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GCSE Motor Vehicle and Road User Studies

Contents Page

Introduction 1

Unit 1.1: Vehicle Control and Road User Behaviour 5

Unit 1.2: Legal Requirements 33

Unit 3.3: Road Transport and its Effect on Society 43

Unit 3.4: Motoring Mathematics 55

Unit 3.5: Collision Procedures 63

Unit 3.6: Motor Vehicle Technology 69

CCEA Planning Framework for GCSE Motor Vehicle and Road User Studies

IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Motor Vehicle and Road User Studies. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.

1


Subject Skills Assessed through Motor Vehicle and Road User Studies:The following skills are assessed in GCSE Motor Vehicle and Road User Studies:

demonstrate knowledge and understanding in relation to motor vehicle and road user studies;

analyse, evaluate and draw logical conclusions from motor vehicle and road user information;

collect, select and use information from a variety of sources; and demonstrate skills of vehicle (moped) control and roadcraft.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4Students should be able to communicate meaning and viewpoints in a logical and coherent manner, for example when answering examination questions and make oral and written summaries, reports and presentations, taking account of audience and purpose, for example when preparing for the investigative study. In Using Mathematics students should use mathematical language and notation with confidence, for example when carrying out calculations on insurance. In using ICT, students should be able to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, for example secondary research online, collation and graphical presentation of data.

Thinking Skills and Personal Capabilities at Key Stage 4Students should be able to effectively manage their time, for example when completing their controlled assessment tasks. Students should be able to participate in effective teams and accept responsibility for achieving collective goals, for example when carrying out research in groups for their investigative study. Students should be able to reason, form opinions and justify their views, for example when learning about the methods to reduce traffic collisions.

2


Key Stage 4 Statutory Skills and Personal Capabilities Communication Skills Comm - T&L (Talking & Listening) W (Writing) R (Reading) Using Mathematics UMUsing ICT UICTProblem solving PSWorking with Others WOSelf-Management SM

3


Assessment for Learning

When reference is made to past paper questions throughout this Planning Framework, teachers will recognise opportunities for formative assessment activities.

Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE Motor Vehicle and Road User Studies specification content.

Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills. Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Makes reference to supporting resources.

4


4


Unit 1.1Vehicle Control and Road User

Behaviour

5


Unit/Option Content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

1.150% of teaching time

The Highway Code

Students should be able to:

demonstrate knowledge and understanding of: – the need for laws,

rules and disciplined behaviour;

– the role of the Highway Code as a book of rules and advice;

– actual road user behaviour and compare it with what the code recommends;

– road markings and reflective road studs;

– road signs (shape and colour, to give orders, warnings and information);

Start with students’ experience in school, youth clubs and sport. Class discussion on laws and rules – why is there a need for rules and laws?

Read the relevant text in Chapter 1 McPolin and discuss main problems

Give students sheets of signs with no information and have them fill in with the correct meanings/information

Students complete Try the Pass Your Driving Test Safely CD-ROM

Comm – T&L

Comm – R

Comm – W

UICT, PS

6


Unit/Option Content


Content


1.1 (cont.)

– the significance of the colour of signs, markings and signals;


The Highway Code (cont.)

– how to give/use appropriate signals; and

– signals (primary and secondary light signals, signals given byauthorised persons, drivers and others); and

Students should be able to demonstrate knowledge and understanding of:– road traffic

Teacher to use the Pass Your Driving Test Safely CD-ROM to show moving images of the correct procedures to use when following the rules.

Class discussion on the rules.

Teacher outlines, the relevant material on road traffic collisions in McPolin text book.

Students in pairs investigate how a car of their choice

Comm- T & L

WO, P

7


Unit/Option Content


Content


collisions (the main risks and causes, and the ways the government, law enforcement agencies, motor vehicle manufacturers and individuals minimise risks);

– the Cycling Proficiency Scheme; and

– the need for rules covering all classes of road use and road user.

is made to minimise risk in a collision. Students draw annotated diagram to explain.

Students produce a poster/leaflet for primary school children on the cycling proficiency scheme- www.nidirect.gov.uk

Assessment 2015 CCEA Paper F Question 12 (c)Assessment 2014 CCEA Paper F Question 38 (c)www.safedrivingforlife.info/road-signs-quiz

UICT

Comm - W

1.1 (cont.)

