LEARNER DRIVER TRAINING

SYLLABUS CATEGORY B:
Car and Light Van

Údarás
Um Road
LEARNER DRIVER TRAINING
SYLLABUS CATEGORY B:
Car and Light Van

Údarás Um Shábháilteacht Ar
Bhóithre Road Safety Authority
First published by Údarás Um Shábháilteacht Ar Bhóithre / Road Safety Authority 2011

© 2011 Údarás Um Shábháilteacht Ar Bhóithre / Road Safety Authority

ISBN 978-0-9567931-4-0

10 9 8 7 6 5 4 3 2 1

Údarás Um Shábháilteacht Ar Bhóithre

Road Safety Authority
Páirc Ghnó Ghleann na Muaidhe, Cnoc an tSabhaircín,
Bóthar Bhaile Átha Cliath, Béal an Átha, Co. Mhaigh Eo.
Moy Valley Business Park, Primrose Hill, Dublin Road,
Ballina, Co. Mayo.
locall: 1890 50 60 80 fax: (096) 25 252
email: info@rsa.ie website: www.rsa.ie

Every effort has been made to ensure the accuracy and reliability of information
contained in this book. The Road Safety Authority cannot accept responsibility for any
inaccuracies or errors, and any reliance that readers place in this book or in the
information contained in it is at their own risk. Information in this book is for guidance
only.

In no event will the Road Safety Authority be liable for any loss or damage,
including without limitation, indirect or consequential loss or damage, or any
loss or damage whatsoever arising out of, or in connection with the use of this
book.
 Contents
Part 1: Introduction...............................................................................5

Overview of the LDT Syllabus..........................................................7

Purpose of the LDT Syllabus.............................................................................7
Development of the LDT Syllabus.....................................................................7
The legal basis for driver training.......................................................................8
The structure of the LDT Syllabus......................................................................8
LDT Syllabus contents.......................................................................................8
The need for the LDT Syllabus..........................................................................9
Goals of the training.........................................................................................10
The learning process.......................................................................................10
Social skills......................................................................................................12
The assessment process.................................................................................12
Self-assessment and self-reflection.................................................................13
Glossary of terms............................................................................................15
Using the LDT Syllabus...................................................................................16

Part 2: LDT Syllabus modules............................................................17

Matching the LDT Syllabus with lesson plans..................................................17
The range of driving contexts and road environments.....................................18

Module 1: Before starting to drive.................................................19

Driving laws and rules, and knowledge and understanding of vehicle operation
1.1 Learner permit.......................................................................................20
1.2 Administrative aspects of driving...........................................................21
1.3 Primary controls (1)...............................................................................22
1.4 In-car technology and systems..............................................................24
1.5 Keeping up to date with legislation........................................................25
1.6 Observations and mirrors (1).................................................................26
1.7 Communications, signs and signals (1).................................................28
1.8 Speed (1)...............................................................................................30
1.9 The environmental impact of driving......................................................31
1.10 Preparing for a journey (1).....................................................................32
1.11 The environment and vehicle choice.....................................................34

Module 2: Basic control of the vehicle..........................................35

Driving in low-risk traffic situations
2.1 Practical vehicle safety and maintenance..............................................36
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Road Safety Authority
 2.2 Regular technical checks..............................................................................39
2.3 Primary controls (2)................................................................................40
2.4 Secondary controls.......................................................................................42
2.5 In-car technology and systems (2)................................................................44
2.6 Correct positioning on the road..............................................................45
2.7 Communications, signs and signals (2)........................................................48
2.8 Speed (2)...............................................................................................50
2.9 Driving in an eco-efficient manner..........................................................52
2.10 Preparing for a journey (2).....................................................................54

Module 3: The fundamentals of road sharing.....................................55

Responsible driving
3.1 Sharing the road....................................................................................56
3.2 Observations and mirrors (2)........................................................................58
3.3 Changing direction (1)............................................................................60
3.4 Anticipation and reactions (1).................................................................62
3.5 Driving safely through traffic (1).............................................................64

Module 4: Driving in more challenging situations..............................67

Driving in higher risk traffic situations
4.1 Changing direction (2)............................................................................68
4.2 Anticipation and reactions (2).................................................................70
4.3 Driving safely through traffic (2).............................................................72
4.4 Driving calmly........................................................................................74
4.5 Driving in adverse weather conditions....................................................76
4.6 Night driving...........................................................................................78
4.7 Dealing with collisions and emergencies......................................................80

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 Údarás Um Shábháilteacht Ar
Bhóithre
Road Safety Authority

Part 1:
Introduction
The Learner Driver Training (LDT) Syllabus describes the skills and behaviours that a safe,
competent driver should be able to demonstrate. Various skills and behaviours are grouped
under four modules with several supporting units making up each module. The Essential
Driver Training (EDT) Syllabus, which covers the twelve hours of lessons for learner drivers, is
derived from the LDT Syllabus. In the EDT Syllabus you will see references to units in the LDT
Syllabus; these units cover particular driving skills linked to the EDT programme.

The LDT Syllabus places emphasis on two aspects of the learning process – self-assessment
and self- reflection. Research tells us that these are important skills in the learning process
in line with the higher levels of the goals for driver education (GDE) matrix. Engaging in
self-reflection and assessment puts the focus on the learner and not on the ADI/sponsor.
(For more information on this, see the final report of the EU’s GADGET project*.)

The LDT Syllabus is a resource for the various stakeholders, Approved Driving Instructors
(ADIs), sponsors and learners who are essential to developing better, safer drivers on our
roads. The Syllabus will help ADIs prepare individual lesson plans around each unit and
ensure that the lessons cover the key driving skills and behaviours. The LDT Syllabus also
helps to demonstrate the breadth and extent of driving skills and behaviours and shows that
a safe driver will have achieved complex learning outcomes.

* www.kfv.at/fileadmin/webcontent/Publikationen_englisch/GADGET-FinalReport.pdf
or http://tinyurl.com/4x6a6oa
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6
Overview of the LDT Syllabus
Purpose of the LDT Syllabus
The purpose of the Learner Driver Training (LDT) Syllabus is to describe the training, learning and
assessment that will help to produce safe and socially responsible drivers for the future.

The LDT Syllabus forms part of a wider programme of measures designed to reduce
significantly the risks created by inexperienced drivers, especially young drivers. The aim of the
LDT Syllabus is to develop a competent driver who is fully engaged in the act of driving
safely and responsibly.

The purpose of Learner Driver Training is to help learners to acquire road traffic
competence. On completing the training, they should have the knowledge, understanding
and skills as well as the attitudes and behaviours that a driver needs to tackle the road
traffic environment in a safe and socially responsible manner.

Not all of the objectives outlined in the LDT Syllabus lend themselves readily to
assessment by means of a test and some would be too time-consuming to assess during
the driving test. To ensure that they are nonetheless included in the training, the LDT
Syllabus includes mandatory units that all learners will have to take. In these units, the
emphasis is placed on exercises which (for safety, practical or economic reasons) are not
easy for the learner to carry out alone. The emphasis is also on subjects such as
understanding risk, the road network and other subjects which are largely concerned with
attitudes to road safety.

Development of the LDT Syllabus

Creating a culture of safe and socially responsible driving is essential for reducing deaths
and casualties on Irish roads. This calls for major changes in the attitudes to risk and driving
behaviours of all drivers but particularly those of young people who are learning to drive.

This LDT Syllabus describes a best practice approach to the learning to drive process. It
clarifies the roles and responsibilities of learner drivers, their Approved Driving
Instructors (ADIs) and sponsors.*

It clearly outlines what learner drivers need to know, what they should be able to do,
how well they should be able to do it and how this will be assessed at each stage of
the learning to drive process. The LDT Syllabus is designed to help learners and their
sponsors to structure
the experience they gain outside of formal instruction and is intended to help ADIs to focus
the coaching and training they provide.

The LDT Syllabus has been developed by a panel of RSA representatives, with advice from external
specialists and with reference to comparable EU and international publications and research.

7
 Some driving knowledge, skills and behaviours are more important than others because they

*See Glossary on page 15

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 Údarás Um Shábháilteacht Ar
Bhóithre
Road Safety Authority

are known to be associated with safe and collision-free driving. For that reason, a risk-
based perspective has guided the development of the contents of the LDT Syllabus. This
focuses on the development of skills, understanding and behaviours known to have a
significant effect on road safety.

The LDT Syllabus will assist learners, their ADIs and sponsors to get the best results possible
from the learning to drive process. It should also be a useful resource for more
experienced drivers looking to refresh their knowledge and for teachers and educators
who might wish to embed learning to drive content in other programmes.

The legal basis for driver training

The legal basis for driver training is set out in a number of Road Traffic Acts and
associated regulations. The objectives of driver training and the requirements regarding
the associated instruction have been laid down by the Road Safety Authority (RSA),
which is authorised to regulate the theoretical and practical training required by persons
who seek to acquire a driving licence. This LDT Syllabus describes the driver learning and
training for Category B type vehicles.

The structure of the LDT Syllabus

The LDT Syllabus consists of the following four modules:

1 Before starting to drive

Driving laws and rules, and vehicle operation
2 Basic control of the vehicle
Driving in low-risk traffic situations
3 The fundamentals of road-sharing
Responsible driving
4 Driving in more challenging situations
Driving in higher risk traffic situations

LDT Syllabus contents

The LDT Syllabus describes desirable behaviours such as decision-making, reflection on your
own driving, cooperation with other road users, anticipation of hazards, negotiating
hazards and adapting to weather conditions.

It focuses on producing a safe and responsible driver rather than just preparing the
learner to pass the driving test. Each module contains a number of units that cover the
knowledge and skills that must be assessed and evaluated during training. In some cases
units are continued in later modules, but with a different emphasis – for example,
Primary controls (1) in Module 1 concentrates on developing the learner’s knowledge and
understanding; while in Module 2, Primary controls (2) deals with the practical skills of
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Bhóithre Road Safety Authority
using the primary controls.
 Main areas of driver competence
The LDT Syllabus describes the knowledge, skills and understanding that learners
need to develop to become competent drivers. It is designed to produce drivers who
have a thorough appreciation of the role they play in keeping the roads safe for
themselves and others to use. It focuses on the following five main areas of driver
competence:

 Knowledge, driving laws, rules and vehicle operation;

 Control of the vehicle;
 Control in traffic situations;
 Recognising, managing and avoiding risks; and
 Driving in a social context.

The need for the LDT Syllabus

The information contained in the LDT Syllabus will enable ADIs and sponsors to coach and
train novice drivers in a progressive and consistent manner in order to stimulate and promote
safe and responsible behaviour on the roads.

