 1800 revs. Gently let the clutch pedal up until it gets to the biting point and hold (pupil should be able to feel this position). The car is now prepared to go. If the hand brake was released at this point then the car would move. But don t release it quite yet! Observe: Starting from the left shoulder blind spot, work left to right looking all around the car and in the mirrors, finishing over the right shoulder blind spot. If you can see the back of the pupil s right ear when checking the right blind spot then they are

24 looking in the correct place. The check around is to see if it s safe to pull away and if a signal is required. If there are no road users (Car, van, lorry, pedestrian, cyclist etc ) that would benefit from the signal then leave it off. If there are road users around then signal right. Manoeuvre: Release the hand brake and allow the car to start moving checking over the right shoulder one final time as the car begins to move. If the car does not move when the hand brake is released then it will be necessary to allow the clutch up a fraction (the width of a pound coin) at a time until it does start to pull away. At this point hold the clutch and steer the car gently away from the kerb. After a few seconds the car will settle down then the clutch can be allowed to gently come all the way up and the gas applied very gently to pick up a little speed. Position the car about 1 metre (3ft) from the kerb then the pupil can gently increase the gas to pick up a little more speed. INSTRUCTORS TIP: Depending on where you choose to conduct this exercise, as the speed builds move into second gear. As this is probably the first time they have used second gear for a purpose, it s probably worth a calm reminder about hand position on the gear lever and taking their time so that it s an accurate change. Watch for them looking at the gears and if they do look down its important to make them aware that it s happening, but try to do it in a calm and supportive way. For instance you could say well done that s a really good and accurate gear change, however we took our eyes off the road to do it. Then when you ve got them to stop the car, add the point that gives reason to why they shouldn t look at the gears. We need to feel our way through the gears so that our eyes stay on the road and we remain aware of the traffic ahead. I always try to avoid saying YOU when identifying faults as it s quite negative towards the individual, especially when they are probably trying their best. Using WE is still identifying there has been a fault that they shouldn t be making, however it s less demoralising. However I always use YOU when giving out praise that something has been done well

25 STOPPING (on left) Mirror: Check centre mirror for traffic situation behind, check left mirror for traffic situation on left. It s important to get into good habits when we drive. Checking the left mirror when pulling over in most circumstances is probably not needed as the chances of someone being there is next to never. However we are creatures of habit and if we don t check these mirrors when it doesn t matter we re not going to check them when it does matter. Signal: When checking the mirrors it s important to decide if a signal is needed. As with moving off a signal is only necessary if someone in front or behind would benefit. If there is someone we signal left. Manoeuvre: Take foot off the gas and start to gently move towards the kerb. Apply gentle pressure to the brakes and pushing the clutch down. Just before the car stops ease back off the brake and while the car is still rolling gently forwards, this allows accurate positioning of the car along side the kerb. When parking next to the kerb its important not to get too close. Ideally the car should be about cm (6-8 inches) away. On most roads there are concrete tiles about 20cm wide between the kerb and the tarmac. Try and get the pupil to park on the edge of these pieces of concrete. This will allow a small amount of room if they get a little too far to the left and reduce the chances of hitting the kerb. Once we feel the car is in the correct position gently squeeze the brakes and the car will stop smoothly

26 Once parked on the roadside the car must not: - Obstruct any driveways on the left - Be within 10 metres (30ft) from a junction or bend - Narrow the width of the road by stopping opposite another parked car - Be parked in restricted areas (Single/Double yellow/red lines) When you are happy with the position of the car make sure it is made safe with the pupil applying the handbrake and moving the gear lever to neutral. The purpose of doing this exercise has 2 main functions. You are looking to develop the pupil s ability to get the car moving safely and to stop it safely, and you are also looking to develop their understanding of the controls, especially the balance between the clutch and the gas. Personally I find that if I spend extra time on this at the beginning it makes things easier later on when I m instructing on busier roads INSTRUCTORS TIP: Accurately positioning the car by the kerb takes practice so as with moving off try to be patient. Try not to PANIC GRAB at the steering wheel. Better to help guide the car early with verbal prompts and if necessary assist the pupil by gently adjusting the steering wheel. Give some pointers when the car is in position. For instance, where does the kerb disappear under the windscreen? Remember this position so next time it will be helpful to prompt them to watch for it

27 Common Faults to watch for: Bringing the clutch up too quickly: When getting moving this will cause the engine to stall. If the bite is set right during the PREPARE phase the car will move as soon as the Hand Brake is released. Therefore you can coach them to keep the clutch steady for a few seconds while the car gets going and then gently bring it up the rest of the way. Not keeping the gas set: Allowing the gas to drop while doing the OBSERVE phase means that the engine will almost certainly stall when the hand brake is released. If necessary, tell the pupil to reset the gas to a more acceptable level before they release the hand brake. Forgetting the blind spot: The blind spot should be the last place to look as the handbrake is released. This makes sure that the area is clear at the moment the car moves out. Not checking the mirrors before stopping: If the mirrors aren t checked then the pupil will not know if a signal is needed. Failing to signal when someone is behind could result in a rear end collision. Bumping the kerb: Getting too close to the kerb without slowing down first makes it harder to accurately position the car. Taking feet off the pedals before making the car safe: If the pedals are released before the Hand Brake is set and the gear lever shifted to neutral then the car will jump forward and the engine will stall. Remind the pupil to keep their feet on the pedals until the car has been made safe

28 Use the chart below to record the pupil s progress. When they have reached the required standard then move them on to the next level. MOVE OFF Skill Able with full help Able with some help No help needed Can Select first without looking Set gas Find Clutch Bite Looks around effectively including blind spots Can decide if a signal is needed Can decide the safest time to pull away Can Balance gas and bite to move away smoothly Can Steer accurately into driving position STOPPING ON THE LEFT Skill Able with full help Able with some help No help needed Checks Correct Mirrors Can decide when a signal is/isn t required. Can pick a safe, convenient and legal place to stop Can accurately move the car into position Can Stop smoothly Can make the car SAFE

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30 Chapter 3 T-Junctions Insurance Referal code for extra discount

31 In this chapter we will learn all about how to get the pupil safely in and out of T-Junctions. The first and most important thing is to find somewhere quite for this. Instructors always use specific areas for this exercise as it takes practice. It is known as Turning (Major road to Minor road) and Emerging (Minor road to Major road). INSTRUCTORS TIP: Focus on the Mirror-Signal-Manoeuvre routine we covered in the last section. We must first tell others where we are going before we manoeuvre the car. This is where you as the coach need to be a step ahead of the pupil. You can do this by using a very basic instructional technique called A.D.I. Alert: Let the pupil know about the impending Junction as soon as you can even if you are 500m away. The amount of information the pupil is trying to process in their brain at this time means they will need time to respond to changes in the road ahead. Remember they are relying on you to tell them about everything on the road that s going to cause them a problem. For instance ahead of us then there is a junction on the left (there maybe a signpost you could also point to that shows the impending junction) Direct: Tell the pupil that they will be turning at the junction. Again do this in good time in order to give the pupil time to respond. For instance At the junction we ll turn left Instruct: Tell the pupil EVERYTHING they need to do in order to achieve the objective. Talk them through the Mirror-Signal-Manoeuvre routine. Split the Manoeuvre section into smaller operations, ROAD POSITION, ROAD SPEED, & LOOKING

32 The whole process should work something like this: COACH: If you look ahead of us there s a junction on the left, can you see it? (ALERT) PUPIL: Yes COACH: At the junction we ll turn left, and we ll use Mirror-Signal-Position- Speed-Look to deal with it (DIRECT). So first check centre then left mirrors (wait for this to be done), apply your left signal (watch it s done correctly. Prompt down if necessary), make sure we hold our 1 metre road position, now gentle use of the brakes to control the speed. Keep the clutch up and look into the road so we can see where we are going (INSTRUCT). As the coach, you are the experienced driver. The biggest mistake most novice instructors make is assuming that the pupil has seen the hazards in front of them. It sounds silly but how many times have you read a page in a newspaper then had to re-read it because although you were looking at the page the information wasn t sinking in. You look at it but don t see what s in front of you. The same is true for learners when they start driving, they will often look ahead but won t always see what s in front of them, and if they do see what s in front of them, it s almost certain they won t know how to deal with it. Therefore in your head you have to be driving the car, and instead of you controlling the car, tell the pupil how to do it instead. But make sure you always tell them IN GOOD TIME!!!! and NOT AT THE LAST MINUTE!!!

