News and Views

Colourfile Professional 3rd Edition - Publishing January 2012

Wed, 18 Apr 2012 13:52:00 GMT

Colourfile Professional 3 - Review by Steve Garrod Dip DI, Manager, Driving Instructors Association: A picture paints a thousand words. Colourfile Professional 3 is a perfect example of this well known proverb.Today’s driver training is aimed towards learner centred methods to ensure that tomorrow’s drivers receive a rounded education in driving on all types of roads and in all traffic conditions.

This visual aid has been thoughtfully put together and combines clear graphics with simple bullet point text that will guide both instructors and pupils through each of the lesson subjects. It contains realistic, achievable learning outcomes and thought provoking questions to help promote interaction between you and your students.

Colourfile Professional 3 contains essential material for experienced driving instructors and those who are working towards their qualifying examinations. The lesson plans take you step by step through the learning to drive syllabus and motorway driving for your post-test customers. In fact, more experienced, qualified drivers will find the diagrams of great benefit too, especially those whose English may not be their first language. There is also an excellent section on independent driving that shows a selection of schematic diagrams similar to those used by the Driving Standards Agency’s examiners during driving tests.

Crucially, Colourfile Professional 3, unlike similar products on the market, explains how to use the lesson plans and diagrams. You should invest some time in reading this publication thoroughly before you use it. If you are new to our industry, you will find the information in the first few pages (i-iii) invaluable, because it highlights the essential key points of lesson planning. If, like me, you can remember lesson plans when they were in black and white, I still fully recommend that you refresh your knowledge of preparing lesson plans, because one of the biggest, single reasons for failing check tests is poor lesson preparation.

I congratulate you on choosing Colourfile Professional 3. Quite simply it provides professional driver trainers with everything they need to train drivers of all standards. I hope you enjoy using this product as much as I have enjoyed reviewing it. I wish you every success with your teaching career.

Click here for an in depth view of the new Colourfile Professional 3.

ABOUT THE AUTHORS

Dr. John Wells is well known in the driver training profession as a specialist author of training materials for driving instructors and learner drivers. Used nationwide by independent instructors and training establishments John’s materials are recommended by the leading trade body in the profession, the Driving Instructors Association.

A former instructor trainer, John has also provided a consultancy service for those wishing to register with ORDIT, advising on training techniques and quality. He is a member of the DIA Education Committee and advisor to BUSK, the school transport safety consultancy.

A research scientist with numerous published papers, in his ‘spare time’ John is a volunteer manager with the Scout Association and partner to Helen who understands ‘on a roll – see you next week!’

Jared Fortin is coauthor of the DIA approved training aid Responding To Emergency Vehicles, and Colourfile Professional PLUS, released in 2010.

Jared is a self-taught graphic designer who has developed his skills over 10 years. He holds a Commonwealth Bronze medal (bench pressing) and in his spare time Jared trains for Olympic shot put. Jared also volunteers as a Scout Leader.

“It is the duty of every professional instructor to teach their clients to the highest possible standard in the interests of road safety. Whilst it may be that some clients are perhaps only interested in learning the absolute minimum in order to pass the basic 'L' test and obtain a driving licence, the instructor should introduce a solid foundation of knowledge for the pupil to build upon and thereby obtain a skill for life.”

Graham Fryer MBE,
Chief Executive, DIA on the
original Colourfile Professional.

New Focus Multimedia DRIVING TEST SUCCESS 2012 editions released

Thu, 22 Sep 2011 13:15:00 GMT

Focus Multimedia have released new 2012 editions of their ever popular and best-selling DVDs for learner drivers and riders.

The new products include the Official DSA Theory Test Revision Questions and have been updated to include the 'Official explanations and answers' to be published shortly by TSO.

These new products are available at our usual discounts to driving instructors and learner drivers and riders. Click on the images to take you direct to the product.

New Products List:

The Complete Theory Test 2012 Edition
Valid from September 2011

For your Windows PC or laptop

Ideal for:
√ Car Drivers
√ Motorcyclists
√ ADIs

Driving Test Success All Tests NEW 2012 Edition
Valid from September 2011

For your Windows PC or laptop

The UK’s most comprehensive learner driver pack - everything you need for the way you want to learn 3 products on one disc:
* Theory Test with Pass Guarantee
* Hazard Perception Test
* Practical Driving Lessons
* Plus the Highway Code & much, much more!