The main aim of the ADI and sponsor should be to instil skills and behaviours in novice
drivers and develop good road behaviour so that it becomes a lifelong habit.

The LDT Syllabus responds to the tragedy caused by road collisions. The most significant age
group in Irish road collision statistics are young men and women on the threshold of
productive lives and careers, and it is that group that this educational effort must primarily
be directed.

All the traffic control regulations, vehicle testing standards and road improvements will
remain inadequate unless we can bring about a better standard of road behaviour. Too
many people use the roads without sufficient regard for the interests of other road users or
for their own safety. The LDT Syllabus reflects the need for higher standards of driving and
aims to develop and sustain a spirit of cooperation, caution and courtesy in novice drivers.

Education is a term used liberally in relation to road safety. For the purposes of the LDT
Syllabus, it is taken to mean ‘the imparting of knowledge with a view to creating and
developing an attitude of mind that will manifest itself in conformity with what has been
learned’. It is essential that the learner driver understands the reasons that lie behind the
regulations that affect them. To that end, the LDT Syllabus has a vital role in shaping
positive attitudes and developing responsible driver behaviour on Irish roads.

9
Goals of the training
The LDT Syllabus encourages learner drivers to assess their own competencies and
development throughout the training process.

Driver training and coaching should be organised and delivered in ways that encourage
learner drivers to reflect on their own driving performance, to see situations from the
perspectives of others and to cooperate with other road users. It should improve the
learner driver’s:

 Awareness of the necessity to share the road in a safe way (while showing due
care for themselves and other road users);
 Attitude to risk;
 Willingness to accept responsibility;
 Ability to take precautions; and
 Ability to choose ways of driving that reduce the risk of collisions or incidents.

Emphasis is placed on coaching and instruction techniques that turn learner drivers into
proactive participants in the training process.

The learning process

The LDT Syllabus has been designed to reflect a natural learning progression for learner
drivers. It starts before learner drivers begin to drive: with the things they need to know
and things they need to have done. It then moves on to the basic skills that learner
drivers need to keep their vehicle under safe control while driving. Next, it moves on to
the fundamental skills that drivers
need to ensure that they can share the road safely with other road users. And it finishes
with how to drive in more difficult, complex or challenging situations. Each stage in this
progression forms a module, and each module is divided into a number of units that set out
the specific skills that learner drivers are expected to acquire.

Because the LDT Syllabus is designed to be progressive, ADIs, sponsors and learner drivers
need to plan modules and practice sessions carefully. They need to think about the best
routes and road conditions for the stage the learner is at, and consider what sorts of
learning experiences to include and the order in which these experiences should be
presented to the learner. This
means taking account of road types, traffic conditions and, most importantly, the learner
driver’s current behaviours and skill level, while at the same time trying to make sure that
the routes and experiences chosen give the learner plenty of opportunities to practise the
skills currently being learned.

A sequence for each behaviour and skill might progress through the following steps:

1 The ADI explains to the learner driver what to do and, with the possible
assistance of a sponsor (where the learner has a sponsor), explain why it is
important to do it that way and what to look out for while doing it;
 2 The ADI or the sponsor then shows the learner how to do it correctly,
preferably commenting on what they are doing while they are doing it;
3 The ADI or the sponsor then checks the learner’s understanding of what they are
about to do;
4 The learner driver then develops understanding and behaviour;
5 The ADI or the sponsor reviews the learner’s performance and gives
constructive feedback;
6 The learner continues to practise the skill until they can perform it consistently well.

Grouping of skills in practice sessions

In practice, skills are not practised one at a time. Efficient learning involves the sensible
grouping of skills in practice sessions. So, for example, an ADI or sponsor might plan a
lesson or practice session by choosing a route that will give the learner the opportunity to
practise negotiating different types of junctions (such as roundabouts, T-junctions and
turning right from main roads into minor roads), and also give opportunities for practising
lane changing and driving past parked cars, all of which require good observational skills
and anticipation.

Assessment and the learning process

Assessment is a vital part of the learning process. More information is provided about
assessment later (see page 12). In relation to the learning process, however, it is important
to note that
the ADI, sponsor and the learner driver all have a role to play in judging the learner’s
readiness to move to the next stage of development. Everyone involved needs to be
confident that the learner driver has acquired the necessary knowledge, understanding or
skills in each unit before progressing to the next unit.

Relevant and challenging situations

To achieve the objectives of the modules, the ADI and sponsor must organise the
teaching and coaching to ensure that the learner driver is confronted during practice
driving with relevant and challenging situations that can create opportunities for
discussion, assessment and reflection.

Driver training and coaching, therefore, must take place under varying road and traffic
conditions where learner drivers are challenged to make decisions at various levels. This
instruction and coaching from both ADI and sponsor should turn the learner driver into an
active participant and lay the foundation for reflection and discussion and the positive
exchange of experiences. This should be done with an eye to encouraging learner drivers
to produce their own proposals and arguments about what counts as desirable behaviour
while driving.
Where reasonable to do so, the learner driver should be exposed to as many as possible of
the driving contexts and road environments listed in the range statements (see page 18.)
This will only be possible where it is legal and practical. For example, it is not legal for a
learner permit holder to drive on a motorway; however the learner driver should understand
fully the rules and skills
required to drive on a motorway. Some of the more unusual situations, such as driving in
snow, might never occur during the learner driver’s training.

Social skills
A number of teaching programmes have been prepared with a view to improving social
skills among the pupils in the education system. The measures that have proven most
successful are those that aim to develop the whole person by drawing on:

 Intellect;
 Attitudes;
 Emotions; and
 Actions.

A general feature of those measures has been to create understanding of the need for rules and
procedures and of the requirement to follow them.

The road is an important social arena for many people. Work on social skills must therefore
be kept up during the Learner Driver Training. The aim of the training and coaching is to
help learner drivers to become safe and responsible drivers.

The focus is on understanding road traffic as a system involving various kinds of

participants, on conditions that affect risk, on the learner driver’s responsibility and on the
importance of learner drivers having critical insights into their own abilities and behaviours.

The assessment process

Since assessment is such an important part of the learning process, it is important to
consider how assessment should be carried out. The RSA has responsibility for carrying out
formal assessments of learner driver abilities, through the Theory Test and the Practical
Driving Test. ADIs, sponsors and learner drivers, for their part, have a responsibility to
assess the progress the learner is making during training, and to judge the learner’s
readiness to move on to the next stage of development, including readiness to sit the formal
assessments.

Assessments by ADIs, sponsors and learner drivers themselves will normally be a mixture
of observation and questioning. For ADIs and sponsors, this will mean direct observation of
the learner driver’s performance supported by questioning and discussion of their
understanding of how, when, why and where decisions are made and subsequent actions
are taken. For learner drivers, self-assessment will take the form of observations of their own
driving performance, while self-reflection will take the form of questioning themselves about
their skill level, behaviour and attitude to driving. The best drivers are those who have a
realistic idea of their own strengths and weaknesses.
Self-assessment and self-reflection
Self-assessment and self-reflection have valuable parts to play in the learning to drive
process. They are important for two reasons:

 The more aware drivers are of their own strengths and weaknesses, the safer
and more responsible they are likely to be; and
 Self-assessment and self-reflection help guard against over-confidence –
misplaced confidence in their own ability is one of the major dangers for novice
drivers.

Self-assessment and self-reflection are related but different activities. They are part of a
process that leads to learner drivers having a better understanding of their driving abilities
and behaviours. They work best when they are focused on specific issues – for example,
negotiating a particular type of junction, braking in particular weather conditions, and so on.
They involve learner drivers themselves actively judging how well they carried out driving
tasks and thinking about why they acted in a particular way and how they can improve.
Learner drivers may do this independently or with the help of an ADI or a sponsor.

Self-assessment
Self assessment requires learner drivers to observe their own driving performance and
behaviour and to judge how well they are driving. They need to ask themselves what they
did or what
they did not do. The judgements are made against the standards of good driving set out
in the Learner Driver Training Framework and the LDT Syllabus. All aspects of the
Framework should be considered, not just basic control of the vehicle or performance of
manoeuvres. For example,
when considering the use of primary controls, learner drivers might assess their steering as
below standard because they tend to drift to the right when changing gears. Similarly, under
the heading of speed, learner drivers might recognise that they constantly have to brake
hard to avoid driving into the rear of cars in front.

Self-reflection
Self-reflection requires learner drivers to consider why they are interpreting information or
driving in the ways they are. If they are making errors or driving inappropriately (for
example, driving
too close to cars in front) they need to identify the reasons why they are driving like this.
Does it suggest they lack knowledge and understanding, have a lack of skill, hold inappropriate
attitudes or a combination of these? They should ask themselves questions like:

 Why do I keep making that error?

 What causes me to lose control like that?
 What effect does my doing that have on other road users and how would I feel if
someone did that to me?
In the steering example above, a learner driver might realise that he has a tendency to drift
to the right because he needs to look at the gear stick when changing gear. In the speed
example, another learner driver might realise that she does not leave enough distance
between her car and other cars, given the speed they are travelling at.

Role of ADIs and sponsors

ADIs and sponsors should try to encourage learner drivers to self-assess and self-reflect by
asking questions. In most situations, the questions will form part of a sequence, starting
with one or more self-assessment questions and continuing with one or more self reflection
questions. The following is an example of such a sequence:

ADI How well do you think you negotiated that roundabout?

Learner driver Not very well.
ADI What makes you say that?
Learner driver Well, I came up to the roundabout in the wrong lane to turn right.
ADI Why do you think that happened?
Learner driver I couldn’t get into the right-hand lane because other cars were
coming up alongside me.
ADI So, what will you do differently next time?
Learner driver I will indicate much earlier and try to get into the right lane well
before reaching the roundabout.
Glossary of terms
ADI Approved Driving Instructors (ADIs) are approved by the RSA (Road
Safety Authority), the regulatory body for driving instruction in
Ireland. ADIs are the only persons who may provide mandatory
training or any instruction
for financial reward.
Behaviours The style or approaches adopted to driving which demonstrate
whether
or not someone has safe and responsible attitudes.
Knowledge and Awareness or possession of the facts, concepts, truths and
understanding principles of competent driving, including the immediate and long-term
consequences of unsafe or anti-social driving, and the ability to use
knowledge as
appropriate.
Range The range of driving contexts and road environments in which the
learner
driver needs to demonstrate competence.
Self-assessment Self-assessment is the means by which a person gathers information
about their own driving, evaluates the quality of their performance
and
determines what improvements they need to make.
Self-reflection Self-reflection is the process by which a person reflects on and
critically considers their previous actions, incidents they have been
involved in or
decisions they have taken.
Skills The abilities required to drive competently, usually gained through
training, practice and experience.
Sponsor A sponsor is someone who helps and supports a learner driver
through the learning to drive process – for example, by being an
accompanying driver during practice drives. Sponsors need to accept
the responsibility of taking part in the learning process and to be able
to devote considerable time and effort to the task without any
financial reward. A sponsor may be a family member, such as a
parent, aunt or uncle. Sponsors must hold a full car-driving licence
for at least two years and, more importantly, should have lots of
driving experience.