33 Don t bite off more than you can chew I always start with turning left and emerging left because they are the easiest to achieve. I usually drive the pupil round a quiet estate in such a way that we turn or emerge left at all the junctions we encounter. That does mean we drive round in circles but its good practice. Once the pupil can achieve this I move to emerging right. This never usually poses a problem because if the pupil can emerge left then they can emerge right. The only thing that s different to approaching and emerging left is the road position. This should be just left of the centre line. When they are competent at these skills we then move on to turning right. I find it easier to teach this skill when they have had lots of practice emerging left & right and turning left. There are a couple of reasons for this. It tends to be a tighter turn, so movement of the steering wheel needs to be quicker, but also because they have to think for the first time about whether to give way to on coming traffic or not. If they can go it s like turning left and they just carry on without stopping, however if they have to stop then they have to move off turning right just like on a right emerge. Therefore if they can do both of these skills beforehand then it means they can concentrate more on the on-coming traffic. As with moving off and stopping its practice that makes perfect here. Stick religiously to Mirror-Signal-Position-Speed-Look routine and you won t go far wrong. Once they have proved themselves on the quiet roads then take them somewhere a little busier and so on until they are doing junctions easily. It s worth spending extra time on junctions and MSPSL routine because it will make the next section, roundabouts, easier

34 GIVE WAY Give way junctions are the most common type. Indicated by a set of broken white lines across the end of the road, a painted triangle, and an upside down triangular road sign. All give ways have the broken white lines however only some of them will have the painted triangle and/or the road sign. Either way it means that if there is no traffic on the major road then you are ok to continue without stopping. STOP JUNCTION Where there are visibility issues when you reach the end of a road it is quite common to find a STOP junction. This is indicated by a thick SOLID white line at the end of the road, the word STOP painted on the road and a RED Octagonal STOP sign. The law states that you MUST stop at the end of the road in order to observe the major road properly. Failure to do so could be considered dangerous driving and therefore attract a hefty penalty. Failure to stop at a stop junction on your test WILL result in the test being recorded as a fail. CROSSROADS Approach when emerging into the major road is much the same as a normal T-Junction. The major issue is when there is a car opposite also emerging into the major road. Regardless of who got there first, neither vehicle has any priority over the other one so it s important to establish communication with the other driver. This is best done in the form of eye contact. If the other driver doesn t look at your vehicle how can you be sure he even knows your there? It s important not to gesture to the other driver either with hand signals or flashing of the headlamps that you intend to

35 wait for them. If you do and there is a crash the other driver may claim you told them it was safe. Like wise if they gesture to you, always make sure yourself that it s safe to proceed before doing so. If approaching a crossroads on the major road be aware of anyone emerging from the minor road on one side, crossing the major road, and into the minor road on the other side. This is where I speak from experience as I have seen many drivers drive straight across paying very little attention to the major road. They tend to have the view that it s not far from this side to that side! There is usually a sign indicating a crossroads. When you see it, reduce the cars speed in anticipation of a problem while you check the junctions on the left and the right. REMEMBER, TELL THE PUPIL EARLY. Common Faults to watch for: Coasting: This is when we drive with the clutch down or gear lever in neutral, and it s common to find learners pushing the clutch down in an attempt to control the speed when turning into a junction. This reduces the control they have over the car and can cause the car to over shoot the junction. It s far smoother and more controllable to turn into a junction with the car in the most appropriate gear (usually 2 nd ) and the clutch up. Coasting also uses more fuel. Mis-timed mirrors and signals: Be sure that the pupil is doing Mirrors BEFORE Signal. At the same time as the signal or after the signal is not acceptable. This is because they need to assess the road and traffic around them before signalling. For example it s never a good idea to apply a right signal if a motorcycle is overtaking as this could cause an accident. Therefore the pupil should check first so they can time the signal properly. Also be aware that if there are junctions close together, the signal is timed in such a way as not to confuse other road users as to where you are turning. It may mean doing the signal later, for instance after we have slowed down

36 Drifting on approach: It is common for a learner to allow the car to drift left or right as they are approaching a junction. It is important that you, the coach, make sure that the pupil maintains their road position, 1metre from the kerb when turning left or, just left of the centre line if they are turning right. If the car behind decides to overtake or undertake as the pupil slows down there could be a collision if the proper position is not maintained. Not following the kerb line when emerging left: It is important to make sure the pupil steers the car around the corner as they approach the end of the road. In this position, if the junction is wide enough it will provide room for other traffic to turn right. Not slowing down enough to observe the new road: Most Junctions are "give way" and so you don t have to stop if the new road is clear. Make sure the pupil has slowed down enough to observe the new road AND be able to stop smoothly if it s not clear. The speed of approach should be directly controlled by the amount of visibility of the new road

37 Cutting the corner when turning right: Turning too early when turning right will result in cutting across the corner onto the wrong side of the road. It is important to turn in on the correct side of the road. If another vehicle drives up to the end of the road with the intention of emerging right it could cause an accident if the pupil cuts the corner. As a guide use the following rule. When the centre hazard warning lines meet the give way lines at the end of the road it creates a T shape. As soon as this appears between the door post and wing mirror start turning in. This rule may need adjusting slightly for each individual car. T-JUNCTIONS Skill Able with full help Able with some help M.S.P.S.L No help needed Turning Left Emerging Left Turning Right Emerging Right

38 Chapter 4 Roundabouts Insurance Referal code for extra discount

39 In this chapter we will look at roundabouts in detail. I have always found it best to split this up into 3 parts. 1. The approach 2. The Roundabout 3. Judging Traffic First of all though try to find a quiet area with some roundabouts. If this is not possible then go at a time when things will be quiet like early Sunday Mornings, or late evenings. This way you can concentrate on each section without worrying too much about other traffic. THE APPROACH The approach is the most important part of dealing with roundabouts. If this part is wrong then it s almost impossible to do the other 2 parts successfully. It s here that you ll find the Mirror, Signal, Position, Speed, Look routine really starts to make sense. If the pupil follows this routine to the letter then the approach will be good. It s for this reason that I spend extra time at the beginning, while the pupil is learning T-junctions, enforcing this routine then re-enforcing it. If the pupil is already used to it before they get to roundabouts then it makes this section so much easier. Mirror: Check centre mirror then BOTH door mirrors. It may not be absolutely clear at this stage which lane you will need to use, therefore checking all mirrors means you ll be aware of traffic behind you whichever lane you end up in. Signal: If taking the first exit or turning right you will need either a left or right signal respectively, to make other drivers aware of your intentions. If you intend to use an intermediate exit on the roundabout then no signal is needed as you approach. Signalling in this instance could cause confusion to other road users. Position: As you close on the roundabout you will be able to see which lane you should be using. If taking the first exit or an intermediate exit (i.e. any exit up to the 12 o clock position) you use the left hand lane. Any

40 exit on the right (i.e. any exit between 12 o clock and 6 o clock positions) then use the right hand lane. If there is any change to this rule then there will be road markings indicating which lane should be used. In this instance you must follow what the road markings state and use the M.S.M. routine to get into the appropriate lane. Speed: I can t stress enough that you need to get the speed under control as you approach. Get on the brakes and bring it down. If you approach too fast then you will struggle to control your position to, during, and after the roundabout. Not to mention trying to predict a safe opportunity to enter the roundabout. This is much more difficult if the pupil is travelling too fast. The best gear to approach in is second gear, so once the speed has dropped coach the pupil into second gear. If the roundabout looks clear get them to start bringing the clutch back up so that they can carry on when they get there, If it looks busy keep it down as they will probably have to stop. Look: As the coach you have to be on top of this section at the start. The pupil will be so tied up with the rest of the approach that they won t be thinking about whether they can carry on or not so initially you will have to fully guide them on this. If you have doubts get them to stop safely. Have your hand ready by the hand brake just in case you have to take any action. As the pupil progresses and the approach gets easier then you can get them to look at the traffic as you guide them. Eventually they will be able to make the decision themselves

41 THE ROUNDABOUT There are many schools of thought about how to move through a roundabout in respect of both road position and signals. However there is only one way when learning to drive. Once you ve approached and got onto the roundabout you have two main objectives. 1. Maintain accurate road/lane position 2. Time your exit signal properly Maintain accurate road/lane position If following the road ahead, no signal is needed on approach. It is important to hold your lane position through the roundabout. Failure to do so could lead to an accident as many experienced road users use the position of other vehicles to help them determine if it s safe to continue. Other road users will get confused if your road position and your signal do not match. If you start in the left hand lane follow the kerb line as you approach to guide the car into the correct position