Driving Test Success All Tests DVD New 2012 Edition
Valid from September 2011
3 Discs in one pack covering:
THEORY TEST, HAZARD PERCEPTION TEST, PRACTICAL DRIVING LESSONS
Plays on any DVD compatible device including:
DVD player
PlayStation® 3
Xbox® 360
PC/MAC (requires DVD drive and software player).

CLICK HERE TO BROWSE THESE PRODUCTS AND NEW GREAT VALUE PACKS FOR LEARNERS

FAST Dual Controls - a sensible option for driving instructors

Thu, 22 Sep 2011 13:25:00 GMT

The purchase and fitting of car dual controls to driver training vehicles can be a major expense for driving instructors. The UK is exceptional in that the majority of dual controls fitted are of a vehicle-specific design and therefore have to be considered ‘disposable’ on sale of the vehicle. This is wasteful of the ADIs hard-earned cash (the charge for supply and fit of some vehicle specific dual controls can reach up to £1000!) and an environmentally unfriendly option when compared to universal cable systems.

At £215 for a dual brake and clutch set, the ®FAST dual control system offers significant savings over vehicle-specific controls. The greatest advantage of using the system is that it can be fitted to any vehicle time and time again.

See below for fitting agents.

FAST dual controls use Bowden cables which have a nylon lining to prevent metal-to-metal contact (the cause of cable failure). The clutch/brake cables are independently tested to a breaking strain in excess of 850Kg (8.4KN) - it would take an elephant to generate that pressure! Click here to view the technical file and cable test results.

As with all cable controls, the system needs to be correctly installed and maintained to ensure trouble-free operation. It is recommended that cables are checked regularly and that they are replaced when the system is transferred to a new vehicle.

Dutch made FAT – Universal controls (marketed in GB as FAST Duals) are manufactured to the highest quality, have the coveted European TUV certification and are sold world-wide. FAT-DC, have been producing this control system for over 20 years and have a wealth of experience in their use for left and right hand drive vehicles.

How they work:

FAST cable controls use a pulley system to connect the control unit to the drivers side pedals. The clutch features a double pulley system on the control unit to gain maximum pedal travel. The cables pass through a pulley mounted to the vehicle bulkhead on the driver side and are attached to the vehicle controls with a pedal clamp.

Uniquely, the control system pedals can be removed simply and easily by lifting them from the support brackets on the control unit – there are no locking pins or nuts to loosen! Ideal for times when the vehicle is not being used for tuition.

FAST dual controls can be adapted to various configurations including automatic transmission (single wide pedal) and can be supplied with a dual accelerator.

Although widely used in Europe and elsewhere, the UK is again exceptional in not making use of dual accelerator pedals. The reason for this is that dual accelerator controls MUST be removed from vehicles used for UK driving tests.

However, this does not mean that they can’t be fitted as a teaching aid. How often have you thought “If I had a dual accelerator I could demonstrate this hill start” or “I could get us out of this situation and avoid delaying other traffic if I had an accelerator pedal on my side”?

The FAST control accelerator linkage and pedal are designed for swift and easy removal prior to test so there is no good reason why instructors shouldn’t have this option.

Are they suitable for all vehicles?

The FAST dual control system is made to fit any vehicle that has a brake, clutch and accelerator pedal. With small adaptations you can control the original pedals and intervene or train a learning driver. The small diameter and flexibilty of the cables means that they can be fitted in even the most compact car. Again, because of this flexibilty the control system is well suited for installation in vehicles adapted for teaching disabled drivers where vehicle specific designs can impede the fitting of other adaptions. For larger vehicles (MPV, jeep, bus or truck) you may use longer cables. It is important when ordering to tell us the make and model of vehicle you want the controls for so that we can advise you of any known difficulty or additional parts/adapter kits that may be needed.

Can I fit these controls myself?