In summary, a sponsor can be someone who:

 Has held a full licence in the relevant category for a
minimum period of two years;
 Has the ability to explain and teach the skills of driving and
 to coach the learner driver as these skills are practised;
 Has an understanding of the difficulties that the learner
driver has to face; and
 Can remain calm and patient under pressure.
Using the LDT Syllabus
Each unit in the LDT Syllabus follows a standard structure, as illustrated in the following example.

Objective: defines
what the learner driver
must achieve.

Range: where applicable,

points to the range of
driving situations and
road environments in
which the learner should
gain experience.

Guidance: outlines topics

that the learner driver
should master, with the
help of the ADI or
sponsor.

The topics listed here

are for the guidance of
ADIs and sponsors, and
are not intended to be
exhaustive.

Sample questions: The

ADI and sponsor can use
these sample questions
to help the learner driver:
• To test
knowledge,
understanding and
skills;
• To self-assess
competence and skills;
and
• To self-reflect on the
level of skills attained
and any continuing
gaps in knowledge,
understanding or
skills.

Promoting self-assessment and self-reflection

Throughout the LDT Syllabus, learner drivers are encouraged to develop the skills of self-
reflection and self-assessment that will help them to maintain a conscious awareness of
all aspects of the driving experience. This will involve learner drivers examining what they
have been doing, why they have been doing it (or not doing it) and determining how they
themselves can best progress their goals in relation to becoming safe and responsible
drivers.
Part 2:
LDT Syllabus modules
The LDT Syllabus consists of the following four main modules:

Module Description
1 Before starting to drive The units in this module cover what learner drivers
need to know before they begin to drive. This
includes driving laws and rules, and basic knowledge
of primary and secondary controls. Some general
knowledge is expected on areas such as the
environmental impact of driving
and how to plan journeys.
2 Basic control of the vehicle The units in this module require learner drivers to
acquire and demonstrate competence in the basic
skills of driving in low-risk situations. They also need
to be able
to carry out routine safety checks.
3 The fundamentals of road The units in this module require learner drivers to
sharing develop the ability to share the road safely
and responsibly with all other road users.
4 Driving in more challenging The units in this module require learner drivers to
situations have a higher level of understanding of the
complexities of
driving, and to be able to drive responsibly,
competently,
calmly and without prompting in more challenging
or higher-risk situations.

Matching the LDT Syllabus with lesson plans

People using the LDT Syllabus should be aware that the four modules are ordered as
they are expected to be covered in the learning to drive process. However, this will not
always be
appropriate; so, when developing individual lesson plans, ADIs and sponsors need to take
account of the particular learning needs and previous experiences of the learner driver and
the routes available to them, as well as the driving topics to be covered.

In most lessons, ADIs and sponsors will include topics from more than one module. For
further guidance, please see The learning process on page 10.
17
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The range of driving contexts and road environments

To achieve the objectives of modules 2, 3 and 4, the ADI and sponsor must organise the
teaching and coaching to ensure that the learner driver is confronted, during practice
driving, with a wide range of driving contexts and road environments, including the
following:

Approaching and emerging from  U-turns and turnabouts

junctions
On the straight  Stopping
On bends  Parking and driving in confined
spaces
Turning left and right  Cycle lanes
Meeting, joining and crossing traffic  Pedestrian crossings
Changing direction  Tunnels*
Changing lanes  Bus stops or bus lanes
Roundabouts  Tramways, rail crossings
Dual carriageways and motorways*  Wet and dry roads
Urban roads and residential areas  In darkness and daylight
Rural roads  Slippery conditions*
Inclines and declines  Light and heavy* traffic

Reversing * Not applicable to Module 2

This range of driving contexts and road environments is referred to where appropriate
during the units that follow. Where it is possible and reasonable to do so, the learner
driver must be able to demonstrate the required skills in this range of contexts and road
environments.

Active participation of the learner driver

The instruction and coaching from both the ADI and sponsor should turn the learner driver
into an active participant who is capable of making decisions at various levels. Learner drivers
should be encouraged to produce their own proposals and arguments about what counts
as desirable behaviour while driving.

Supplementing the information in the LDT Syllabus

Accurate factual information is essential for learner drivers, and the ADI and sponsor should
supplement the information in the LDT Syllabus with information drawn from the following and
other authoritative information sources:

 The Rules of the Road;  RSA’s Learning to Drive a Car;

 The Official DSA Guide to  RSA road safety campaigns
Driving: The Essential Skills; (including radio, TV and internet advertising);
 RSA website;  Vehicle manual (handbook);
 RSA publications;  ADI handbook and documents; and
 Sponsor-focused literature
18
Module 1:
Before starting to drive
Driving laws and rules, and knowledge
and understanding of vehicle operation
This module requires learner drivers to acquire knowledge of administrative and technical
matters relating to driving before they start to drive. They are also expected to acquire
some basic practical skills and an understanding of the environmental impact of
driving.

The knowledge and understanding that learner drivers acquire in this module will
help underpin the development of their technical driving skills in later modules.

Module 1: Units
This module includes the following units:

1.1 Learner permit

1.2 Administrative aspects of driving
1.3 Primary controls (1)
1.4 In-car technology and systems (1)
1.5 Keeping up to date with legislation
1.6 Observations and mirrors (1)
1.7 Communications, signs and signals (1)
1.8 Speed (1)
1.9 The environmental impact of driving
1.10 Preparing for a journey (1)
1.11 The environment and vehicle choice

1
Údarás Um Shábháilteacht Ar
Bhóithre Road Safety Authority

1.1 Learner permit

Objective
The learner driver must have a clear understanding and knowledge of all the rules and
restrictions relating to the learner permit.

Guidance

Topic The learner driver should:

What a learner permit is  Be able to explain what a learner permit is; and
 When a learner permit is required.
Getting a learner permit  Have an understanding of the eligibility requirements
for a
learner permit;
 Know what documentation is required when applying
for a
learner permit; and
 Know where and how to apply for a learner permit.
The rules governing a Understand the restrictions applying to a learner
learner permit permit; and
Know the legal implications and the potential
consequences of non-compliance.
Carrying the learner  Be aware of the legal requirement to carry a learner
permit while driving permit while driving and the potential consequences of
non-
compliance.

Sample questions to check knowledge, understanding and skills

“Are you permitted to drive unaccompanied while you hold a learner permit?”
“When are you legally required to carry your learner permit with you
in the vehicle?”
“What documentation is required when applying for a learner permit?”

Sample questions to prompt self-reflection

“What are the benefits to you of making sure your learner permit is valid?”
1.2 Administrative aspects of driving
Objective
The learner driver must know and understand the responsibilities and obligations that owners and
users of vehicles have in relation to administrative matters – for example, insurance, motor
tax, vehicle tests, and the display of L-plates.

Guidance
Topic The learner driver should:
Requirements and rules  Understand the legal requirement to have insurance;
and
relating to motor insurance  Know about the various types of insurance available.
Getting motor insurance  Know the documentation required to get insurance.
 Understand the potential consequences of non-
compliance.
Rules relating to motor  Understand the legal requirement to have motor tax;
tax and
 Understand the potential consequences of non-
compliance.
Getting motor tax  Know the documentation required to get motor tax;
and
 Know what methods of payment may be used.
Rules relating to the Understand the legal requirements in relation to the
NCT (National Car NCT and the VTN; and
Test) and the VTN Understand the reasons why it is important that
(Vehicle Testers’ vehicles
Network) test must be roadworthy.
Booking the relevant  Know what documentation is required to apply for a
vehicle test (NCT or VTN) vehicle test; and
 Know where to apply for a vehicle test.
L-plates  Understand the legal requirement for learner drivers
to
display L-plates .

Sample questions to check knowledge, understanding and skills

“What are the benefits of comprehensive insurance?”
“When is an NCT disc required to be displayed on a
windscreen?” “Can you ever drive without a motor tax disc

displayed?”

2
 Sample questions to prompt self-reflection

“Other than for legal reasons, what is the benefit to you of having an NCT test performed on your car

22
1.3 Primary controls (1)
Objective
The learner driver must understand the function of the primary vehicle controls and
know how they operate.

Guidance

Topic The learner driver should:

Foot brake  Know the location of the foot brake;
 Understand the function of the foot brake; and
 Know where, when and how to use the foot brake.
Handbrake (parking Know the location of the handbrake or parking brake;
brake) Understand the function of the handbrake or parking
brake; and
Know where, when and how to use the handbrake or
parking brake.
Accelerator  Know the location of the accelerator;
 Understand the function of the accelerator; and
 Know where, when and how to use the accelerator.
Clutch  Know the location of the clutch;
 Understand the function of the clutch; and
 Where, when and how to use the clutch.
Gears  Know the location of the gears;
 Understand the function of the gears; and
 Know where, when and how to use the gears.
Indicators  Know the location of the indicators;
 Understand the function of the indicators and why it is
important for a driver to signal intent to change direction
in
a timely manner; and
 Know where, when and how to use the indicators.
Steering wheel  Know how and why to steer correctly.
Sample questions to check knowledge, understanding and skills

“When is it necessary to use the handbrake or parking

brake?” “Why is it important to use indicators

correctly?”

“What is the function of the gears?”

Sample questions to prompt self-reflection
“If you did not signal correctly at a roundabout, what effect might this have on other road users?”
1.4 In-car technology and systems
Objective
The learner driver must have a basic understanding of in-car technology systems (where present).

Guidance

Topic The learner driver should:

In-car technology and  Know the location and function of in-car
systems technology and systems – for example, Advanced
Driver Assistance Systems (ADAS), airbags,
satellite navigation, the entertainment system, and
so on.
 Know how to obtain information relating to the
correct use of in-car technology and systems; and
 Be aware of the potential distraction that some in-
car
technology and systems can cause – for example, how
using a mobile phone could seriously distract a driver.

Sample questions to check knowledge, understanding and skills

“Is it legal to use a hand-held mobile phone while driving?”