42 Continue following the kerb line if you re turning left in the same manner as turning left at a T-junction. If you are following the road ahead proceed to the outer lane of the roundabout following the curve of the road. When turning right approach in the right hand lane and maintain position into the roundabout. This means moving the car on to the roundabout in the inner

43 lane closest to the kerb surrounding the roundabout. Try not to let the car get closer than a drains width to the kerb on the roundabout as this may lead to clipping the kerb as you go round. Maintain your right signal until you are ready to exit and break away from the inside lane. INSTRUCTORS TIP: We ve already established that speed of approach is important, so is the speed with which the pupil deals with the roundabout. If they allow the speed to build as they enter the roundabout it will be very difficult for them to maintain an accurate road position. As the coach you must keep on top of this and make sure the pupil keeps control of the brakes and accelerator. Again be ready to guide them through this as they approach and stay on top of the situation. Time your exit signal properly This part is very important as it helps all other road users on the roundabout make decisions about their own progress. If the signal is too early the other road users may think your leaving the roundabout when you re not and therefore pull out into your path. If the signal is too late other road users may think you re leaving at a later exit and either try and undertake or be forced to stop when they don t have to. Either way could cause an accident involving either you or someone else or both. So the breakaway signal must come on as you are passing the exit before the one in which you are leaving. We again use the Mirror, Signal, Manoeuvre routine to exit safely. When leaving at an intermediate exit or following the road ahead we must check all three mirrors paying particular attention to the centre & right door mirrors. This is because there could be traffic cutting in from the right. When The breakaway signal must come on as you are passing the exit before the one in which you are leaving. We again use the Mirror, Signal, Manoeuvre routine to exit safely

44 turning right we check Centre and Left door mirrors as there could be traffic occupying the space on our left. Once our exit signal is on and we are clear to exit we can then move the car off the roundabout looking ahead to assess the new road. Only when we have assessed the new road ahead of us can we then be sure how to proceed. JUDGING TRAFFIC This is the final part to roundabouts, and probably the most challenging. It is in this section where you will be able to see if the pupil has got to grips with the approach or if it still needs more work. If the pupil has control over the car and in the correct position before you get to the roundabout then it s quite likely that they are already starting to look at the traffic. We now need to make sure that they are able to decide if there is enough space for them to continue. This means looking early. Make sure you prompt the pupil to look at the traffic flow as they approach, this will also help them decide if they are going to have to stop. One of the best ways to start this is for you to take the pupil on a drive when it is busy and ask them if they think it s safe to continue when you get to a roundabout. You can gauge from this how well they can predict the direction other vehicles on the roundabout are going to take and also helps them to learn how early they should start looking. When you are ready to let them try, it s a good idea to recap the rules of roundabouts and point out that everybody has to abide by the rules otherwise roundabouts just wouldn t work. In the last paragraph we talked about the pupil looking early as they approach. The pupil should be looking at the road position of other vehicles as well as their signals. Speed of vehicles on the roundabout can also be a factor as it s easier to travel faster if you re going straight on than if you re turning left and right. So those vehicles turning left and right will generally be going slower than those going straight on. Make sure the pupil understands that everybody gives way to the right so the traffic entering from their right can t go unless its own right hand side is clear, and so on... and so on... As the coach you are the experienced driver so you have to help them make the correct judgement. It takes patience and practice

45 Sometimes they will make the correct decision and sometimes the wrong one. However you should always be ready to stop them either verbally or physically. INSTRUCTORS TIP: As the pupil improves and you let them take more responsibility with decisions, never lose sight of the fact that they are still learning and can make uncharacteristic errors when you least expect. Therefore I never stop asking the question do you think it s safe? when they get to the looking phase. This way you can be ready to control the pupil either verbally (saying no! stop!) or mechanically (handbrake) if they give you the wrong answer. Either way it s important that you discuss the reason you stopped them as soon as is practical. When discussing such errors try to do it calmly, but assertively. Think of something positive to say before wading in with criticism. Something like your approach work is improving well, but did you see the big yellow lorry coming from your right? give them a chance to respond then follow up with something like If we d have carried on there s a good chance it would have hit us. Why did you feel it was safe to carry on? This last question is important to help you get to the bottom of why it happened. There could be a lack of knowledge from the pupil s perspective which you can then put right. Whatever the reason, when mistakes are made that could cause accidents it s important to get to the bottom of why it happened. Common Faults to watch for: Approaching too fast: An all too common fault that can appear to be rectified, only to reappear later on as confidence grows. There are many reasons for this but here are some of the more common ones: 1: Not braking enough 2: Releasing the brake too early/not using the brakes to control the speed after slowing 3: Coasting with the clutch down so not allowing the engine to help

46 control the speed 4: Misjudgement of the initial speed of approach and distance to the roundabout 5: Wrong gear selection/selected gear is too high Whatever the reason, you need to be keeping the pupil aware of the speed of approach so that you can give positive well timed instructions and they have the time to think about those instructions and carry them out. Not looking at the roundabout early enough: In order to judge the traffic flow and decide if we have to give way it s important to look early. This can sometimes not happen because the pupil is pre-occupied with the control of the car. If this is the case then you must step in to help. If they carry on and they should be stopping then it could cause an accident. Stopping when it's safe to continue could result in the person behind colliding with you. It s important to develop good communication between both of you at all times so you can be sure of what the pupil is thinking. Wrong lane position on approach: This also is the result of poor observation. As mentioned previously in this chapter, lane position is crucial to avoid any incidents. As the pupil approaches ask the question which lane should you use? especially if there are road markings indicating a change for the normal rules. In this case make sure the pupil checks the appropriate mirrors so that they can move the car safely into position. Getting confused about where they are going: Given the amount the pupil has to think about as they approach a roundabout it s understandable that they may well forget which way they were asked to go. Even if there is a signal applied they can still get confused. Be ready to repeat the instruction if asked to or take action if they don t ask but proceed in a completely different direction!!!

47 ROUNDABOUTS Skill M.S.P.S.L on Approach Able with full help Able with some help No help needed Keep Lane Position Signal Timing Judging Traffic

48 Chapter 5 Anticipation and Planning Insurance Referal code for extra discount

49 In order to move forward with this section it is important to have mastered the previous 4 chapters. Once the pupil is able to move off safely, deal with T- junctions, and roundabouts then they can move forward with learning how to anticipate and plan. You may be aware of changes to the theory test over recent years to include a Hazard Perception element. This element of the theory test is designed to test the pupil s ability to anticipate problems so they can plan the best way to deal with it. This section then will help the pupil in two ways. First it will help practice the theory test and secondly will help to improve their overall driving skills. Before we go any further though it s worth covering what is classified as a Hazard. There a three classification of Hazards: STATIC HAZARDS: these are hazards that are fixed such as T-Junctions, Roundabouts and Traffic Lights. POTENTIAL HAZARDS: these are hazards that COULD cause a driver to alter speed or direction. DEVELOPING HAZARDS: these are hazards that WILL cause a driver to alter speed or direction. Far distance. Look ahead for potential hazards. Anticipate what the hazard MIGHT do. Middle Distance. Some potential hazards turn to developing hazards. Plan a course of action. Near Distance Hazard has developed causing you to avoid a collision. Carry out planned course of action to avoid the hazard

50 There are three main areas in front of the car when driving. These are the FAR DISTANCE, the MIDDLE DISTANCE, and the NEAR DISTANCE. The far distance is the area ahead as far as the eye can see, the near distance is the 50 metres or so directly in front of the car, and the middle distance is all the road inbetween the far and near distance. It is important for the pupil to learn to observe the far distance for potential hazards, these could be obvious ones such as parked cars, junctions, traffic lights or not so obvious hazards such as pedestrians, dogs (may not be on a lead), and entrances to buildings etc. As the car moves forward these hazards enter the middle distance and some of them will turn into developing hazards. It s at this point the pupil should be planning how to deal with them so that when the hazards reach the near distance they are carrying out that plan to avoid a collision. INSTRUCTORS TIP: As the coach you also need to be watching the road ahead and identifying where the problems are. Something experienced drivers do all the time without thinking about it. As you see the potential problems don t assume the pupil has seen it (I refer back to the earlier statement in chapter 3 about reading a newspaper and having to re-read it because you didn t take in the information). Just because the pupil is looking at the road ahead doesn t mean they actually SEE what s in front of them. When you first start this section you will need to point out all the hazards then coach the pupil through the situation. As they progress start asking questions like what s the next hazard you can see? or, tell me what hazards you see ahead. Their answers should match your observations of the road ahead. If they miss some you must point them out in good time so that you can direct the pupil through it. When you next get a chance pull over and discuss why the pupil didn t spot the hazards they missed and why you feel they were a problem. It may be that the pupil was unaware of the potential dangers of a particular hazard. Once they have identified the hazard or hazards ask them how are you going to deal with it? If they can t answer quickly, either verbally or physically, then you will have to instruct them