We recommend experienced or Mobility accredited fitters but the control system can be fitted by any competent mechanic. If you are looking for a fitter we have a number of agents who can give advice or quote for supply and fit, fit only or offer a change over service (click here for details). Anyone mechanically minded should not have difficulty fitting these controls - that's the reason we started stocking them in the first place! Having previously used and fitted rod-operated dual controls on a range of vehicles we were forced to source the universal cable system when we found there was no vehicle specific dual control available for the (then) newly released Ford Focus. That was over 10 years ago and we are now the sole UK importers of these controls.

Click here to see a list of fitting agents.

A STITCH IN TIME - Core Competencies for Driving Instructors

Mon, 05 Sep 2011 11:29:00 GMT

The core competencies should always be top of the agenda for the diligent instructor. In this article we take a look at how the core competencies are defined and ask whether we should allow faults to occur at all?

Whether taking your Part 3 exam or a Check test, your grading depends on how you perform at the core competencies of driving fault identification, analysis and remedy. Why is this? The reason is simple. Driving faults lead to accidents. Even if your pupil passes a driving test, not knowing that a particular action constitutes a fault could compromise safety for all road users during that pupil’s driving career. Driving is a lifetime skill and you have a considerable responsibility to prepare your pupil not only for a driving test, but also for a lifetime of safe driving.

FAULT IDENTIFICATION: Letting the pupil know WHAT happened. In order to correct a driving fault, the instructor must realise that a fault has occurred. Having identified the fault, it is the instructor’s job to convey that information to the pupil tactfully, and in a manner that encourages the pupil’s participation to avoid the fault in future. It is important that you prioritise and decide which faults are of a serious enough nature to bring to your pupil’s immediate attention, and which were of a minor nature not worthy of mention within the context of the lesson.

FAULT ANALYSIS: Letting the pupil know WHY the fault happened. It is of little value to the pupil if they are told that a fault has occurred but the instructor then fails to explain why it happened. Having identified a fault, the instructor must explain correctly why the fault occurred. Instructors often confuse cause and effect in fault analysis. This means that the pupil is told that he or she made a fault but given the wrong reason for the fault occurring.

REMEDIAL ACTION: Letting the pupil know HOW to avoid the fault in future: The instructor must explain how to avoid repeating the fault. Your remedy should be offered after an explanation of why the fault occurred. Obviously, you can’t offer effective remedial action if your analysis of the fault was incorrect. From the preceding examples we’ve seen that there are two key elements that aid fault identification. Firstly, the instructor needs to look at the pupil. Secondly, the instructor needs to be anticipate hazards and time his or her observation of the pupil accordingly. If you know your pupil, it follows that you should also be able to anticipate his or her response to the situation developing ahead. That is, you can sometimes anticipate that a fault will occur.

The astute reader will probably now be asking ‘If I’ve anticipated that a driving fault will occur, should I let it happen?’

The answer has to be ‘No!’ It is of no value to instructor or pupil if faults were allowed to occur when intervention by the instructor could have prevented them happening. This is one of the most poorly understood aspects of the core competencies. Many instructors believe that in order to demonstrate their skill at fault identification, analysis and remedy, it is necessary for the pupil to make errors. In fact the opposite is the case. You can’t be given a poor grade for the core competencies if early intervention prevents your pupil making faults. This does not mean that you should be pointing out every hazard in the road ahead. You must give your pupils the chance to identify a problem and take appropriate action for themselves. However, any intervention by you must be correctly timed.
- Too soon and you will not know how your pupil was going to react.
- Too late and your instruction may become hurried and incomplete.