“What is the meaning of the initials ‘ABS’ and what are the
benefits of ABS?”

Sample questions to prompt self-reflection

“Why might looking at the radio while driving cause you problems?”
1.5 Keeping up to date with legislation
Objective
The learner driver must know how to keep up to date with actual and planned
changes in legislation that affect the safe and responsible use of roads and the
driving environment.

Guidance

Topic The learner driver should:

Getting up-to-date  Know how and where to get information about actual
information and
planned legislation.
Changes in legislation  Have knowledge and understanding of current
legislation;
 Know how to keep up to date with changes to
legislation
– for example, that relating to eco-driving; and
 Be aware of the potential consequences and
legal implications of not keeping up to date with
legislation.
Changes to road signs  Have knowledge and understanding of current
and road markings road signs and markings; and
 Know how to keep up to date with changes to road
signs and
road markings.

Sample questions to check knowledge, understanding and skills

“Where would you obtain up-to-date legislation in relation to road

signs?” “Whose responsibility is it to keep up to date with

legislation?”

Sample questions to prompt self-reflection

“Why do you think ‘The Rules of The Road’ are considered a valuable aid to safe driving?”
1.6 Observations and mirrors (1)
Objective
The learner driver must know and understand the importance of correct and appropriate use
of the mirrors and of maintaining effective and active quality observation.

Guidance
Topic The learner driver should:
Correct use of mirrors  Know when, where and why to use the mirrors and
the
importance of the MSMM (Mirrors, Signal,
Mirrors, Manoeuvre) routine.
Effective use of  Understand the importance and value of using
safety glances safety glances; and
 Know when and where to take safety glances.
For example:
Moving off from the kerb or moving off at steep angles to
look in the areas not covered by the mirrors.
Effective observations  Understand the importance of maintaining
effective observation; and
 Know when, where to take active quality
observations.
For example:
At a Yield sign when turning left at a T-junction, a
learner driver needs to understand why it is essential to
look both right and left, before committing to the turn.
Identifying and  Understand when and where blind spots occur; and
compensating for blind  Know how to compensate for blind spots.
spots For example:
The window pillars on a vehicle may create a blind spot.
 Údarás Um Shábháilteacht Ar
Bhóithre
Road Safety Authority

Sample questions to check knowledge, understanding and

skills
“Can you describe the meaning of ‘blind
spots’?” “What do the initials ‘MSMM’

mean?”

“Why is it essential to take quality observations at a T-junction?”

Sample questions to prompt self-reflection

“How would you feel if someone pulled out in front of you from a
parking space without checking their blind spot and you almost
crashed into them? ”

2
1.7 Communications, signs and signals (1)
Objective
The learner driver must know and understand how to respond appropriately to traffic signs,
signals and other types of communication.

Guidance
Topic The learner driver should:
Road signage  Be able to identify road signs in good time;
 Know the meaning and significance of all road signs; and
 Know the rules that apply to all road signs.
Indicators  Know when, where and why to use indicators;
 Understand the benefit of indicators to other road users;
and
 Be able to interpret indicator signals given by other road
users.
Hand signals  Know when, where, why and how to use hand signals;
 Understand the benefit of hand signals to other road users;
and
 Be able to interpret hand signals given by other road users.
Headlights  Know where, why and how to use headlights; and
 Know when it is a legal requirement to use dipped
headlights.
Horn  Know when, where, why and how to use the horn;
 Know when it is legal and when it is not legal to use the
horn;
 Understand the potential consequences of not using the
horn
when it ought to be used; and
 Know how to interpret the use of the horn by other road
users.
Hazard warning lights  Know when, where and how to use hazard warning lights;
and
 Understand the benefit of hazard warning lights to other
road
users.
Traffic lights and  Know the various types of traffic lights and pedestrian
pedestrian crossings crossings
(and their purposes) together with the legal requirement
for compliance.
Gardaí, customs  Know where, why and how to comply with signals given by
officials, school gardaí, customs officials, school wardens and persons in
charge
wardens, persons in of animals, and the legal requirement for compliance.
charge of animals
 “When should you use hazard warning lights?”
“On what occasions must you use dipped headlights?”
“What does a flashing amber light at a pelican pedestrian crossing mean?”
Sample questions to prompt self-reflection
“How do you think you would feel if you were driving behind a car
whose driver never used indicators or signalled when changing
direction?”
1.8 Speed (1)
Objective
The learner driver must know and understand the necessity of driving at an appropriate
speed at all times and of always complying with speed limits.

Guidance
Topic The learner driver should:
Regulating the speed of  Know why, when, where and how to assess and
the vehicle adjust the speed of the vehicle in different situations;
and
 Know the potential consequences of driving too fast,
and (in
some circumstances) of driving too slow.
Speed limits  Know the speed limits and understand the legal
responsibility to comply with them; and
 Be aware of the potential consequences of not
complying
with speed limits.
Vehicle dynamics and  Know the stopping distance of vehicles at different
stopping distances speeds
and how weight may affect stopping distance.
Adverse weather  Know the stopping distances of vehicles at different
conditions speeds in different weather conditions, and know why it is
important to adjust speed to suit the prevailing
conditions; and
 Be aware of the potential consequences of driving at an
inappropriate speed for the prevailing weather conditions.
Inappropriate speed  Understand the potential consequences of driving at an
excessive speed for the prevailing road, traffic and weather
conditions.

Sample questions to check knowledge, understanding and skills

“What are the possible consequences of driving at an excessive speed?”

“What is the maximum speed limit on a motorway?”
“How does speed affect the stopping distance of your car?”
Sample questions to prompt self-reflection
“What are the possible consequences if you drive at an inappropriate
speed?”
 Údarás Um Shábháilteacht Ar
Bhóithre
Road Safety Authority

1.9 The environmental impact of driving

Objective
The learner driver must know about and understand the environmental impact of driving and
how that might be mitigated by the way drivers use their vehicles and the vehicle controls.

Guidance

Topic The learner driver should:

Environmental impact  Be aware that improper use of primary controls
of primary controls (such as
excessive use of accelerator, brakes, etc.), can affect fuel
consumption and emissions.
Environmental impact  Understand how vehicle size, engine size, vehicle
of vehicles design, fuel type and the way a vehicle is driven impact
on the environment; and
 Consider whether or not a journey is necessary before
setting
out.

Sample questions to check knowledge, understanding and skills

“How would improper use of the gears bring about a negative impact on
the environment?”

“Do some types of fuel have a lower impact on the environment?”

Sample questions to prompt self-reflection
“What do you think are the benefits of driving in an eco–efficient manner?”

3
1.10 Preparing for a journey (1)
Objective
The learner driver must know how to prepare for a journey. This includes understanding
route planning, the importance of being fit to drive, the potential risks of carrying
passengers, and how to load a vehicle appropriately.

Guidance
Topic The learner driver should:
Planning a journey  Know how to plan a route, including where to get
relevant information – for example radio broadcasts,
weather forecasts, announcements, maps, navigation
systems, and so on;
 Take into account weather, road works, events,
diversions and other factors that might make the journey
take more time; and
 Know how to plan for breaks and refuelling stops
on a
journey.
Fitness to drive  Be aware of the importance of personal fitness to
drive, and how alcohol, medication, drugs, fatigue,
stress and other factors can affect a driver’s ability to
drive safely; and
 Be aware that other road users may be affected by
these
factors.
Fitness of passengers  Understand the potential risks involved in carrying
passengers – for example, those who might distract the
driver.
Appropriate loading of  Understand the importance of not overloading the
the vehicle vehicle and how poor weight distribution of the load,
passengers or animals can affect the safety and
dynamics of a vehicle; and
 Know the legal implications for drivers of overloading
the
vehicle or carrying more passengers than the vehicle
is designed for.
Sample questions to check knowledge, understanding and skills

“What are the potential consequences of not planning a journey?”

“If carrying a dog in the vehicle, what safety precautions should be

taken? ” “What should you do if you feel tired while driving?”

Sample questions to prompt self-reflection

“How would you decide if you were unfit or too tired to drive?”
1.11 The environment and vehicle choice
Objective
The learner driver must demonstrate an understanding of the impact of different types of
vehicle on the environment, and be able to determine the most eco-friendly modes of
transport for journeys.

Guidance

Topic The learner driver should:

Harmful emissions  Be aware of the harmful effects of vehicle emissions
on the environment; and
 Know how vehicle size, engine size, vehicle design,
fuel type,
poor servicing and improper use of primary controls
affect fuel consumption and emissions into the
environment.
Eco-friendly vehicles  Understand how electric vehicles and smaller
vehicles have a lesser impact on the environment and
use less natural resources; and
 Know how to identify and access sources of
information
regarding eco-friendly vehicles.

Sample questions to check knowledge, understanding and skills

“What are the benefits of a driving a low fuel consumption car?”

“What is an eco-friendly vehicle?”

Sample questions to prompt self-reflection

“Why is it valuable to be aware of the environmental benefits of driving a smaller car?”
Module 2:
Basic control of the vehicle
Driving in low-risk traffic situations
This module requires learner drivers to acquire and demonstrate competence in the basic skills
of driving. They must be able to operate and control the vehicle safely and without being
distracted by the vehicle’s controls and systems.

Module 2: Units
This module includes the following units:

2.1 Practical vehicle safety and maintenance

2.2 Regular technical checks
2.3 Primary controls (2)
2.4 Secondary controls
2.5 In-car technology and systems (2)
2.6 Correct positioning on the road
2.7 Communications, signs and signals (2)
2.8 Speed (2)
2.9 Driving in an eco-efficient manner
2.10 Preparing for a journey (2)

3
Údarás Um Shábháilteacht Ar
Bhóithre Road Safety Authority

2.1 Practical vehicle safety and maintenance

Objective
The learner driver must have a knowledge and understanding of vehicle safety and
maintenance, and should know how to enter and leave the vehicle safely, operate all key
safety features, and be able to carry out routine safety checks.