51 So how do we deal with those hazards safely? Very simple, we use the M.S.P.S.L routine from the last 2 chapters. First check the road behind and on both sides using all mirrors, then decide if a signal is appropriate. Be careful that the traffic behind or in front doesn t misunderstand what the signal is for. Is this car turning right or just overtaking the parked car???? Let s say you were overtaking a parked car. If there was also a Junction or entrance on the right hand side of the road, it is more than likely that putting a right signal on to indicate you are going round the parked vehicle, could be misinterpreted by others to mean you re intending to turn into the road or entrance on the right. It would therefore be safer to leave the signal off and to adopt a strong road position as early as possible instead. Once the decision has been made about whether a signal is appropriate, adjust the position of the car to deal with the hazard and begin slowing down. Once the car has slowed or stopped select the appropriate gear and observe the road ahead for an appropriate opportunity to proceed. The process then starts again, looking into the far distance and middle distance for the next problem. Looking for clues Anticipation and planning is a skill that takes time to learn, and is the one skill that no one can become perfect at. The public road is a continually changing environment with an infinite number of possible problems. It is therefore impossible for anybody to predict perfectly what s going to happen on the road ahead. It is important that any driver learns from each and every hazard that presents itself. Many hazards will be repetitive such as parked cars, pedestrian crossings etc, however the vast majority of hazards are one in a

52 million events. As a driver gains experience, each hazard they deal with should help them learn the clues to look for when they re driving, so that they can predict the next hazard earlier. This is something that applies to experienced drivers as well as novice drivers, and it is important as the coach that you use your anticipation skills to instruct the pupil. If YOU see a problem make sure the pupil sees it too. Use the Alert Direct Instruct routine we talked about in chapter 3. If you see CLUES to a potential hazard, make sure the pupil sees it too

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54 Chapter 6 General Driving Insurance Referal code for extra discount

55 In this chapter we will focus on improving the general techniques of driving and some of the changes that have taken place over the last few years. HAZARDS Once the pupil has been practicing the last 5 chapters they should have a good working knowledge of the practical elements of driving. However there are many instances that crop up that cannot be predicted so we must learn to deal with them as we see them. There are also many instances that crop up that we can predict and again we must deal with them as we see them. Parked vehicles If you see parked vehicles ahead make sure the pupil is aware of them early so that you both have time to deal with the problem. Observe the road beyond the parked vehicle to see if the pupil can get past. If visibility is poor then the pupil must slow down and be prepared to stop. As the pupil approaches the parked vehicle it s important they position the car to improve the visibility past it and to make it easier to pass. If the road ahead is clear then proceed making sure they give it enough room in case someone opens a door or steps out from in front of the obstruction. There is no need to apply a signal to pass the parked vehicle as this may confuse other road users. You may know what the signal means but other road users may interpret it to mean your turning right into a side road or entrance. If the road ahead is not clear then the car can be brought to a stop behind the parked vehicle. Make sure the pupil leaves enough room to get out again as it is common for learners to get too close which makes it difficult to get round the obstruction when it is clear. It may be necessary to signal as the pupil moves away to make sure that following traffic doesn t think the car is parked, however the signal must be cancelled as soon as the pupil has moved out to avoid confusing other road users

56 Pedestrian Crossings There are two main categories of crossings, Zebra crossings and traffic light controlled crossings. A zebra crossing is identified by black and white stripes marked on the road and an orange flashing beacon on each side. There will also be white zigzag lines and give way lines. Pedestrians have the priority across a zebra crossing so if you see someone waiting or approaching the crossing alert the pupil to the fact they are going to have to stop. The crossing must be completely clear before the pupil can continue. Traffic light crossings come in many types. Pelican, Puffin and Toucan. All have slight differences in the way they are used but from the approaching traffic s point of view they are the same. From the moment a pedestrian pushes the button the lights could change at any time so the driver must be prepared to stop. There is a point of no return where you are so close to the stop line that to stop could cause an accident. In this instance carry on with care through the lights. When there is time to stop, stop at the line, apply the handbrake and wait for the red light to change. On a pelican crossing the red light will be followed by flashing amber which means only proceed if the crossing is clear of pedestrians. On a puffin or toucan crossing the red light is followed by red and amber together as with a normal set of traffic lights. This means get ready to proceed however the car must not cross the stop line until the green light shows

57 Cyclists and slow moving vehicles Cyclists and slow moving vehicles such as milk floats and tractors will quite often slow the traffic flow down. They are harder to manoeuvre around than stationary vehicles because while they are moving they can be unpredictable, and the amount of clear road needed to overtake them is increased. It is therefore important to see these hazards early and begin to plan how to get round them. As the coach it is up to you to make sure that the pupil has seen the hazard so that you can then question how they are planning to deal with it. If they are in the early stages of learning you will have to guide them. Use the MSPSL routine to give structure to the approach of the hazard and be clear about when it is safe to proceed around it. Other stuff... There are an infinite number of other possible hazards that could be on the road however if we follow the same rules for each there should be no problems. Look ahead and identify the hazard, check the mirrors and signal if it s appropriate. Take up a strong road position as soon as possible, slow down and prepare to stop. Assess the road ahead and decide if it s safe to proceed or safer to stop until the road ahead clears. GEARS Slowing down The requirements for the use of gears while driving have changed over the years. In the 1960 s and 70 s the braking systems on cars were not as advanced as they are today and therefore it was common to move down the gears in a sequential fashion in order to help slow the car down. From the 1980 s onwards cars were produced using better technology and therefore better braking systems so it is now not necessary to move down the gears

58 sequentially when slowing down. All the slowing down can be done using the footbrake and once the car has reached the required speed select the gear that matches the new speed. It is called block changing and is now the preferred way of controlling the car when slowing down. SO TO RECAP... SLOW DOWN FIRST THEN CHANGE GEAR. Coasting This is when the car is being driven with the clutch down or the gear lever in neutral. There is less control over the car in this state and so must be kept to a minimum. When approaching hazards, once the new gear has been selected the clutch must be re-engaged gently so that the engine can help keep control of the speed through the hazard. If the need to stop arises the clutch pedal can be pressed down again and first gear selected ready to move off again. Sometimes it is necessary to coast in order to keep the car under control. For instance, when changing gear or queuing in slow moving traffic, coasting is necessary but should be kept to a minimum. HANDBRAKE It is not necessary to use the handbrake every time the car is brought to a halt. I teach a very simple formula to decide if the handbrake is needed. First of all if the car is on a hill and could roll back when attempting to move off then the handbrake is needed. Or if a pause becomes a wait then use the handbrake to keep control of the situation. SPEED LIMITS It goes without saying that it is important to make sure that the pupil sticks to the speed limits and does not exceed them. However it is a limit not a target and it s important to coach the pupil to drive at a speed that is suitable for the road and traffic situation. Throughout my lessons I m always being asked what the speed limit is and I always respond by asking the pupil what they think it is. If they are struggling to work it out then we pull over and discuss it

59 If the pupil misses the initial speed limit signs at the start of the restricted zone there is a simple rule to use. If there are street lamps then it is a 30MPH limit, and if there are no street lamps then it is a National Speed Limit road. Where the limit is different to this there will be repeater signs marking the actual limit, usually pinned to lamp posts or sign posts (in summer trees and hedges can grow over these so be careful). If in doubt look for street lamps and assume 30MPH until you see a repeater sign. Another trick to use is to look into side roads. If there are 30MPH signs at the entrance to the new road then the road you are driving on will be at least 40MPH as there would not be any signs in the side road if it was the same speed limit. ROAD MARKINGS When driving around be sure to mention to the pupil about road markings. These come in various different forms from give way markings to box junctions, from directional arrows to words such as SLOW. The rules for each can be found in the highway code. It is worth taking a highway code in the car with you so that if you come across something you re not sure about you can find out what the rules are and how best to deal with it. This is not meant as a criticism of you as a coach and experienced driver not knowing about road markings, but when ever the government introduce new markings they don t send out a memo to every licence holder explaining what they mean and how to deal with it. As experienced drivers they expect us to find out for ourselves!!! As a member of the driver training community I am updated regularly about road and traffic issues but only since I ve been an instructor. Look ahead at roundabouts and junctions for directional arrows that direct drivers into a different position to normal. You can then make the pupil aware of it so that they can adjust their approach routine (mirrors, position etc...) in good time. This will help the pupil learn to look ahead at junctions and plan their approach properly