Knowing when to intervene is a matter of experience and sound judgement on the part of the instructor. However, we can still follow the basic premise that the instructor asks ‘What would I do next?’ Good instructors do this all the time and then have the opportunity to intervene to prevent a fault occurring. How you intervene depends on the circumstances and responsiveness of your pupil. Generally, however, intervention involves a ‘prompt’ from the instructor. Prompts can be:
Verbal:
- A statement from the instructor. E.g. “Mirrors Fred!” Particularly useful when a previous observation fault has been satisfactorily analysed and remedied.
- A question designed to provoke the desired response to a hazard. E.g. in a lesson on pedestrian crossings you sight the next crossing and observe your pupil. Your pupil appears to have seen the crossing but hasn’t made a mirror check. You could ask “What should you do when you see the pedestrian crossing?” The likely response will be “Check the mirrors”, following which, the pupil will do just that. However, this prompt has advised the pupil what the hazard is. It would be better to use a different question. “What is the next hazard Fred?” allows you to confirm that your pupil has indeed identified the pedestrian crossing, and will probably provoke the pupil to check the mirror. If your pupil identifies that the next hazard is the pedestrian crossing but doesn’t follow with the mirror check, then revert to the earlier question “What should you do when you see the crossing?”
Non-verbal:
E.g. pointing to a mirror. This method is not ideal but may be useful where the instructor doesn’t want to discourage the pupil by repeatedly asking the same question or making the same statement. The non-verbal prompt may also be necessary with pupil’s whose personality makes them unresponsive to question prompts.

So don’t panic if at the end of your test, the pupil, whether real or role-played hasn’t presented a ‘meaty’ fault for you to deal with – a stitch in time…

The above article was drawn from ‘Core Competencies’, one of the ‘instructor skills series of titles by Dr. John M Wells, approved by the DIA and available from all good driving schools suppliers.

How did you Get that Grade Six?

Mon, 05 Sep 2011 12:05:00 GMT

Most instructors would cringe at the thought of teaching ‘moving off and stopping’ to an experienced driver on a check test! Nevertheless that’s exactly what I taught and I did ‘get that grade six’.

Having lived and worked in Cardiff for the (almost) five years since my previous check test, it was with some disappointment that I discovered my ‘invitation’ had been sent to my former address in Bristol. I got it eventually and decided to make life easy for all concerned by taking the test in Bristol at the appointed time and place.

I should explain that at the time I was leading a research programme in Cardiff University that had begun some ten years previously and to which I would return periodically when funding was gained. So, wearing my best lab coat and trying to look cheerful and upbeat I announced to colleagues my urgent need for a ‘pupil’ for an observed lesson and asked who wanted to be the guinea-pig?

Now its fair to say that there wasn’t exactly a stampede of volunteers. Although my colleagues expressed every confidence in my teaching ability, none seemed terribly keen to show off their driving skills with me in the passenger seat. The conversation drifted to oral examinations of PhD theses which suddenly seemed much less threatening.

One student, Paul* seemed vaguely interested. He was a colourful character, a bright and enthusiastic PhD student who was a member of our research team. In his early twenties, Paul had passed a test at 17 and drove himself to work regularly. He was, however, a little weak in the ‘parking skills’ department and had been known to drive back home and catch the train to work when he couldn’t find a ‘suitable’ parking space!

Resorting to bribery, the offer of a free lunch and all the cigarettes he could smoke for the day proved too tempting for Paul who was, as ever, impoverished and down to his last roll-up. Eventually Paul confided he wouldn’t mind a bit of a brush up on his manoeuvring skills and asked if I would mind taking him out in his own car. This seemed an equitable arrangement and after a few preliminary questions I thought a lesson on reverse parking would probably fit the bill. Paul promised to iron his driving licence so that I could read it and I made a mental note to check his eyesight once we were outside.

“Let’s go see the car” I said, “is it in the car park?” Paul grimaced and muttered something about a tight space before leading me outside. Approached from behind, the ‘car’, and I use the term loosely, appeared to be of Swedish origin although not a model that was instantly recognisable, possibly because of the lack of rear bumper. This did, however, afford a clear view of the rear wheels which had that wonderful glossy sheen that you only see with ‘lived-in’ tyres. Paul’s pride and joy was positioned at about 30 degrees to the ‘parking space’. Intriguingly he had managed to block the entrance to the college stores, straddle a disabled parking bay and leave the rear end sticking out so far that the one-way system had become inoperable – all this, I was assured, in just one smooth manoeuvre.

On closer inspection the vehicle sported only one broken exterior mirror. It wasn’t possible to discern whether the glass of the other mirror was intact because it had apparently gone missing the last time he’d used the car park. Picking up on my facial expression, Paul reciprocated with a look that said ‘Oh God, don’t tell me I need a new one’. This non-verbal communication continued as I walked round to the front of the ‘car’. With some trepidation I pushed down on the nearside front wing, which seemed slightly askew to the rest of the vehicle. I noted with relief that it didn’t bounce excessively, in fact it just didn’t budge. Paul’s expression conveyed that ‘I need to speak with my bank manager’ look.