The Highway Code (cont.)

Resources

Highway Code for Northern Ireland

The Road User: Unit 1, 2 and 5 (DVDs)

Pass Your Driving Test Safely step-by-step (CD-ROM); RoSPA Wall Charts (www.rospa.co.uk)

8

http://www.rospa.co.uk/

http://www.safedrivingforlife.info/road-signs-quiz

http://www.nidirect.gov.uk/


Unit/Option Content


Content


CCEA Past Papers

www.safedrivingforlife.info/road-signs-quizwww.nidirect.gov.uk

9

http://www.safedrivingforlife.info/road-signs-quiz


Unit/Option Content


Content


1.1 (cont.)

Driving and Riding under Adverse Conditions


demonstrate knowledge and understanding of: – protective

clothing and the need to be conspicuous; and

– the distinctive properties of reflective and fluorescent materials; and

demonstrate knowledge and understanding of:– materials with a

combination of qualities;

Students to investigate a range of protective clothing and compare to ordinary everyday clothing – illustrate with annotated sketch.

Using ROSPA leaflets and D for infrastructure leaflets, and from students’ experiences as pedestrians, make a list of the problems they face: in heavy rain; with hoods; and in wet clothing.Make two lists, one for pedestrians and the other for vehicles, and compare the dangers.

Make a list of the dangers of slippery roads and footpaths. Discuss individual experiences.

Read the text from the Highway Code on stopping distances and when these should be increased.

Comm - T&L, W

PS

WO

Comm - R

– suggested protective aids for all categories of road user;

– problems associated with

Students produce a mind map reading/driving under adverse conditions in pairs.

WO

10


Unit/Option Content


Content


1.1 (cont.)

Driving and Riding under Adverse Conditions

heavy rain for both pedestrian and vehicle user (wet clothing, hoods, umbrellas, slippery roads and footpaths, misted windows);


– the need for longer stopping distances and drying out brakes; and

– the use of headlights.

Students in groups annotate pictures of driving in heavy rain to illustrate potential problems.

WO, PS

Resources Reflective clothing, fluorescent clothing, sashes, wristbands; DoE (now Dept. for Infrastructure) leaflets “Be Safe, Be Seen; RoSPA wall charts (www.rospa.co.uk); “Weather Hazards”; Highway Code for Northern Ireland

Past paper 2013 F Question 28(a) and (b)

11



12


Unit/Option Content


Content


1.1 (cont.)

Aquaplaning


demonstrate understanding of the risks of how to avoid aquaplaning:– heavy rain;– standing water;– worn tyres; and– excessive speed.

Students uses a diagram and notes to explain this term and its causes.

Comm – W, PS

Resources McCauley (2008) Chapter 1

McPolin (2009) Chapter 1

Assessment: Past paper Higher 2011 Question 32 (a), (b) and (c)

13


Unit/Option Content


Content


1.1 (cont.) Students should be able to:

Read the relevant text and discuss the main problems of driving at night.

Comm - T&L

Driving at Night

demonstrate knowledge of:– lighting up time;– the checking of all

lights, front and rear;

– the need for focus and alignment of main and dipped beams;

– procedure when following or meeting other vehicles after dark;

– headlight flashing; and

– parking at night.

Students complete activities from McPolin (2009) Chapter 1.

‘Each one, teach one’ as a summary activity of learning to date.

Circulate requirements in the Highway Code and each student explains their statement.

Comm – R&W

Comm - W

PS/WO

Resources Highway Code for Northern Ireland

ROSPA wall charts

“Weather hazards”

14


15


Unit/Option Content


Content



Read the relevant text and discuss the main problems of driving in fog.

Comm - T&L, R

Fog demonstrate understanding of:– the effect of fog

on seeing and hearing;

– fog as a major cause of motorway accidents;

– changes in fog density;

– recommended precautions; and

– correct use of front and rear fog lamps.

Students complete activities on aqua planning, driving at night and fog in McPolin Chapter 1 p31.