60 Chapter 7 Dual Carriageways Insurance Referal code for extra discount

61 In this section we will look at dual carriageways. In order to do this section safely you must be confident in the pupil s ability to: Move away safely and under control Accelerate smoothly and efficiently through all gears Maintain accurate road position Deal with roundabouts safely and confidently The pupil will need to be able to competently do all the above in order that you and them can concentrate on the road ahead. Dual carriage ways have a national speed limit of 70MPH unless otherwise indicated. At 70MPH any of the little steering twitches some pupils use to adjust their road position at 30MPH, will have a much greater effect on the car. Therefore they must be able to maintain their road position accurately. The roundabouts tend to be a lot larger than normal with more lanes and more traffic so can be intimidating to anyone who is not confident of how to approach and deal with roundabouts. Traffic also tends to travel faster on the roundabouts so it is important that the pupil can confidently move the car away and accelerate swiftly up through the gears to match the speed of the road and traffic conditions. So what s it all about...? Dual carriageways have become more and more popular as a way of relieving traffic congestion on major routes around the U.K. Most of them have been built so that traffic can make good progress between towns and cities without being held up by slower vehicles due to the overtaking lane. The pupil has to be aware of this when dealing with dual carriageways. The speed limit is 70mph and if the carriageway is clear then making good progress is essential. Many people believe that driving slower on these roads is safer, however most of

62 the time this is not the case. If a vehicle is travelling a 50MPH there is a 20MPH differential between it and the traffic around, and therefore it becomes a hazard. Inevitably this increases the chance of another vehicle colliding into the back of the slower vehicle. When accelerating it is important the pupil uses each gear effectively. Dual carriageways are all about higher speeds so it s important to build the speed swiftly and confidently moving through the gears until top gear is reached (cruising gear) and we get to 70Mph As the pupil increases speed you will need to be concentrating on the traffic ahead and assessing if there are any slower moving vehicles. As soon as you identify one then point it out to the pupil, then explain how to go about overtaking it. First thing is to check the mirrors and asses the road behind for gaps in the traffic in the overtaking lane. When it s clear, check the right shoulder for motorbikes and move smoothly into the overtaking lane in good time moving past the slower vehicle. Make sure there is plenty of space in front of the slower vehicle before pulling back in. Use the MSM routine to move back to the left hand lane. If there are other slower vehicles, remain in the overtaking lane until the left hand lane is clear. Deal with the roundabouts in the same way as normal but be aware of the extra speed being carried into the junction. Make sure the pupil uses the brakes effectively to lose the speed in good time. Choose an appropriate gear for the roundabout usually 3 rd for bigger roundabouts, then 2 nd, and 1 st depending on how much the pupil has to slow down

63 There are also slip road junctions on dual carriageways. Most of the time these act as accelerating lanes and decelerating lanes to help with safe entry to, and exit from, the main carriageway. There are countdown markers to help gauge how close we are getting to the junction. Any directional signals for the junction need to be applied between the 300M marker and the 200M marker so that other traffic has sufficient time to respond to the signals. After leaving the dual carriageway make the pupil aware of the change in their perception of speed. Having travelled so quickly along the dual carriageway their perception of speed will make 30MPH seem extra specially slow. Make sure they are checking the speedo regularly until they get used to travelling slower. Dual Carriageways Skill Able with full help Able with some help No help needed Lane discipline Driving at an appropriate speed Overtaking Junctions

64 Chapter 8 Manoeuvres Insurance Referal code for extra discount

65 INTRODUCTION Before we get into the intricacies of the manoeuvres we need to look at the bigger picture. The manoeuvres are all designed to test the pupil s ability to direct the car, both forwards and in reverse, within a given space. There are many different methods of completing the manoeuvres, however there are three main areas that are most important to each. These are: Control of the Car: It is absolutely crucial that the pupil can keep full control of the car at all times. This will involve a high standard of clutch control. The margins for error are very small in all the manoeuvres so the better the clutch control is, the less chance there is for error. Effective Observations: As with general driving there is a need to keep effective observations at ALL times. Whilst manoeuvring there will be an impact on traffic around the car, and therefore it is important to be aware of that traffic so that appropriate actions can taken to keep the area safe. Accuracy: Regardless of the method used to guide the car through the manoeuvre, it is important to be accurate. Use of the steering wheel needs to be precise and controlled, and it is important to have good spatial awareness around the car. If the speed at which the manoeuvres are conducted is too fast the Control, Observations, and Accuracy will suffer. The speed is therefore the one thing that ties all the rest together. Practice on an empty car park the techniques of clutch control. Finding the bite point then controlling the speed of the car with fractional movements of the clutch up and down. The methods I have used in these examples are the methods I use myself. However they are all just one way of several. Many instructors teach other methods that have the same result but differ in the execution. The most important thing is to follow the three rules above and find a method that works for you

66 Turn-in-the-road (3- POINT TURN) Popularly known as 3-point turn, it is important to understand that it is not essential that the manoeuvre is completed in only 3 stages. That is why it is referred to as turn-in-the-road so the focus is on getting the car around safely. The first point to make is to always find a safe, legal and convenient place to do this manoeuvre as it directly affects the flow of traffic on the road you choose to conduct this manoeuvre. To begin with try to practice where the road is relatively wide then move to narrower areas as the pupil improves. I have found that the way the pupil approaches this manoeuvre is very important. In my experience if the manoeuvre is treated as one whole exercise then it s very easy to make mistakes and get confused. However if it is viewed as a number of stages that are linked together then all you have to do is learn the forward stage and the reverse stage and hey presto you can complete the manoeuvre. All you do is link as many forward stages and reversing stages together as is needed to get the car round. For the average road this should be forward-reverse-forward, but a narrower road might mean an extra reverse and forward stage. Concentrate on learning how to complete a stage, it should follow a familiar pattern already learnt in chapter

67 Prepare: Select gear (1 st or reverse), set gas & find bite Observe: Look all round the car. Both blind spots and all mirrors. Manoeuvre: When the road is clear of any road users, release the handbrake and steer the car towards the opposing kerb. Rotate the steering wheel until you get to full lock. Always look in the direction of travel (front windscreen when going forwards & rear window when reversing). Keep the speed to a steady creep so that observations can continue to be made up and down the road. As you approach the kerb, rotate the steering wheel back ready for the next stage. Stop the car just short of the kerb and apply the handbrake. That s it! The procedure is the same whether they are going forwards or backwards. So if they can learn how to complete a stage successfully they can link together forward and reversing stages until the car is facing the other way. Other Traffic Given that completing this manoeuvre involves obstructing traffic it s important to deal with any traffic in an appropriate manner. First and foremost if another vehicle looks like they want to get past you must stop and see what they are going to do. Some vehicles will stop and wait, others will just drive round you. There are those drivers that remember what it s like to learn to drive and will give you time and space, and there are those drivers who have little patience and will try and get round you even if it means mounting the kerb! If you are stationary then there can be no chance of both vehicles moving into the same piece of road. If the other vehicle stops and waits then you can continue. If they drive around you and clear the area you can also continue. It s a win-win situation. It s important to realise that if a vehicle decides to wait that s their decision and you should not rush to complete the manoeuvre. If you do rush and something goes wrong you could end up having an accident. Try to keep calm so that the pupil keeps calm

68 TURN-IN-THE-ROAD Skill Able with full help Able with some help No help needed CONTROL OBSERVATION ACCURACY

69 THE LEFT REVERSE (REVERSING AROUND A CORNER ON THE LEFT) Popularly known as a reverse around a corner, this is also a manoeuvre for turning the car around. It is arguably the safest way of turning the car around as in most cases it doesn t involve completely blocking the road unlike turn in the road. First of all pick a safe legal and convenient place to conduct this manoeuvre. A quiet back street is usually best, with a junction that has a relatively wide turn. Some examples are set out below of good starting corners and those that should be left for later once the pupil has improved. As with all the skills learnt so far start slowly on easy corners then move to more complex situations. The Start position is the first thing to make sure of. The car needs to be positioned about one drain width away from the kerb and about two car lengths away from the turn and a signal may be needed to let other vehicles know that the car is stopping. Use the M.S.M routine to pull up on the left safely. It is important to time the signal properly so that other vehicles can be sure the car is stopping and not turning into the side road. Apply the signal as your passing the side road