Guidance
Topic The learner driver should:
Vehicle checks  Be able to perform the necessary daily, weekly and
periodic safety checks both inside and outside the vehicle
at the appropriate times; and
 Know where to find further information on safety
checks
– for example, in the vehicle’s user manual.
Roadworthiness  Know how to ensure that the vehicle is safe to drive;
and
 Be aware of the potential consequences of driving a
vehicle in an un-roadworthy condition.
Maintenance  Know what is required to ensure that the
requirements vehicle is maintained and serviced at the
required times;
 Know when, where and how to book a service; and
 Know the importance of scheduling services at
correct intervals to ensure that the vehicle meets all
safety and legal requirements.
Entering, starting,  Know the correct procedures and be able to enter,
stopping and leaving start, stop and leave the vehicle safely, ensuring that it
the vehicle is safe and secure; and
 Take into account their own safety and the safety of
others.
Instruments  Be able to locate and interpret the instrument
panel, the meters and warning lights; and
 Know where to find and how to operate the ignition
control.
Vehicle breakdown  Know the correct procedures to follow to ensure
their own safety and that of others in the event of a
vehicle breakdown, including:
 Using hazard warning lights; and
 Phoning emergency services.
Topic The learner driver should:
Pre-start routine Seat  Be able to make correct
adjustments to the seat to ensure a
comfortable and safe
position when driving.
Seat belt  Understand the function of the seat
belt;
 Be able to fasten the seat belt and
make any necessary adjustments to it;
and
 Be aware of the necessity for all
passengers
to wear a seat belt and the possible
consequences of not wearing a seat
belt.
Head  Understand the function of the
restraint head restraint; and
 Be able to adjust the head restraint
so that
it is positioned correctly.
Mirrors  Be able to correctly adjust the
mirrors, both interior and exterior;
 Know how to ensure that the
mirrors are clean and serviceable;
 Be aware of the possible
consequences of having incorrectly
adjusted mirrors; and
 Be aware of how to adjust the interior
mirror in the event of being dazzled
from the rear.
Doors  Be able to ensure that all the doors are
secured correctly.
Handbrake  Be able to ensure that the handbrake
(parking or
brake) parking brake is applied correctly before
starting the vehicle.
Gears  Be able to ensure that the vehicle is not
in
gear before starting the vehicle.
Steering  Be able to ensure that the steering
wheel wheel
is correctly adjusted before starting
3
 the vehicle.
Fuel  Be able to ensure that there is
sufficient
fuel for the journey.

38
Sample questions to check knowledge, understanding and skills

“What safety checks should be carried out before starting a

journey?” “Can you show me how you would perform a check
on the windscreen washer fluid?”
“What should you do in the event of a vehicle breakdown?”
“Can you show me how you would carry out the ‘pre-start check
routine’ before starting on a journey?”

Sample questions to promote self-assessment

“Do you think you carried out your pre-start routine correctly?”

Sample questions to prompt self-reflection

“Why do you think you might have problems if you set out on a

journey without checking the vehicle for fuel? ”

2.2 Regular technical checks
Objective
The learner driver must have the knowledge, understanding and skills to be able to
perform regular technical checks inside and outside the vehicle.

Guidance
Topic The learner driver should:
Check on engine fluids Be able to check all engine fluid levels – for example,
engine
oil, fuel, brake fluid, coolant, and so on; and
Be aware of the potential consequences of incorrect or
inadequate levels.
Lights and reflectors Understand the importance of keeping lights and
reflectors
clean and in good working order;
Be able to check the correct functioning of the lights, and
be aware of the potential consequences of faulty or non-
functioning lights; and
Know the importance of replacing light bulbs as
necessary.
Tyres Understand the importance of correct air pressure, tread
depth and know the legal requirements in relation to
tyres;
Be able to check the air pressure in the tyres;
Be able to check the tread depth of the tyres; and
Be able to check that tyres meet all legal requirements.
Vehicle manual Know how to locate, read, interpret and find
relevant information in the vehicle user manual.

Sample questions to check knowledge, understanding and skills

“Where do you check the brake fluid level and why is it important to
do so?” “Can you show me how you would perform a check on the
engine oil level?” “Is it important to read the ‘Vehicle Manual’?”

Sample questions to promote self-assessment

“What did you find out when you checked the engine oil before this lesson?”
Sample questions to prompt self-reflection
“What makes you think about checking whether there is adequate engine oil in the vehicle?”
2.3 Primary controls (2)
Objective
The learner driver must have the knowledge, skills and understanding to operate the
primary controls effectively, accurately and without prompting.

The learner driver must also be able to use the primary controls in a timely fashion when it
is appropriate, and in such a way that use of the controls does not in itself present a
distraction.

Range
The learner driver must be able to use the primary controls in the range of driving contexts
and road environments listed on page 18.

Guidance

Topic The learner driver should:

Foot brake  Be able to operate the foot brake appropriately with
correct
pressure.
Handbrake or parking  Be able to operate the handbrake or parking brake
brake appropriately (especially on inclines, declines and when
stopped for a longer duration).
Accelerator  Be able to operate the accelerator appropriately to
control
the vehicle’s progress and engine speed.
Clutch  Be able to operate the clutch appropriately to
ensure
smoothness when moving off, stopping and changing
gear.
Gears  Be able to operate the gears appropriately with
proper
selection for vehicle and engine speed and
with consideration for environmental impact.
Indicators  Be able to operate the indicators appropriately to
give
timely communication to show an intention to
change direction.
Steering wheel  Be able to steer appropriately and smoothly when
changing direction; and
 Be able to steer quickly when necessary to take
evasive
action.
Sample questions to check knowledge, understanding and skills

“Can you show me how you would move off and change gear?”
“Can you show me how you would indicate when taking the first exit from a
roundabout?”

“What is the function of the clutch?”

Sample questions to promote self-assessment

“Do you think you apply the correct pressure to the brakes when you
use them?”

Sample questions to prompt self-reflection

“The car behind just sounded their horn at you. How might you have used your mirrors better to avoid
2.4 Secondary controls
Objective
The learner driver must have the knowledge, understanding and skills to operate the
secondary controls effectively, accurately and in a timely fashion when it is appropriate to
do so.

Range
The learner driver must be able to demonstrate effective, accurate and timely use of the
secondary controls in the range of driving contexts and road environments listed on
page 18.

Guidance
Topic The learner driver should:
Windscreen wipers and Understand the importance of using the
washers windscreen wipers and washer controls and the
potential consequences of not using them
appropriately; and Be able to operate the
windscreen wiper and washer
controls while driving.
Lights  Understand the importance of using the lights
correctly,
and the potential consequences of not using them
appropriately; and
 Be able to operate the vehicle lights while driving.
Horn  Know the location of the horn and how to check that it
is
working correctly;
 Be able to operate the horn while driving; and
 Know the circumstances in which it is appropriate to
use
the horn.
Front and rear demisters  Know the location of the front and rear demister
controls;
 Be aware of when, where and how to use the
demisters at
the appropriate times and the potential consequences
of
not using them appropriately; and
 Be able to operate the front and rear demisters when
driving.
Climate control (if  Be able to operate the climate control when driving;
and
available)  Be aware of the potential consequences of not using
the
climate control.
Windows, doors and door  Know how to operate windows, doors and door locks;
locks  Demonstrate how to use them and know the potential
consequences of not using them appropriately.
Sample questions to check knowledge, understanding and skills

“Can you please show me the windscreen wiper controls and how to
operate them.”
“If the windscreen is misted up on the inside, how would you clear it
using the controls?”

“When is it illegal to sound the horn?”

Sample questions to promote self-assessment

“During our last drive it began to rain very heavily. Do you think
that you used the windscreen wipers correctly?”

Sample questions to prompt self-reflection

“The biggest danger to any driver is being unable to see properly, so

how heavy would the rain have to be before you would use a faster
speed on your windscreen wipers? ”
2.5 In-car technology and systems (2)
Objective
The learner driver must be able to demonstrate the ability to use in-car technology and
systems (where present).

Guidance

Topic The learner driver should:

in-car technology and  Be aware of the various technology systems available;
systems  Be able to demonstrate how to operate in-car
technology and systems – for example, Advanced Driver
Assistance Systems (ADAS), airbags, satellite navigation,
reversing audio and video, the entertainment system, and
so on; and
 Be able to interpret any warning lights relating to in-
car
technology.

Sample questions to check knowledge, understanding and skills

“Can you please show me how you would control the entertainment system
without being distracted from the road?”
“Why are airbags fitted to cars?”
“Can you explain the function of a satellite navigation system?”
Sample questions to prompt self-reflection
“During the last lesson, while you were driving, why did you decide not to answer the hands-free mobile p
2.6 Correct positioning on the road
Objective
The learner driver must have the knowledge, understanding and skills to maintain a correct
and safe position on the road, and to maintain a safe braking distance.

Range
The learner driver must be able to maintain safe and correct positioning on the road in the
range of driving contexts and road environments listed on page 18.

Guidance
Topic The learner driver should:
Positioning on the  Be aware of and be able to demonstrate correct
straight, in traffic positioning of the vehicle on the straight, in traffic lanes
lanes, and on bends and on bends; and
 Be aware of the potential consequences of incorrect
positioning.
Positioning for turning  Be aware of and be able to demonstrate correct
left and right positioning of the vehicle when approaching, travelling
around and leaving junctions (major to minor and minor
to major); and
 Be aware of the potential consequences of incorrect
positioning.
Negotiating  Be aware of and be able to demonstrate correct
roundabouts positioning of the vehicle when entering, travelling around
and leaving roundabouts; and
 Be aware of the potential consequences of incorrect
positioning when negotiating roundabouts.
Approaching and  Be aware of and be able to demonstrate correct
emerging from positioning of the vehicle when approaching and
junctions emerging from junctions;
 Be aware of the potential consequences of incorrect
positioning at junctions.
Entering and exiting  Be aware of and be able to demonstrate correct
road or rail positioning of the vehicle when approaching, entering and
crossings exiting road or rail crossings; and
 Be aware of the potential consequences of incorrect
positioning or of stopping in an incorrect position at
road or rail crossings.
continued
 2.6 Correct positioning on the road, continued
Topic The learner driver should:
Positioning on dual  Be aware of and be able to demonstrate the correct
carriageways positioning of the vehicle when joining, driving on or
leaving dual carriageways; and
 Be aware of the potential consequences of incorrect
positioning.
Positioning on  Know and understand the correct positioning of the
motorways vehicle when joining, driving on or leaving motorways;
and
 Be aware of the potential consequences of
incorrect positioning on motorways.

Note: Learner drivers must not drive on motorways, but

they must have a knowledge and understanding of
them.
Reversing or  Be aware of the correct practice and be able to
performing turnabouts demonstrate correct positioning of the vehicle when
reversing or performing a turnabout; and
 Be aware of the potential consequences of incorrect
positioning when reversing or performing a turnabout.
Parking, stopping  Be able to demonstrate safe, correct and legal
in confined spaces positioning of the vehicle when parking, stopping in
and stopping in confined spaces and stopping in traffic; and
traffic  Be aware of the potential consequences of incorrect
positioning when parking, stopping in confined spaces and
stopping in traffic.
Sample questions to check knowledge, understanding and skills

“Can you please demonstrate how you would take the first exit at a
roundabout?”
“On a three-lane motorway, what is the purpose of the lane nearest to
the central median?”

