Things Get a Little Busy
·The student now operates the car well and has had sufficientexperience so that he or she no longer needs instruction on car control skills
·The student follows the road rules and fits in with other trafficin any environment that they have driven in before
·They can work out new situations on their own, but still have toconcentrate to do this. When this happens they tend to miss seeing some hazards
·The student can answer a question about road rules as they applyto a situation they are in. They can do this in reasonably busy traffic. Morework is usually expected in this area
·The student can explain each step for recognizing and respondingto hazards and how these steps can be used to avoid each common type of
crash.
·They can drive in any familiar environment and pick out the placescrashes can happen. They can describe how these could become a threat to their safety.
·They consistently adjust to hazards at least three seconds beforethey get to them. (sometimes)
·They protect their crash avoidance space regardless of what othersare legally required to do (after some reminding.
· In new or complex situations, they often miss recognizing hazardsbut they can generally work out what they should have done when the situation is pointed out to them.
·The student follows the road rules and fits in with other trafficin any environment that they have driven in before
·They can work out new situations on their own, but still have toconcentrate to do this. When this happens they tend to miss seeing some hazards
·The student can answer a question about road rules as they applyto a situation they are in. They can do this in reasonably busy traffic. Morework is usually expected in this area
·The student can explain each step for recognizing and respondingto hazards and how these steps can be used to avoid each common type of
crash.
·They can drive in any familiar environment and pick out the placescrashes can happen. They can describe how these could become a threat to their safety.
·They consistently adjust to hazards at least three seconds beforethey get to them. (sometimes)
·They protect their crash avoidance space regardless of what othersare legally required to do (after some reminding.
· In new or complex situations, they often miss recognizing hazardsbut they can generally work out what they should have done when the situation is pointed out to them.
| learning_targets_for_hazard_program_10.doc |