70 Once in position apply the handbrake and select neutral. You can remove your seatbelt if this makes it easier to reverse. Next select reverse and use P.O.M routine to get the car moving. Only start moving when the area around the car is completely free of moving vehicles. Move the car slowly towards the corner behind until the curve of that corner is visible through the rear side window. Stop the car at this stage. From this position it is possible to see around the corner into the side road towards your finishing point. So check over your right shoulder one final time as the front is about to swing out across the road. Once the area around the car is clear, reverse slowly, turning the steering wheel left so the rear of the car follows the curve of the corner. Once the car has moved a few metres stop to check around again. Try to gauge if the car is turning enough. Use the mirrors to help see where the car is in relation to the Kerb and White centre lines. If the steering needs adjusting then do so. Move the car back a few more metres and stop again to assess the position. It will also be possible to see the effect of any change that was made to the steering in the last stage. Keep repeating these making changes if necessary steps until the car is around the corner

71 When the car is round the corner and parallel with the kerb, turn the steering wheel until the wheels are straight and the car can then move backwards down the road until it is about three car lengths from the end of the road. The car should finish no further than the width of a drain from the kerb. Once stopped apply the handbrake and select neutral. REVERSING AROUND A CORNER Skill Able with full help Able with some help No help needed CONTROL OBSERVATION ACCURACY

72 BAY PARKING (In a Car Park) This manoeuvre is closely related to the left reverse. It requires the same degree of clutch control and spatial awareness as the left reverse but the pupil may be required to perform this manoeuvre left or right. As with the left reverse start position is important. One car width Always pull up one or two spaces beyond the target space and about 1 car width away. It s important to stop with the wheels straight so the car will reverse in a straight line. Again use the P.O.M manoeuvre to get the car moving. Reverse the car back until the rear of the car approaches the space before your target space. At this point stop and check around especially over the right shoulder as the front is about to swing out and we don t want to hit anything that may be trying to get round the car. Once you know it s safe to continue, edge the car back slowly and steer towards the target space aiming the rear left corner of the car towards the left line of the target space

73 After a few metres stop the car to check the area around and to check the cars position. It is important to look at the rear of the car (the back window) and see how it relates to where you want to end up. If needed, make any adjustments to the steering and continue to reverse. The lines will disappear from view in the side windows, so use the mirrors to confirm the cars position in relation to the lines. More often than not the steering will end up at full lock however keep adjusting the steering as necessary until the car is parallel to the lines. There should be white lines visible on each side of the car. Once the car is parallel to the lines stop to check your position and the area around the car. You can then turn the steering wheel to straighten the wheels and reverse gently to the back of the space. If you need to make small adjustments to the position do so as you reverse. Once in the space stop and apply the handbrake and select neutral. JOB DONE!!!

74 Beware of the shortcuts to success... I won t lie to you... it does take practice to get it right. But doing it this way makes sure the pupil is always looking behind them and it improves spatial awareness so they are judging the position of the car. There are many instructors who use markers such as stickers on the door. The idea being that when that sticker or marker lines up with one of the lines marking the parking spaces the pupil applies full lock and the car SHOULD end up in the space Dot sticker or marker on inside of door. Apply full lock Personally I don t use this method even though it can appear to make learning this manoeuvre much easier. Firstly and most importantly as instructors we are teaching someone to drive a car. Not just to drive a Mini or Corsa or whichever car we choose to teach in. I like to think that the pupil I am teaching will still be able to do this manoeuvre once they have passed their test regardless of the car they drive. The car they drive after passing the driving test may well have a different steering lock to the one that they learnt in. It s a certainty that there won t be a sticker on the door indicating when to turn the steering wheel so if they have not been taught how to direct the car they will struggle to park in the space. I would therefore question whether the pupil has actually been taught how to park. Another factor that will affect the accuracy of this method is the size of the parking spaces. If the spaces are extra small the car will more than likely run wide and if the spaces are larger the car will probably turn in too early. Smaller spaces mean the car will probably run wide Larger spaces mean the car will probably turn in too early

75 The second reason I recomend the method of guiding the car into the space is, it teaches the pupil the importance of looking behind when reversing. It s so easy for the pupil to focus their attentions on the mirrors and forget about the blind spots. However if they are taught to watch the position of the back end of the car then by default they will see any hazzards that appear behind them. What if it goes wrong...? Practice is important in order to get it right, however, it is acceptable to pull the car forward and reposition it if the manoeuvre doesn t go quite right, so it is also worth practicing this element as well. Even if the pupil masters this manoeuvre very quickly, practice going wrong and putting it right because you can gaurantee that with all the nerves on test day this is when it ll go wrong!! Once the pupil can park to the left, switch sides and reverse to the right. Not all parking spaces will be on the left! BAY PARKING Skill Able with full help Able with some help No help needed CONTROL OBSERVATION ACCURACY

76 PARALLEL PARKING (On the road) Considered by a lot of people to be the hardest of manoeuvres I find this manoeuvre very simple. However it is important that the pupil has a high level of clutch control as the margins for error in this manoeuvre are very small. As with the other manoeuvres the start position is vital. Pull up alongside the target vehicle with enough room to open a car door. This is to make sure that you don t end up with a dent in the side of the car if someone decides to get out of the target vehicle during this manoeuvre. Make sure you also stop slightly further forward of the target vehicle. Pull up alongside the target vehicle with enough room to open a car door. Make sure you also stop slightly further forward of the target vehicle. You may need to signal. Before stopping check the mirrors for other vehicles and signal your intention to park by applying a left signal. When stopped apply the handbrake and select reverse as soon as possible. This way any approaching traffic will see a car stopped by a space with a left signal and reversing lights. This can only mean one thing. The traffic will either stop in which case you can continue, or it will overtake and you can continue when the area is clear

77 Once you re happy that the area around is clear release the handbrake and GENTLY reverse the car. Allow the car to reverse until the rear corner of the target vehicle is visible in the nearside rear window. At this point stop and check over the right shoulder for other road users as the front end is about to swing out so the area needs to be clear. When it s safe you can start to turn in. Apply one full turn of the steering wheel (360 ) as the car moves gently backwards. Keep glancing over the right shoulder to assess the road around the car and stop if it looks like someone wants to get through. When the nearside wing mirror passes the end of the target vehicle and points across to the kerb take the turn off so the wheels are straight again. This should have angled the car sufficiently to reverse into the space. If the front swings out too far it will be almost impossible to bring it back in before the back wheels get to the kerb

78 Now that the wheels are straight, edge the car back until it s about half way in then turn to the right to allow the front to slide in behind the target vehicle. Be aware that as the car approaches the kerb it may speed up due to the camber in the road, therefore, be ready to use the brakes to control it. Once parallel to the kerb straighten the wheels again and stop. Apply the handbrake and select neutral

79 PARALLEL PARKING Skill Able with full help Able with some help No help needed CONTROL OBSERVATION ACCURACY

80 Common Faults for manoeuvres: Poor clutch control: If the pupil cannot control the clutch properly then the control of the car throughout the manoeuvre will suffer. The pupil will be concentrating so hard on trying to maintain control that the observations and accuracy will also suffer. It may be necessary to practice the clutch control element on its own, preferably on a quiet road with a slight incline. Insufficient Observation: Making sure that the area around the car is clear of problems before and during the manoeuvre is essential. If the pupil is not looking around enough then it could result in an accident or worse. The pupil must look through the rear window while reversing, then stopping from time to time to check the traffic situation in the road around the car has not changed. If it has changed then the car must be stopped until the area clears. Forgetting which way to turn the steering wheel: This is a very common problem. There is a popular myth that when reversing you must steer in the opposite direction. As I ve just said THIS IS A MYTH! First of all the pupil needs to understand that when reversing, the rear of the car becomes the front of the car since it will be the first part of the car to hit anything. So when the pupil is looking out the rear window they should be turning the steering wheel in the direction they want the rear end to go. Let me put it another way... When driving forwards how often do we think about which way to turn the steering wheel? Almost never! All we do is look in the direction we want to go then turn the steering wheel in that direction. The actual thought process of whether to turn the steering wheel left or right never enters our head. This should be the same when reversing. Look in the direction of travel and where the pupil wants the car to go then turn the steering wheel in that direction