“Can you please demonstrate the correct position when reversing

around a corner?”

Sample questions to promote self-assessment

“Do you think that the reverse manoeuvre you carried out was done in a
competent manner?”

Sample questions to prompt self-reflection

“How would you react to someone driving very close behind you on
a dual carriageway?”
2.7 Communications, signs and signals (2)
Objective
The learner driver must have the knowledge, understanding and skills to use signals correctly
and must be able to respond appropriately to traffic signs, signals and other types of
communication.

Range
The learner driver must be able to demonstrate correct use of signals and appropriate response
to traffic signs, signals and other types of communication in the range of driving contexts and
road environments listed on page 18.

Guidance
Topic The learner driver should:
Road signage Know and understand road signage;
Be able to identify and comply with road signs; and
Be aware of the rules applying to road signs and the
potential consequences of non-compliance.
Gardaí, school Know and understand signals and directions given by gardaí,
wardens, customs customs officials, school wardens, and persons in charge of
officials, persons in animals;
charge of animals Be able to comply with such signals and directions; and
Be aware of the potential consequences of non-
compliance.
Indicators Know when, where and how to use indicators to give
effective advance communication to other road users;
and
Be able to interpret the indicator signals given by other
vehicles.
Hand signals Understand the benefit of hand signals to other road
users; Know when, where and how to use hand
signals; and
Be able to interpret and act on the hand signals given by
other
persons.
Headlights Know when, where and how to use headlights
correctly and the legal requirements relating to the
use of dipped headlights;
Know how to interpret the use of lights by other vehicles;
and Be aware of the potential consequences of the
misuse of
headlights.
 Hazard warning lights  Know when, where and how to use hazard warning lights;
and
 Know how to interpret the use of hazard warning lights by
other vehicles.
Horn  Know when, where and how to use the horn;
 Know how to interpret the use of the horn by other
vehicles;
and
 Be aware of the potential consequences of misuse of the
horn.
Emergency vehicle  Know how to interpret emergency vehicle lighting and
lighting and sirens sirens and how to act appropriately.

Sample questions to check knowledge, understanding and skills

“How would you indicate to traffic that you were taking the third exit from a
roundabout?”

“Can you please demonstrate how you would use a hand signal to
inform following traffic that you intend to turn left?”

“On what occasions must you use your dipped headlights?”

Sample questions to check knowledge, understanding and skills
“Do you think you acted in the right way when you met the
ambulance on the road?”

Sample questions to prompt self-reflection

“What were your reasons for slowing down when meeting oncoming
traffic with their headlights on?”
2.8 Speed (2)
Objective
The learner driver must have the knowledge, understanding and skills to drive at a speed
that is appropriate for the prevailing conditions. In doing so, the learner driver must take into
account the safety of all occupants of the vehicle and that of all other road users, particularly
vulnerable road users.

Range
The learner driver must be able to demonstrate the ability to drive at appropriate speeds in the
range of driving contexts and road environments listed on page 18.

Guidance
Topic The learner driver should:
Regulating the speed of  Know and understand the need to assess and
the vehicle adjust the speed of the vehicle to suit the prevailing
conditions;
 Be able to assess and adjust the speed of the vehicle
to suit the prevailing conditions, in different situations and
without undue hesitancy; and
 Be able to interpret the speed of other vehicles and
react
appropriately.
Speed limits  Know and understand why speed limits are necessary
and be aware of the legal responsibility to comply with
them;
 Be able to adjust the speed of the vehicle to
comply with speed limits; and
 Be aware that speed limits are an upper limit only and
nota
target speed.
Vehicle dynamics and  Be aware of stopping distances and of how the load
stopping distances in the vehicle or the weight of the vehicle may
significantly affect stopping distance; and
 Be able to stop the vehicle at different speeds.
Adverse weather  Know and understand the stopping distances for
conditions vehicles in adverse weather conditions, at different
speeds, and in different road conditions; and
 Be able to adjust speed of the vehicle to suit
prevailing
conditions.
 Appropriate and  Be able to demonstrate the ability to drive at an
inappropriate speed appropriate speed at all times;
 Know and understand the potential consequences of
driving too fast for the prevailing road and traffic
conditions; and
 Understand how speed affects stopping distances.

Sample questions to check knowledge, understanding and skills

“What are the potential consequences of driving too fast in a built up

area?”

“Can you please demonstrate driving at an appropriate speed through

this housing estate?”

“How would an excessive load affect the stopping distance of the vehicle?”
Sample questions to promote self-assessment

“Do you think you maintained a good speed while driving on that
section of dual carriageway?”

Sample questions to prompt self-reflection

“Why did you have to brake hard before you turned left at the junction
and what could have been the consequences”

“Why did you speed up when overtaken by that car on the main road?”
2.9 Driving in an eco-efficient manner
Objective
The learner driver must have a knowledge and understanding of the environmental impact of
driving, and must be able to demonstrate the ability to drive in an eco-efficient manner.

Range
The learner driver must be able to demonstrate the ability to drive in an eco-efficient
manner in the range of driving contexts and road environments listed on page 18.

Guidance

Topic The learner driver should:

Using primary controls  Know about and understand the environmental
in an environmentally impact of driving; and
friendly manner  Be able to demonstrate the ability to use the primary
controls of the vehicle in a manner that is consistent with
minimal environmental impact.
Planning trips in an  Be able to plan a trip in the most eco-efficient
eco-efficient manner manner;
 Be able to take different traffic conditions into
account when planning a trip; and
 Be able to make good judgements on the necessity or
otherwise of undertaking a journey.
Maintaining constant  Understand the benefits of maintaining (where
speed when possible possible)a constant safe speed and avoiding
unnecessary harsh braking or acceleration;
 Be able to demonstrate the ability (where possible) to
maintain a constant safe speed and to avoid unnecessary
harsh braking or acceleration.
Using gears and  Understand how to use the gears and engine braking
engine in an eco- in ways that use fuel more economically;
friendly manner  Be able to demonstrate the use of the gears and
engine
braking in ways that use fuel economically.
Sample questions to check knowledge, understanding and skills
“How would you use the gears to reduce the impact of your driving on the
environment?”

“What are the advantages of maintaining a constant speed when

travelling on a journey?”

“What should you take into consideration (when planning a trip) to use
your vehicle in a more eco-friendly manner?”

Sample questions to promote self-assessment

“During our last lesson, how often do you think you selected the correct
gear?”

Sample questions to prompt self-reflection

“What were your reasons for continuing to drive in third gear on that
long straight stretch of road and what might be the environmental
consequences of always driving like that? ”
2.10 Preparing for a journey (2)
Objective
The learner driver must be able to demonstrate the practical knowledge, understanding and skills
required to plan a journey.

Guidance

Topic The learner driver should:

Planning a journey  Be able to plan a route, taking into account weather,
road works, events, diversions and road signage, and so
on; and
 Be able to demonstrate how to read a map or
operate a
satellite navigation system.
Fitness to drive  Always be in a fit state to drive and be aware of the
causes and symptoms of being unfit to drive; and
 Recognise and be aware of the potential effects on
drivers
of alcohol, medication, drugs, fatigue, diet, lack of
physical fitness, emotions, lifestyle, stress, and so on.
Fitness of passengers  Be aware of the possible consequences of
carrying passengers with the potential to cause
mild or severe distraction; and
 Be able to deal responsibly with situations that may
arise.
Correct loading of the  Be able to recognise the change in dynamics of a
vehicle loaded vehicle; and
 Be able to load a vehicle safely, securely and legally.

Sample questions to check knowledge, understanding and skills

“Can you show me how you would plan a journey from here to
Portlaoise?” “How would tiredness affect you as a driver?”

“How would you deal with passengers who are involved in noisy
conversation and causing you distraction?”

Sample questions to prompt self-reflection

“How often would you expect to need to stop on a journey of 264 kilometres from Sligo to Cork?”
Module 3:
The fundamentals of road sharing
Responsible driving
This module requires learner drivers to develop the ability to share the road safely and
responsibly with all other road users. To do this, they must be able to demonstrate that they
have the ability to anticipate and react to different situations and to be able to drive safely
through traffic.

Module 3: Units
This module includes the following units:

3.1 Sharing the road

3.2 Observations and mirrors (2)
3.3 Changing direction (1)
3.4 Anticipation and reactions (1)
3.5 Driving safely through traffic (1)

5
Údarás Um Shábháilteacht Ar
Bhóithre Road Safety Authority

3.1 Sharing the road

Objective
The learner driver must have the knowledge, understanding and skills to be able to share the
road safely, to drive without undue hesitancy, to give priority where necessary, and to show
due care for themselves and other road users.

Range
The learner driver must be able to demonstrate the ability to share the road safely in the
range of driving contexts and road environments listed on page 18.

Guidance
Topic The learner driver should:
Passing stationary  Know and understand when and where it is safe
vehicles to pass stationary vehicles;
 Be able to pass stationary vehicles safely, being
aware of any potential dangers; and
 Be able, when passing stationary vehicles, to anticipate
the
actions of approaching traffic, .
Passing cyclists and  Know and understand when and where it is safe
other road users to pass cyclists and other road users; and
 Be able to pass cyclists and other road users safely,
being
aware of any potential dangers and taking into account
the prevailing weather and traffic conditions.
Crossing and joining  Know and understand when and where it is safe to
roads cross and join roads;
 Be able to cross and join roads safely, being aware of
any
potential dangers at controlled and uncontrolled
junctions.
Overtaking and being  Know when and where it is safe for one vehicle to
overtaken overtake another;
 Be able to overtake another vehicle safely, being
aware of the potential dangers of doing so; and
 Be aware of the potential dangers that may arise
when being
overtaken by another vehicle.
 “What precautions should you take when overtaking a cyclist?”
“When joining a road of equal importance at an uncontrolled junction,
who should you yield to?”

“Can you show me how you would overtake stationary vehicles safely?”
Sample questions to promote self-assessment

“Do you think you left adequate space between you and the
stationary vehicles when overtaking?”

Sample questions to prompt self-reflection

“When you were driving down the narrow street and you were forced
to almost stop, how do you think the other drivers reacted to your
driving and how did the other drivers’ behaviour affect you? ”

5
3.2 Observations and mirrors (2)
Objective
The learner driver must be able to demonstrate knowledge and understanding of correct and
appropriate use of the mirrors and of active quality observations.