Like most academics (myself included) Paul had his own eccentricities and it dawned on me that, perhaps when his ‘Goth’ phase started (he was still in it!), he may have missed out on a chunk of National Curriculum. That would explain why he rarely used words beginning with ‘M’, such as money, mechanic, MOT…

Moving round to the driver’s side you could see a large, freshly applied adhesive sticker on the driver’s door window bearing a message from the college security staff. Made from some sort of fluorescent green tissue paper and apparently attached with superglue these stickers guarantee that the infringing driver will need to drive home with the window wide open no matter what the weather conditions! The notice stated, in no uncertain terms, that the vehicle was causing an obstruction, that the registration number had been recorded by security staff and that further infringement would result in the vehicle being clamped.

Well at least this confirmed the need for a lesson or two on parking! My eyes drifted towards the dual-controlled Ford Focus basking in the Cardiff rain at the other end of the car park. I’m not a great believer in telepathy, but, as if by magic, Paul asked “Would you rather we used your car?” Time drifted by and the date of the dreaded check test was soon upon us. I reminded Paul to meet me first thing in the morning. Mindful of his parking skills I helpfully suggested picking him up from the station.

Skipping over the boring details of getting seated etc., Paul turned to me and declared he’d never driven one of these before. “A Ford Focus?”, I asked. “No,” said Paul, “ a manual.”

After we’d swapped seats I asked for another look at that newly-ironed driving licence. You could just about make out the critical piece of information! A quick pit stop to pick up some L-plates was needed before the drive to Bristol. After lunch and an hour spent an hour trying to get to grips with clutch and gears, Paul managed to drive us to Southmead test centre in Bristol where I was to meet my then SE, Mr. Hugh Grainger-Allen. Not in the least bit stressed at this point I left Paul with the car, the cigarettes and an assurance that I would be back in five minutes.

Approaching the centre I could see Mr. Grainger-Allen standing in the doorway and was vaguely aware of some elderly gentleman following me at close quarter and muttering to himself.

“Hello.” says Hugh, “What are you doing here?”

“Er, hello Hugh, I’ve come for my check test”

“So have I!” said a voice from behind.

Mr. Grainger-Allen went off to make a ‘phone call whilst I talked with my new-found friend. He was going to retire in 3 months and wondered whether it was worth the effort doing the check test.

On his return Mr. Grainger-Allen informed us that the DSA hadn’t had my reply to the check test invitation. This was very understandable as their booking office at the time (Park Place in Cardiff) was nearly 50 metres from the university post room. Clearly I had been expecting far too much of Royal Mail to get this information to the other side of the road!

After some discussion we agreed to go with ‘first come first served’ and a somewhat happier elderly gentleman went back to his car. Feeling somewhat older I accompanied Mr. Grainger-Allen to mine. I filled him in with some details – Paul drives an automatic, he needs to change his ‘car’ for a manual. He’s had one lesson and we are going to try and master the clutch and have a go at some hill starts…

…By the time we got to the car, Paul had been by himself for about 20 minutes. The cigarette pack was empty and he looked like a man who hadn’t had oxygen for some time! Let’s just say that the delay hadn’t really helped Paul’s inherent nervous disposition, a condition which now seemed to be infectious. Perhaps this was the reason he developed an aversion to using the interior mirror for the duration of the lesson! Nevertheless, an hour later, Paul returned us to the vicinity of Southmead DTC, objectives achieved. Ignition off and recap given, Mr. Grainger-Allen with customary courtesy thanked Paul for the experience and invited me to join him on the short walk back to the test centre.

“Now” said Hugh, “about that incident with the Zebra crossing, the young lady and the push-chair.”…

*Names have not been changed to protect real identities.