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82 Chapter 9 Emergency Stop Insurance Referal code for extra discount

83 Although the emergency stop procedure appears very simple the theory behind it is a little more complex. A good driver will be able to reduce the chances of having to stop in an emergency to a bare minimum by the way in which the car is driven. Look at the following pictures. The speed limit along each of these roads is 30mph, however only one is open enough to make 30mph a safe speed. IT S A LIMIT NOT A TARGET... I frequently come across the following situation......a pupil is driving down a country road and asks me what the speed limit is, to which I reply 60mph. This is greeted by utter amazement and a statement along the lines of that s a suicidal speed to drive along this road! my response is to agree with them then to remind them of the following: The conditions of the road and traffic ahead, dictates how fast we should be driving. Whatever the speed limit is on the road does not reflect the speed that has to be driven. It is a Speed LIMIT not a target! Correct assessment of a safe speed is crucial to safe driving and therefore reducing the chances of having to do an emergency stop. The more hazards in front of us the more risk there is so we reduce the speed to reduce the risk

84 TAILGATERS... A BIG PROBLEM IF WE NEED TO STOP QUICKLY! The vehicle following has a huge impact on the way we drive. Many pupils ask me why they have to check the mirrors so often even if they re not changing speed or direction. The reason is very simple, it s so that we can reduce the chances of having a rear end collision. Let me explain... If the vehicle behind is following to close (known as tailgating) and we have to stop quickly then there is a good chance the vehicle behind will not stop in time and rearrange the rear end of the car! There are 4 ways of dealing with this, 1: Do nothing 2: Speed up 3: Stop and allow them to pass 4: Slow down If we do nothing the risk is still there, if we speed up it may increases the gap but the other vehicle may also speed up and we are in a worse situation, going faster but still being tailgated. Stopping and allowing them to pass is a safe option but not very practical every time a vehicle gets a bit close. The best thing to do is GENTLY slow down. This increases the gap to the hazards in front giving the driver more time to see any problems and therefore slow down more gently. Thus the risk of a collision with the car behind is reduced. In order to monitor the position of the following vehicle we must be checking our mirrors every few seconds so that we can alter the car s speed to compensate

85 THE STOP First of all pick a safe place to practice, somewhere it s easy to get up to 30mph with good visibility and few hazards. I use a long straight piece of road in the country. Very little traffic, good visibility, and easy to get up to speed. Make sure the pupil knows what the STOP command will be. Verbally, physically, or both. First of all the pupil must have both hands on the steering wheel. There is no need for the pupil to check the mirrors before stopping as they should already know what s going on around them. When they are asked to stop the speed of reaction from gas to brake is essential. Brakes need to be applied firmly and progressively without stamping. Once the car is slowing the clutch can be pressed down. The car will come to an abrupt stop at which point the handbrake needs to be applied and gear moved to neutral. Once ready to move off again both left and right blind spots have to be checked as there could be hazards on either side of the car. Skidding A Skid is classified as any loss of traction between the tyres and the road surface and 99% of skids are caused by an error on the part of the driver. Usually because they are travelling too fast and too close to the vehicle in front for the road and traffic conditions. However from time to time the car may skid under heavy braking because of an unseen problem. When this happens it is important to keep control of the car which is why we must have both hands on the steering wheel when we brake heavily. If the wheels are not gripping the road but sliding along it then the vehicle will not slow down as effectively. The only way to get the grip back is to get the wheels turning again and we do this by quickly letting go of the brakes then reapplying them firmly. Anti Lock Brakes (ABS) If the car is fitted with ABS then this system will release and reapply the brakes automatically, so all the driver has to do is hold their foot on the brakes. It is important to know if the car has an ABS system so the driver knows what to do in the event of a skid. Most cars presently manufactured

86 have ABS systems fitted as standard however older cars may not. If the car has ABS then there will be a warning light on the instrument panel that comes on when the car is started then goes out. If there is no warning light then the car will not have an ABS system. ABS BRAKES ARE A SAFETY FEATURE DESIGNED TO HELP THE DRIVER IF THEY GET INTO DIFFICULTIES UNDER HEAVY BRAKING. IT IS NOT DESIGNED TO COMPENSATE FOR CARELESS AND INCONSIDERATE DRIVING

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88 Chapter 10 The Tests Insurance Referal code for extra discount THE THEORY TEST

89 The theory test is a touch screen based test, and consists of two parts. The first part is a series of multiple choice questions and the second part is a test of your hazard perception skills. The multiple choice part consists of 50 multiple choice questions. In the actual test you select your answers by simply touching the screen. You need to touch the box alongside the answer or answers you think are correct. If you change your mind and don't want that answer to be selected, touch it again. You can then choose another answer. There are 50 questions and you have 57 minutes to complete the test. You can navigate between questions and 'flag' questions that you want to come back to later in the test. The pass mark for the multiple choice part of the theory test is 43 out of 50. The hazard perception part is delivered on a computer and you respond by clicking a button on the mouse. You will be presented with a series of 14 video clips which feature every day road scenes, in each clip there will be at least one developing hazard, but one of the clips will feature two developing hazards. To achieve a high score you will need to respond to the developing hazard by clicking the mouse button during the early part of its development. The maximum you can score on each hazard is five, this then counts down four, three, two, and one point as you get closer to the hazard and finally zero for those hazards not spotted or missed completely. You must make sure you are responding only to the hazards as excessive clicking will also result in a zero mark. You will not be able to review your answers to the hazard perception test. As on the road, you will only have one chance to respond to the developing hazard. The pass mark for the hazard perception part of the car theory test is 44 out of 75. You must pass both parts at the same sitting to pass the theory test. For a list of theory training materials & reviews visit

90 AT THE TEST CENTRE When you get to the theory test you will need to produce both parts of your driving licence and your appointment letter. If you forget either part of your licence you won t be able to take your test. You will be asked to leave all you belongings including mobile phone in a locker before you enter the test room. The person who controls the test room is called the invigilator. It s their job to make sure the test runs smoothly. You will be shown to a computer and all instructions for the test will be given on screen. If you have a problem, raise your hand to signal to the invigilator When the test has been completed quietly get up and walk out of the test room. The result will be waiting for you when you get to the invigilators station. If you pass you will be issued with a certificate. If you fail you will be told the subject areas in which you made errors. The Practical Test. It is not possible to apply for a practical test until the theory test has been passed. Most practical test centres will have a waiting list which varies over the year. At my local test centre I have seen it as high as 16 weeks and as low as 1 week. However usually it averages out at about 4-6 weeks. It is therefore important that you think carefully about when to apply for the test to make sure you are truly ready. Currently (06/2009) the test fee is 62 for weekday tests and more at weekends. If you decide to use a professional instructor s car there will be a 2 hour rental cost on top of this, so each test could easily cost over 100. If you fail because you are not ready it s a lot of money to waste! Always turn up to the test centre about 10 minutes beforehand. Be careful of getting there too early as you may disturb an earlier test that s reaching its conclusion. If the test centre has a car park reverse into one of the spaces and switch off the engine

91 You will need to have brought both parts of the driving licence and the theory test certificate. Proceed into the test centre where you will find toilets if needed, if not take a seat and try to relax. The examiner will come out to meet you and check your documents and ask you to read and sign a declaration. This declaration is to make sure you are a British citizen, and that the car is insured for the purpose of the driving test. Once all documents have been checked and signed you will be asked to lead the way to the car. On the way out the examiner will conduct a quick eyesight check where you will be asked to read a number plate. After the eyesight check you will be asked 2 of the tell-me-show-me questions. These are simple car maintenance questions designed to teach people how to spot problems with their car so that they can get it fixed before the car breaks down. Details of all 19 questions and answers can be found at the back of this guide or at The examiner will then ask you to get in your car and get yourself comfortable. He/she will then go around the car to check its roadworthy (tyres, tax, etc...). When he/she gets in they will explain all about the test and how they want you to proceed. Try to relax and when asked, start the engine and proceed as instructed. A large number of tests are failed in the first and last 10 minutes. So be sure to concentrate on the road ahead and deal with the hazards in good time. When you get back to the test centre you will be asked to reverse park the car if you ve only done one manoeuvre on the test. If you ve done 2 manoeuvres already you ll be asked to park the car forwards. Once the examiner has checked the sheet they will tell you the result. If you ve passed then you ll get a certificate, if you ve failed then the examiner will explain why and give you a copy of the test sheet. If you ve failed it will probably be upsetting but it is important to listen to the examiners comments so that you can improve your driving