The learner driver must also be aware of the dangers and risks that come with a lack of
observation and ineffective use of mirrors.

Range
The learner driver must be able to demonstrate active quality observations and effective use of
mirrors in the range of driving contexts and road environments listed on page 18.

Guidance

Topic The learner driver should:

Mirrors  Know and understand when, where and why to
use the mirrors;
 Be able to demonstrate use of the mirrors in a
safe and effective way without prompting, and
following the MSMM (Mirrors, Signal, Mirrors,
Manoeuvre) routine; and
 Be aware of potential hazards and dangers to the
sides
and rear of the vehicle while maintaining
effective forward observation.
Safety glances and  Know and understand when, where and why
observations to take safety glances and observations; and
 Be able to take safety glances and
observations in an effective and safe way without
prompting, ensuring that it is safe before moving
off, changing position or
changing direction.
Scanning  Know and understand when, where, why and
how to scan effectively for potential hazards or
dangers, and to act appropriately to the
surroundings on a continual
basis without prompting.
Blind spots  Know and understand when, where, why and
how to effectively identify and compensate for
blind spots in all directions around the vehicle –
for example, those
caused by the window pillars.
 “Why is it necessary to be aware of traffic following behind?“
“How should you check your blind spot when moving away from the
kerb?” “How would you take effective observations while driving
through this housing estate?”

Sample questions to promote self-assessment

“When you changed lanes just now, what did you see when you
looked in your mirrors?”

Sample questions to prompt self-reflection

“What else were you thinking about when you were changing lanes?” “What are the factors that lead
3.3 Changing direction (1)
Objective
The learner driver must have the knowledge, understanding and skills to be able to read the
road ahead and change direction or alter course in a safe and timely manner, showing due
care for themselves and other road users.

Range
The learner driver must be able to read the road ahead in the range of driving contexts and
road environments listed on page 18.

Guidance
Topic The learner driver should:
Altering course safely  Know and understand when, where, why and how
with due regard to to alter course effectively and safely at traffic
traffic controls controls; and
 Be able to demonstrate how to alter course
effectively and safely at traffic controls.
For example:
Follow the correct procedures when turning right to a main
road, complying with road signs and road markings.
Altering course with due  Know and understand when, where, why and how to
regard for other road alter course effectively and safely with due regard for
users other road users; and
 Be aware (when altering course) of vulnerable road
users
– for example, pedestrians, cyclists and motorcyclists.
Yielding and progressing  Know and understand when and where it is
where necessary appropriate and safe to yield to other road users; and
 Know and understand when and where it is
appropriate and
safe to progress without impeding other road users who
have the right of way.
 Údarás Um Shábháilteacht Ar
Bhóithre
Road Safety Authority

Sample questions to check knowledge, understanding and skills

“Can you demonstrate the standard routine that should be followed

when turning right?”

“When turning left at a yield sign, what should you look out for?”
“Can you please demonstrate how you should turn right at the traffic
lights ahead?”

Sample questions to promote self-assessment

“Do you think you indicated at the right time when you approached that
right turn?”

Sample questions to prompt self-reflection

“Why did you choose to move off when you did when you turned
right at the last set of traffic lights?”

“Did you feel annoyed when the van failed to yield to you at the
last roundabout?”

6
3.4 Anticipation and reactions (1)
Objective
The learner driver must have the knowledge, understanding and skills to be able to identify
and interpret imminent and potential hazards, and react appropriately.

Range
The learner driver must be able to demonstrate awareness of imminent or potential
hazards, and effective anticipation and reaction to such hazards in the range of driving
contexts and road environments listed on page 18.

Guidance
Topic The learner driver should:
Road junctions  Know and understand when, where, why and how
to scan for road junctions; and
 Be able to anticipate potential dangers relating to
junctions and to react appropriately.
Parked vehicles  Know and understand when, where, why and how
to scan for parked vehicles; and
 Be able to anticipate potential dangers relating to
parked
vehicles and to react appropriately.
Pedestrian and tramway  Know and understand when, where, why and how to
crossings scan for pedestrian and tramway crossings; and
 Be able to anticipate potential dangers relating to
pedestrian and tramway crossings and to react
appropriately.
Cyclists and motorcyclists  Know and understand when, where, why and how
to scan for cyclists and motorcyclists; and
 Be able to anticipate potential dangers relating to
cyclists
and motorcyclists and to react appropriately.
Vulnerable road users  Know and understand when, where, why and how
to scan for vulnerable road users; and
 Be able to anticipate potential dangers relating to
vulnerable road users and to react appropriately.
Other imminent and  Know and understand when, where, why and how
potential hazards to scan for any other imminent or potential hazards;
and
 Be able to anticipate potential dangers relating to
any other imminent or potential hazards and to
react appropriately.
Sample questions to check knowledge, understanding and skills

“How should you identify and deal with road works ahead?”
“How would you anticipate and react to the behaviour of a cyclist
ahead?” “What precautions should you take when approaching busy

side roads?”

Sample questions to promote self-assessment

“Do you think you acted appropriately when you saw those children on
the road?”

Sample questions to prompt self-reflection

“Why did you slow down so much when passing the school gates?”
3.5 Driving safely through traffic (1)
Objective
The learner driver must have the knowledge, understanding and skills to be able to drive
safely through traffic, and be able to recognise, interpret and manage risks – avoiding them
where possible, and responding appropriately when they appear.

Range
The learner driver must be able to drive safely through traffic in the range of driving contexts
and road environments listed on page 18.

Guidance

Topic The learner driver should:

Acting correctly and  Be aware always of the driving context
decisively in the driving and road environment; and
environment  Be able to scan effectively for any imminent or
potential hazards; and
 Be able to act correctly and decisively to deal with any
potential or actual hazards as they arise.
Recognising and  Be able to scan effectively for any imminent or
managing the risks potential hazards associated with the safety of others – for
associated with the example, that of pedestrians waiting at a pedestrian
safety of others crossing; and
 Be able to act correctly and decisively to deal with any
such
potential or actual hazards as they arise.
Driving defensively  Be aware of the importance of driving
defensively at all times; and
 Be able to plan the route ahead and drive at an
appropriate speed for the driving context and the road
environment – for example, maintaining a safe distance
from the vehicle in
front.
Cooperating with other  Be able to demonstrate effective cooperation with
road users other road
users without impeding them.
Sample questions to check knowledge, understanding and skills

“Could you demonstrate to me how you would turn right at a

normal set of traffic lights, interacting correctly with other road
users? “
“Could you please demonstrate how you drive defensively through
the town.“

“Can you explain how you would deal with someone crossing the road
ahead who is slightly impeding your right of way?“

Sample questions to promote self-assessment

“Did you leave enough space between yourself and the vehicles coming
the other way on that street?”

Sample questions to prompt self-reflection

“Why did you not slow down when approaching that pedestrian crossing?”
Module 4:
Driving in more challenging
situations
Driving in higher risk traffic situations
This module requires learner drivers to have a higher level of understanding of the
complexities of driving, and to be able to drive responsibly, competently, calmly and without
prompting in more challenging or higher-risk situations. They must be able to interact with
other road users, and show a high level of regard for their own safety and that of all other
road users.

Module 4: Units
This module includes the following units:

4.1 Changing direction (2)

4.2 Anticipation and reactions (2)
4.3 Driving safely through traffic (2)
4.4 Driving calmly
4.5 Driving in adverse weather conditions
4.6 Night driving
4.7 Dealing with collisions and emergencies

6
Údarás Um Shábháilteacht Ar
Bhóithre Road Safety Authority

4.1 Changing direction (2)

Objective
The learner driver must have the knowledge, understanding and skills to drive independently
and consistently, at different speeds and in challenging situations, while showing due care
for him or herself and for all other road users.
The learner driver must be able to read the road ahead, and to change direction or course in
a safe and timely manner, and to do so on busier roads and junctions, on faster roads and
roads with variable speeds, and on roads with complex layouts and complex lane changes.

Range
The learner driver must be able to demonstrate the ability to read the road ahead and
change direction safely and in a timely manner in the range of driving contexts and road
environments listed on page 18.

Guidance
Topic The learner driver should:
Changing course safely  Know and understand when, where and why to
with due regard to change course or direction; and
traffic controls  Be able to change course or direction safely, without
prompting and while anticipating and reacting correctly
to all traffic controls.
Changing course with  Know and understand when, where and why to
due regard for other change course or direction; and
road users  Be able to change direction safely, without prompting
and
with due regard for all other road users.
Yielding and  Know and understand when, where and why to
progressing where yieldto other road users; and when, where and why
necessary to progress;
 Understand the potential consequences of not
yielding to others where it is appropriate; and
 Be able to yield or progress as necessary consistently
and
without prompting.
Sample questions to check knowledge, understanding and skills

“How would you change lanes on a busy dual carriageway?”

“How would you drive through the town’s one-way road system?”
Sample questions to promote self-assessment

“How well do you think you coped with the busy junctions you
had to negotiate today?”

Sample questions to prompt self-reflection

“What did you notice while approaching that green traffic light that
prompted you to slow down so much before you turned left?”

6
4.2 Anticipation and reactions (2)
Objective
The learner driver must have the knowledge, understanding and skills to anticipate and
react to all imminent or potential hazards, to drive independently and consistently, to drive
at different speeds, and to drive in a competent and defensive manner in challenging
situations.

The learner driver must be able to manage all hazards and risks while driving on busier
roads and junctions, on faster roads and roads with variable speeds, and on roads with
complex layouts and lane changes.

Range
The learner driver must be able to demonstrate the ability to anticipate and react to all
imminent or potential hazards in the range of driving contexts and road environments
listed on page 18.

Guidance

Topic The learner driver should:

Road junctions  Know and understand when, where, why and
how to scan for road junctions;
 Be able to demonstrate consistently and
without prompting the ability to anticipate
potential dangers relating to road junctions, to
take the necessary
precautions and to react appropriately.
Parked vehicles  Know and understand when, where, why and
how to scan for parked vehicles; and
 Be able to demonstrate consistently and
without prompting the ability to anticipate
potential dangers relating to parked vehicles, to
take the necessary
precautions and to react appropriately.
Pedestrian and tramway  Know and understand when, where, why and
crossings how to scan for pedestrian and tramway
crossings; and
 Be able to demonstrate consistently and without
prompting the ability to anticipate potential dangers
relating to pedestrian and tramway crossings, to take
the
necessary precautions and to react appropriately.
 Motorcyclists and cyclists  Know and understand when, where, why and
how to scan for cyclists and motorcyclists; and
 Be able to demonstrate consistently and
without prompting the ability to anticipate
potential dangers relating to cyclists and
motorcyclists, to take the
necessary precautions and to react appropriately.
Vulnerable road users  Know and understand when, where, why and
how to scan for vulnerable road users; and
 Be able to demonstrate consistently and without
prompting the ability to anticipate potential dangers
relating to vulnerable road users, to take the
necessary
precautions and to react appropriately.
Other imminent and  Know and understand when, where, why and
potential hazards how to scan for all other imminent or potential
hazards; and
 Be able to demonstrate consistently and without
prompting the ability to anticipate all other imminent
or potential hazards, to take the necessary precautions
and
to react appropriately.