Colourfile Professional Plus - DIA Review

Sat, 31 Dec 2011 18:44:00 GMT

I was delighted to have been asked, on behalf of the Driving Instructors Association (DIA), to review and provide the foreword to this excellent training aid. Having been involved with driver and instructor training for many years I have always found the Colourfile range of products to be a valuable resource, not only while teaching learners but also when training potential driving instructors.

This is a comprehensive training aid that includes new subjects such as independent driving, dealing with bus and high occupancy vehicle lanes, rural roads, emergency vehicles, journey management and motorways. This information will be of great value to anyone preparing for their part three test of instructional ability or check test. The information is concise and the graphics are exceptionally clear. With key learning points for each subject methodically presented, instructors of all abilities can prepare their lessons with confidence. There is also a range of thought provoking questions to prompt the instructor to covering relevant aspects of each lesson.

Theory First constantly explores new ways to enhance their products and provide instructors with resources that are both educational and value for money. Colourfile Professional Plus has some unique additional features that will make planning lessons far more productive and enjoyable. These include suggestions of how to use each of the diagrams and clear links to eco-efficient driving and Pass Plus modules. It has been said that if you get the little things right the big things will follow; this is true when talking about the difference between satisfactory or unsatisfactory grades or passing a check test with a grade five or a six. So take your time in finding your way around this product and use as much or as little as you need to help you prepare.

Your students will appreciate the realistic images on the page and be able to link them to what is happening on the road. Whether you are teaching a controls lesson or taking someone out onto a motorway for the first time you will find something of value in this visual aid. The graphics are refreshingly free from clutter too, allowing instructors to develop each lesson in their own style. Space has also been provided for you, in the form of a white board, to help you develop scenarios with your student when necessary.

As the largest association of approved driving instructors the DIA is in a privileged position of being asked to review a vast range of training materials. Without doubt this is the most comprehensive of them all. So once again I congratulate you for choosing Colourfile Professional Plus. You have made a great addition to your instructor’s toolbox. I hope you enjoy using this product as much as I have reviewing it. I wish you every success with your teaching career.

Steve Garrod Dip. D.I.
Manager,
Driving Instructors Association
January 2010

Responding to emergency vehicles training aid

Mon, 05 Sep 2011 10:40:00 GMT

Fortunately it is relatively rare for drivers to have to respond to emergency vehicles. This means, however, that driver trainers tend to deal with the subject only if an incident occurs during a lesson. The Highway Code offers little guidance on how to deal with emergency vehicles in many situations and the public often responds inappropriately to the presence of emergency vehicles. This new product was written and designed with guidance from the Police on what to expect, what to do and what to avoid doing when faced with a situation involving emergency vehicles and supplements the general advice found in the Highway Code.

The emergency vehicles you are most likely to see as a driver belong to the Police, Fire or Ambulance services. They can include marked and unmarked cars, motorcycles and pedal cycles as well as the specialised service vehicles you will be familiar with. On an emergency call these vehicles will display flashing blue lights. Other military and civil emergency services may employ vehicles with flashing blue lights, e.g. coastguard, RAF mountain rescue, blood and human organ transport services, bomb disposal units.

DO keep a look out for emergency vehicles when you are driving or riding.
LISTEN for sirens.
CHECK MIRRORS frequently - in some circumstances emergency vehicles may not use sirens.
ASSESS the position, speed and likely path of the emergency vehicle.
GIVE PRECEDENCE when you can safely do so.
AVOID stopping before the brow of a hill, a bend or narrow section of road.
DO signal your intentions by indicators and/or brake lights.
DON'T panic when you see an emergency vehicle behind you. If police wanted to stop your vehicle they would direct you to pull over to the side by pointing and/or using the left indicator.

Do not mount kerbs in an effort to clear a path for emergency vehicles. You could endanger pedestrians or damage your vehicle! Larger vehicles might damage the footpath.

Do not stop opposite vehicles or other obstructions if such positioning would not allow the emergency vehicle to pass.

Try to anticipate what others will do before you stop.

After one emergency vehicle has passed be aware that another may be approaching.

Always check mirrors and listen for other sirens before moving off after an emergency vehicle has passed. When there are two or more emergency vehicles heading towards the same incident they should use different types of siren.

If you are about to emerge from a side road and see an emergency vehicle on the major road, do not try to emerge until it passes.