92 Whatever the result, today s driving test is the most difficult driving test in UK history and it gets harder every year. So anyone who takes this test should feel very proud to have finished it regardless of the result, especially as I mentioned at the start the vast majority of people on the road freely admit that their driving would not be up to the standard required to pass today s test. So even if you fail, hold your head up high and be proud of you effort, and when you feel ready book another one. If you Pass then it s important to remember that the driving test is a test of basic competence. Passing it does not mean that you are invincible and the best driver on the road. It means that you understand how to control the car and how to drive it safely. The real test is being self disciplined enough to continue to drive in that responsible fashion all the time. There is a two year probationary period for all new drivers. If a newly qualified driver collects 6 points or more on their licence in that time they will lose their licence and have to go through the whole learning to drive process again. All endorsable motor offences from speeding to having a bald tyre, carry at least a 3 point penalty for you licence and a fine of at least HAVING A DRIVING LICENCE IS A PRIVALEDGE NOT A RIGHT. IT TAKES A LOT OF TIME AND EFFORT TO EARN THE RIGHT TO DRIVE SO BE SENSIBLE AND PROTECT YOUR LICENCE. IT S FAR EASIER TO HAVE YOUR LICENCE REMOVED THAN IT IS TO GET IT IN THE FIRST PLACE. SAFE RESPONSIBLE DRIVING MEANS WE ALL GET TO HAVE FUN! Safe driving

93 DRIVING TEST CHANGES 2010 In 2010 the DSA introduced new aspects to the driving test in their overall goal to improve driver safety. Since April 2010 every candidate is now given the opportunity to be accompanied on their test by their instructor, relative, or friend. This will be done after the test form has been signed. If you say yes and someone accompanies you they must sit in the back behind the driver, and must not interfere with the test in any way. To do so either physically or verbally could see the test abandoned and a void result recorded. If the offer of accompaniment is declined then the candidate will be asked if they would like their instructor, relative, or friend to listen to the post test debrief. This is the explanation given to the candidate at the end of the test about any faults they may have committed. If the candidate says yes then the instructor, relative or friend must be visible to the examiner once the car has returned back to the test centre and parked safely. If the examiner can t see them the examiner will continue the debrief with only the candidate. If the candidate does not wish for their instructor, relative, or friend to listen to the debrief the examiner will discuss the result with only the candidate. The purpose of this change is so that pupil and instructor (private or professional) can gain a better understanding of the driving test, it s procedures and what happened on the test. Any errors in a candidates driving can then be rectified before they attempt the test again. Further information can be found at Since October 2010 we have seen the biggest change to the driving test for many years. It involves the introduction of a new element called INDEPENDENT DRIVING. This element will involve the candidate driving from one location to another whilst navigating themselves through roundabouts and T-junctions. During this phase they must observe all road and lane markings, as well as follow directional signs. Normally a candidate would be told which way to turn, but during the independent driving phase the examiner will be expecting the candidate to make those decisions based on the road signs and road markings. The whole phase should last

94 minutes however this may not always be possible and may only last 1 or 2 minutes. There are 2 Independent driving scenarios and the candidate will conduct one of them. Road signs and Road markings: The examiner will ask the pupil to pull up on the left and will then introduce independent driving. The candidate will then be asked to proceed and follow all road and traffic signs to point A. This may last the duration of this phase of the test however after dealing with a couple of junctions the examiner may change the destination and request the candidate now follows all signs and markings to point B... point C... point D etc. After the allotted time has passed the examiner will announce the end of independent driving, and normal examiner driven directions will resume. Directions in advance: The examiner will ask the pupil to pull up on the left and will then introduce independent driving. The candidate will then be shown a pictorial representation of the road ahead and given about 3 directions. For example take the next road on the left, then 2 nd right and left 1 st exit at the roundabout. The route will be clearly displayed on the picture cards shown by the examiner so that the candidate can see where they need to go. There will be three sets of directions for the candidate to complete. Once they have done 3 sets, the examiner will announce the end of independent driving and normal examiner driven directions will resume. It is important then to teach the pupil to observe road signs and road markings from an early stage. This way they will get used to directing themselves early on in their lessons. Independent driving is going to take up a large part of the test time, and so in order to accommodate it into the test without extending the overall time, candidates will only be asked to complete one of the manoeuvres instead two as per the current test. Further information can be found at

95 Tell me Show me questions Show me how you would check that the direction indicators are working. Identify where the windscreen washer reservoir is and tell me how you would check the windscreen washer level. Show me how you would check that the brake lights are working on this car. (I can assist you, if you need to switch the ignition on, please don't start the engine). Show me / explain how you would check that the power assisted steering is working before starting a journey. Tell me where you would find the information for the recommended tyre pressures for this car and how tyre pressures should be checked. Show me how you would check the parking brake (handbrake) for excessive wear, make sure you keep safe control of the vehicle. Open the bonnet, identify where you would check the engine oil level and tell me how you would check that the engine has sufficient oil. Open the bonnet, identify where you would check the engine coolant level and tell me how you would check that the engine has the correct level. Tell me how you make sure your head restraint is correctly adjusted so it provides the best protection in the event of a crash. Open the bonnet, identify where the brake fluid reservoir is and tell me how you would check that you have a safe level of hydraulic brake fluid. Show me how you would check that the horn is working (off road only). Tell me how you would check the tyres to ensure that they have sufficient tread depth and that their general condition is safe to use on the road. Tell me how you would check that the brakes are working before starting a Applying the indicators or hazard warning switch and check functioning of all indicators. (may need to switch ignition on, prompt not to start engine) Identify reservoir and explain how to check level. Operate brake pedal, make use of reflections in windows, garage doors, etc, or ask someone to help. (may need to switch ignition on, prompt not to start engine) If the steering becomes heavy the system may not be working properly. Before starting a journey two simple checks can be made. Gentle pressure on the steering wheel, maintained while the engine is started, should result in a slight but noticeable movement as the system begins to operate. Alternatively turning the steering wheel just after moving off will give an immediate indication that the power assistance is functioning. Manufacturer s guide, use a reliable pressure gauge, check and adjust pressures when tyres are cold, don t forget spare tyre, remember to refit valve caps. Apply footbrake firmly. Demonstrate by applying parking brake (handbrake) so that when it is fully applied it secures itself, and is not at the end of the working travel. Identify dipstick / oil level indicator, describe check of oil level against the minimum/maximum markers. Identify high/low level markings on header tank where fitted or radiator filler cap, and describe how to top up to correct level. The head restraint should be adjusted so the rigid part of the head restraint is at least as high as the eye or top of the ears, and as close to the back of the head as is comfortable. N.B. Some restraints might not be adjustable Identify reservoir, check level against high/low markings. Check is carried out by using control (turn on ignition if necessary). No cuts and bulges, 1.6mm of tread depth across the central ¾ of the breadth of the tyre and around the entire outer circumference. Brakes should not feel spongy or slack. Brakes should be tested as you set off. Vehicle should not pull to one side

96 journey. Show me how you would clean the windscreen using the windscreen washer and wipers Show me how you would set the demister controls to clear all the windows effectively, this should include both front and rear screens Show me how you would switch on the rear fog light(s) and explain when you would use it/them. (No need to exit vehicle). Tell me how you would know if there was a problem with your anti lock braking system Tell me how you would check that the headlights & tail lights are working. (No need to exit vehicle) Show me how you switch your headlight from dipped to main beam and explain how you would know the main beam is on whilst inside the car. Operate control to wash and wipe windscreen (turn ignition on if necessary. Set all relevant controls including; fan, temperature, air direction / source and heated screen to clear windscreen and windows. Engine does not have to be started for this demonstration. Operate switch (turn on dipped headlights and ignition if necessary). Check warning light is on. Explain use. Warning light should illuminate if there is a fault with the anti lock braking system Explanation: Operate switch (turn on ignition if necessary), then walk round vehicle. (As this is a "Tell Me" question, there is no need to physically check the lights.) Operate switch (with ignition or engine on if necessary), check with main beam warning light Insurance Referal code for extra discount

97 Our Learner Driver Policy offers comprehensive insurance covering learner drivers whilst accompanied, driving a vehicle specified on the policy, that could be your parents, grandparents, friend or any other relative. After an Initial 28 day policy, further cover can be purchased for periods of 7, 28, or 84 days. All for as little as per week. Referal Code: Collingwood Insurance Services (UK) Ltd is authorised and regulated by the Financial Services Authority. Registration No Registered in England No