Sample questions to check knowledge, understanding and skills

“How should you drive through this housing estate where there are a lot
of parked vehicles?”

“Can you explain how you would identify and negotiate a zebra
crossing?” “How would you approach and negotiate a staggered

junction?”

Sample questions to promote self-assessment

“Do you think you slowed down soon enough when you saw that
delivery van unloading on the Main Street?”

Sample questions to prompt self-reflection

“Why did you think it necessary to slow down when you came across the horse riders on the road?”
4.3 Driving safely through traffic (2)
Objective
The learner driver must have the knowledge, understanding and skills to drive through traffic
safely, independently and consistently, at different speeds, in a competent and defensive manner,
and in challenging situations.

The learner driver must be able to drive safely through traffic on busier roads and junctions,
on faster roads and roads with variable speeds, and on roads with complex layouts and lane
changes.

Range
The learner driver must be able to drive safely through traffic in the range of driving contexts
and road environments listed on page 18.

Guidance

Topic The learner driver should:

Acting correctly and  Be aware always of the driving context
decisively while driving and road environment;
 Be able to scan effectively for any imminent or
potential hazards; and
 Be able, consistently and without prompting, to take
actual
and potential dangers into account, and to act
correctly and decisively while driving.
Recognising and  Be able to scan effectively for any imminent or
managing the risks potential hazards associated with the safety of others – for
associated with the example, that of pedestrians waiting at a pedestrian
safety of others crossing; and
 Be able, consistently and without prompting, to take
actual and potential dangers into account, to recognise
and manage the risks associated with the safety of
others, and take the necessary and appropriate actions
to mitigate
those risks.
Driving defensively  Be aware of the importance of driving
defensively at all times; and
 Be able, consistently and without prompting, to
drive defensively at all times, while identifying and
managing risks and dangers, maintaining reasonable
progress, and
avoiding undue hesitation.
 Cooperating with other  Be able to demonstrate effective cooperation
road users with other road users without impeding them; and
 Be able, consistently and without prompting, to
identify hazards and obstacles, and to deal with them
effectively, while showing a high level of cooperation
with other road
users.

Sample questions to check knowledge, understanding and skills

“Could you please drive down the Main Street of the town? I’d like
you to observe the situations as they arise and deal with them
accordingly. ”“ When turning left at a yield sign, what should you
look out for?”

“Can you please demonstrate how you should turn right at the traffic
lights ahead?”

Sample questions to promote self-assessment

“When you realised that the person in the parked car was going to
open the door, what should you have done?”

Sample questions to prompt self-reflection

“When you saw the driver of that blue car attempting to turn in the road, why did you not allow her t
4.4 Driving calmly
Objective
The learner driver must have the knowledge, understanding and skills to drive calmly; and
must exercise the necessary discipline, consistently and without prompting, to control sudden
impulses, aggression and any other distracting emotions.

The learner driver must be able to stay calm in potentially stressful situations and while
driving on busier roads and junctions, on faster roads and roads with variable speeds, and on
roads with complex layouts and lane changes.

Range
The learner driver must be able to drive calmly and with discipline in the range of driving
contexts and road environments listed on page 18.

Guidance
Topic The learner driver should:
Reacting appropriately to  Have the knowledge, understanding and skills to
other road users interact calmly with other road users at all times; and
 To do so consistently and without prompting,
particularly
in relation to vulnerable road users.
Managing internal and  Have the knowledge, understanding and skills to
external distractions manage any internal or external distractions; and
 Do so consistently and without prompting – for
example, when dealing with distractions such as those
that might be caused by children in the rear seat or
by a passing
emergency vehicle.
Dealing with and  Have the knowledge, understanding and skills to
controlling peer pressure be able to deal with peer pressure; and
 Do so consistently and without prompting – for
example,
when dealing with friends or colleagues encouraging
unacceptable driving behaviour.
Recovering from the  Have the knowledge, understanding and skills to
car stalling recover from the car stalling; and
 Do so consistently and without prompting.
Sample questions to check knowledge, understanding and skills

“How would you turn right safely at a busy junction that incorporates
pedestrian walkways and filter lights?”

Sample questions to promote self-assessment

“How well do you think you coped when the car stalled at the traffic

”
lights?

Sample questions to prompt self-reflection

“Why were you so upset at that other driver for making that mistake at the junction?”
4.5 Driving in adverse weather conditions
Objective
The learner driver must have the knowledge, understanding and skills to adjust driving
behaviour and maintain safe control of the vehicle in all weather conditions. The learner
driver must be able to drive in bad weather conditions safely, independently and
consistently, without prompting, and at different speeds, while taking all necessary
precautions.

The learner driver must also be able to make responsible judgements on the suitability of
the prevailing conditions for driving.

Range
The learner driver must be able to drive safely in adverse weather conditions in the range
of driving contexts and road environments listed on page 18.

Guidance

Topic The learner driver should:

Checking the weather  Know and understand the importance of
forecast checking the weather forecast; and
 Be able to identify and access sources of relevant
information relating to weather.
Assessing the risks and  Know and understand the importance of assessing
implications of driving weather conditions and determining if they are suitable or
in adverse weather unsuitable for driving; and
conditions  Be able to assess the risks and implications of driving
in
adverse weather conditions.
Driving in an  Know and understand the importance of driving in a
appropriate manner manner that is suited to the prevailing conditions; and
for the prevailing  Be able to do so, consistently and without prompting
conditions – for
example, in very heavy rain or in crosswinds.
Recognising the  Know and understand the symptoms of the vehicle
symptoms of poor losing traction; and
traction  Be able to respond appropriately when the vehicle
loses
traction – for example, due to aquaplaning or icy or
other slippery conditions.
 Choosing the most  Know and understand the importance of choosing the
appropriate driving most appropriate driving response to weather conditions;
response to weather and
conditions  Be able, consistently and without prompting to
choose the
correct actions and responses to take – for example, in
snow, ice, fog, and so on.
Being aware of  Know and understand how extreme conditions can
increased stopping affect stopping distance; and
distances in extreme  Be able, consistently and without prompting, to judge
conditions stopping distances in extreme slippery conditions, such as
those caused by snow, ice or wet road surfaces.

Sample questions to check knowledge, understanding and skills

“Can you please explain to me the appropriate precautions you should

take when driving in fog?”

“Can you please tell me what the stopping distance at 50 km/h when
driving on a wet road?”

“How would you determine if it was safe to drive on an icy road?”

Sample questions to promote self-assessment

“Do you think that the distance you left between yourself and the car in
front was adequate for these slippery conditions?”

Sample questions to prompt self-reflection

“Why were you driving so close to that van on the dual carriageway in this wet weather?”
4.6 Night driving
Objective
The learner driver must have the knowledge, understanding and skills to drive at night
and in conditions of poor visibility. In doing so, the learner driver must drive
independently and consistently, at different speeds and in challenging situations, and
must manage the risks associated with night driving and poor lighting conditions.

Range
The learner driver must be able to demonstrate the ability to drive at night and in conditions
of poor visibility in the range of driving contexts and road environments listed on page
18.

Guidance
Topic Guidance: the learner driver should:
Driving in the dark and  Know and understand the importance of adapting
poor lighting conditions driving behaviour in the dark and in poor lighting
conditions, including at dawn and dusk; and
 Be able, consistently and without prompting, to adapt
driving behaviour in the dark and poor lighting
conditions, including at dawn and dusk.
Eyesight  Know and understand the necessity for drivers to
have regular eyesight tests; and
 Be aware of the symptoms of poor vision and of the
possible
necessity to wear prescribed corrective lenses.
The symptoms of poor  Know and understand the symptoms of poor night
night vision vision,
and be aware of the difficulties or dangers that it can lead
to.
The correct use of  Know and understand how to use the correct lighting
vehicle lighting and the at the correct and appropriate time and conditions – for
appropriate response to example, when to dip lights or when to use rear fog
other vehicle lighting lights; and
 Be able, consistently and without prompting, to use
the
correct lighting at the correct and appropriate times
and conditions.
Sample questions to check knowledge, understanding and skills

“How should you deal with the dazzle of lights from oncoming
vehicles at night?“

“How would extra weight in the rear of your vehicle affect your
headlights?” “When should you dip your headlights?”

Sample questions to promote self-assessment

“How do you think you coped with the dazzle of oncoming traffic during
that practice drive? ”

Sample questions to prompt self-reflection

“What aspects of driving at night do you find most difficult to cope with?”
4.7 Dealing with collisions and emergencies
Objective
The learner driver must have the knowledge, understanding and skills to take appropriate
action in collision and emergency situations.

Guidance

Topic The learner driver should:

Taking appropriate  Know the correct course of action and response to
action take in emergency situations; and
 Be aware of how to react promptly and responsibly,
and be
able to act accordingly.
Contacting the  Know the circumstances in which it is
emergency services necessary or appropriate to contact the
emergency services;
 Know the emergency service telephone numbers.
Obtaining and  Know and understand the necessity of providing
providing correct correct and accurate information to the emergency
information at the services at the scene of an incident; and
scene  Be aware of what information should be obtained or
given at
the scene of an incident.

Sample questions to check knowledge, understanding and skills

“If you find a person unconscious on the road at the scene of a
collision, what actions would you take?”

“What is the emergency phone number for the Gardaí, Fire Services and the
Ambulance Service?”

“What information should you obtain or provide if you are involved in a

collision where there is damage to both vehicles?”

Sample questions to prompt self-reflection

“How would you react if you were first on the scene of a collision where people had been injured?”
W
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Údarás Um Shábháilteacht Ar Páirc Ghnó Ghleann na Muaidhe, Cnoc an

Bhóithre- Road Safety Authority tSabhaircín, Bóthar Bhaile Átha Cliath, Béal an Átha,
Co. Mhaigh Eo.
Moy Valley Business Park, Primrose Hill, Dublin Road,
Ballina, Co. Mayo.
locall: 1890 50 60 80 fax: (096) 25 252
email: info@rsa.ie website: www.rsa.ie