If your view at a junction is restricted and you HEAR sirens from an emergency vehicle on the major road, do not try to emerge until it passes or you are sure that the situation has cleared.

If, whilst travelling across a traffic light junction, you become aware of an emergency vehicle approaching from either side, do not brake harshly. This may cause an accident. If you cannot stop by gradual braking keep travelling across the junction. Check your mirrors! Emergency vehicles must give way to traffic crossing on the green lights. Similarly, if you are on a roundabout and see an emergency vehicle approaching, do not brake harshly to allow that vehicle to enter the roundabout. Check your mirrors! There may be a vehicle behind you that is unable to stop. If possible reduce speed gently without causing danger to yourself or other road users to allow the emergency vehicle to enter the roundabout. Where emergency vehicles are travelling on dual-carriageways or motorways drivers in front should move to their nearside lanes. This will allow the emergency vehicle to use the outer lane. When moving into the nearside lanes, drivers should signal their intentions and take care not to 'cut in' directly in front of a vehicle already in that lane.

Where the traffic is stationary, such as at traffic lights, or very slow moving on multi-laned roads, the emergency vehicle may straddle the lane markings. Other road users should then move in the appropriate direction to facilitate the progress of the emergency vehicle.

If an emergency vehicle is approaching from behind and you are travelling along a double white line system where the line nearer to you is solid, maintain a safe speed and do not exceed the limit. The emergency vehicle will hang back from your vehicle and may even turn off some of the emergency equipment. If you see an obvious area to pull off the road signal your intention to do so. At the end of the white line system or where the lines change priority find a safe place to stop or slow down to allow the emergency vehicle to pass.

Remember that for safety reasons, an emergency vehicle driver has no more right to cross a solid white line down the centre of the road than you.

The images and information shown in this article have been assembled into a handy training aid for driving tutors and contains additional information. Double sided A4 sheets printed in full colour on glossy paper with space for your school stamp are available in tear-off pads (50 per pad) - click here to view.

This article written and illustrated by Dr. John M Wells and Jared Fortin
We acknowledge the assistance of MPC Doug Miners, Devon & Cornwall Constabulary and the Driving Instructors Association for their assistance in producing this work.

Stars Support Hard Hitting Road Safety DVD

Mon, 05 Sep 2011 10:41:00 GMT

BUSK has produced this DVD and booklet pack for all age groups who either travel by road or who make arrangements for others to do so. The pack has been produced for use by teachers and road safety professionals who deliver training to schools, youth groups, community transport groups etc.

Uniquely the DVD is broken down into several chapters so that training can be delivered not only to drivers and transport operators, but also to those being carried with a particular emphasis on child safety. The DVD uses powerful imagery and thought-provoking messages from the professionals who deal with the aftermath of an RTC. The accompanying booklet provides lesson plans and discussion points for using the resource in schools.

Target Audience: Road safety professionals, RSO's, driver trainers, taxi driver trainers, school teachers and governors, youth groups, community transport groups, bus, coach, minibus and taxi operators.

EYMS Group Limited pictured above on the Emmerdale Village set supported the DVD production.

What's covered?
The pack contains information for trainers targeting:
7 - 11 year-olds;
12 – 17 year olds;
Adults who travel in coaches or minibuses or who make provision for others to do so;
Adults who travel by car or taxi or make arrangements for others to do so.

Content includes:
Seatbelts, exemptions, the role of the safety belt, anchorages, design.
Child development - why the seatbelt rules seem so complex.
Injuries sustained by children as a direct result of not wearing a safety belt.
Seat belt legislation.
Crash test dummies.
Air bags.
Where most traffic collisions happen.
Reducing passenger injury in vehicles where safety belts are not provided.
Standing Passengers.
Driver distraction.
Luggage and loads.

FEATURES:
School Bus Crash - footage from an actual event.
Statistics - drivers and passengers in the 16 - 24 year age range.
Crash Testing.
Driver Distraction.
Outcome of Not Wearing a Safety Belt.
Child Restraints and Buckle Crunching.
Overcrowding Vehicles.
Road Traffic Collisions.
Roads Policing Unit.
Voluntary Minibus Drivers.
SOS Alert.
Emergency Equipment.
Permanent Injury.
Brain Injury.
Casualty CT Scans and Facial Injuries. (Warning, trainer to preview, some images distressing).
Corporate Manslaughter Laws.

Perry Payne, Station Manager, Wiltshire Fire & Rescue Service. Everything you see here on the fire appliance is not used for putting fires out - it is used to rescue people in road traffic collisions. "The Fire Service now rescue around 9 times more people from road traffic collisions than they do fires."

Luke Tittensor AKA Daz Eden, Emmerdale and Roxanne Pallet AKA Jo Sugden, Emmerdale.
"We belt up - you should too!"

BUSK is known throughout the United Kingdom and in Europe by road safety professionals and motor manufacturers as an organisation dedicated to improving the safe journey of pupils when they travel to and from school each day by road. Safety on day trips organised by schools and school visits abroad are also issues that BUSK has worked tirelessly on to improve safety standards across the board. BUSK works with all stakeholders (pupils, parents, schools, local authority, drivers, operators, outside agencies) and offers a free advice and information service for parents and schools. For more information visit the BUSK website.

Driving Test Angels

Mon, 05 Sep 2011 10:41:00 GMT

Heart racing, mind going blank, legs shaking and loss of concentration are all symptoms associated with fear and are often manifest by test candidates. Is this always due to lack of preparation?

As a psychotherapist specialising in Performance Anxiety and Exam Nerves, Christine Pirrie says not. The reality is that the way our brains function can cause these physical symptoms as part of our instinctive ‘fight or flight’ response to stress.

With an increasing number of clients seeking her help with Driving Test nerves, Christine launched the Driving Test Angel audio programme for learner drivers. Initially available only as a download, the product has been so successful and had so many great testimonials that it is now offered on Audio CD.

Using relaxation techniques to overcome anxiety about stressful situations is nothing new and there are several products on the market that claim to use ‘Positive Thinking’ as a key to success.

However, Christine says, “Positive Thinking alone is not enough!” Most self-help products deal with “Positive Thinking” affirmations, something like: “I am calm and relaxed, I am confident”. Your brain is like a Sat Nav, a navigation system. You punch in where you want to go and it takes you there. Whether a pupil has failed a test or is worried about failing, then “Failure” is what they are focusing on. Your pupil is programming their brain for failure! Every time those negative thoughts are repeated, the ‘program’ is reinforced.

So change the program! Pupils can give themselves the Mental Stance required to Pass. This Audio Program is not just advice or information on how to stay calm during a driving test.

It is designed to “Program the Mind” for Success!

The Driving Test Angel audio CD retail £10.95 contains:
    Track 1. Introduction explaining why we panic and what we can do about it.
    Track 2. Mental Training to Program your Mind for Success.
    Track 3. “Stress Buster” program, 15 minutes of deep, beneficial relaxation!

After requests from PDIs and ADI trainers Christine has now launched a new audio CD for ADI part 3 candidates. The unique ADI PART 3 TEST ANGEL audio CD is the only product of it’s type specifically designed for PDIs. This audio program is designed to help you:

• Stay calm, focused and level-headed.
• Remain in control of your thoughts and body.
• Deal with fear of failure and fear of panicking.
• Deal with the fear of being examined and judged.

For PDIs, Part 3 tests your Teaching Ability. A very high level of competence is expected and PDIs need to show that they are in control. The role of the driving instructor is to teach students to respond to hazards, to cut down risks, to anticipate and take appropriate action. This is exactly what this program offers you!Anticipation is the key to success: Learn to remain in control of your mind and body so that you can demonstrate your knowledge and capabilities to their best. Christine says, “Part 3 Exam stress and the way that your body and mind respond are the same performance anxiety symptoms that actors or athletes encounter, and just like them, to be successful, you need to train your mind.

This audio program is the ‘missing ingredient’ for successful part 3 test performance”. The Part 3 Test Angel audio CD retail £21.95 contains:

    Track 1. Introduction explaining the panic response.
    Track 2. Learning to relax in under two minutes.
    Track 3. Anchoring positive feelings.
    Track 4. Programming your mind for success.