Comm – R&W


RoSPA wall charts



16


17


Unit/Option Content


Content



Discuss the main problems of driving in snow. Comm - T&L

Snow demonstrate understanding of:– the loss, caused

by snow, of visibility;

– the need for increased spacing between vehicles to allow for longer stopping distances;

– the particular difficulty caused by hills;

– the danger of vehicles going out of control; and

Pupils research how countries with heavy snow e.g. Canada cope with drivingwww.gov.uk/foreign-travel-advice/canada/safety

SM

– the need to keep windows and wheel arches clear.

Resources Activities from McPolin (2009) Chapter 1McCauley (2008) Chapter 1


18

http://www.gov.uk/foreign-travel-advice/canada/safety


19


Unit/Option Content


Content



Strong Winds demonstrate understanding of:– the terms

‘crosswind’ and ‘headwind’;

– the particular problems on motorways and exposed roads (high-sided vehicles, winds funnelled through gaps);

– the special problems for motor cycles, caravans, high sided vehicles and roof racks; and

– dangers when overtaking.

Students complete activities on ‘wind’ from textbook. Comm – R&W

Resources Highway Code for Northern Ireland

McCauley (2008) Chapter 1

20


Unit/Option Content


Content



Low Sun demonstrate understanding of:– glare from the

sun; and deep shadows.

Teacher to start with the students’ own experience of the sun. Introduce the concept of ‘Low Winter Sun’ and accompanying problems; discuss, then complete activities from the textbook.

Comm - T&LComm – R&W

Resources “Weather hazards”



21


Unit/Option Content


Content



Physical and Mental Fitness of the Driver

demonstrate understanding of:– how the influence

of alcohol and/or drugs can impair driving skills through impairment of the decision-making process and an adverse effect on balance;

– how prescribed drugs may have an adverse effect on driving (specific names of drugs are not required);

– the interaction of prescribed drugs and alcohol; and

– blood alcohol concentration (BAC), legal limits

Teacher gives definition of terms and starts with students’ experience and knowledge.

Possible visit by PSNI Road Policing Branch to demonstrate the breathalyser.

Students produce a PowerPoint on alcohol, drugs and the road user. Use www.nidirect.gov.uk as a starting point.

Consequence wheel. Students map consequences visually and encouraged to think about direct, second and third order consequences of drinking and driving.

Read the relevant text in McPolin Chapter 1 and discuss the main problems.

Mind map on alcohol amounts, limits, penalties on indictment and hidden penalties.

Possible visits by theatre groups organised by the Road Safety Department.

Watch videos to highlight the real consequences of drinking and driving- the Aftermath video. Role-play on

UICT

PS

SM

WO

22

http://www.sharetheroadtozero.com/

http://www.nidirect.gov.uk/


1.1 (cont.)Resources McCauley (2008) Chapter 1

The Road User: Unit 4 (DVD)

Drinking and Driving – The Aftermath Video

Levette (2007) Talking about Alcohol

www.sharetheroadtozero.com

23

http://www.sharetheroadtozero.com/


Unit/Option Content


Content



Age demonstrate a knowledge of:– potential

difficulties for the road user caused by old age;

– the effects of old age on the senses;

– slower reactions; and

– demonstrate understanding of and empathy with older road users, child pedestrians and cyclists.

Teacher to start with students’ experience and knowledge, own family or local knowledge. Explains the main problems.

Activities from McPolin (2009) Chapter 1.

Comm - T&L

Comm – R&W

Resources McPolin (2009) Chapter 1


24


Unit/Option Content


Content



Teacher to explain disability of Highway Code.

Disability demonstrate an understanding of:– the need for

special consideration for pedestrians and drivers with a disability, guide dogs, wheel chairs and alterations to vehicular transport; and

– the many forms of disability, some requiring more special consideration than others.


Thought shower, in groups, problems caused, for example, by thoughtless parking and the obstruction of pavement by bicycles.

Students produce a leaflet for primary school children on disability needs.

Graffiti Board- students write ideas/thoughts on board. Ideas used to produce leaflet.

Comm – R&W

SM/WO

SM

PS



25


26


Unit/Option Content


Content



Fatigue demonstrate an understanding of fatigue and associated factors:– long journeys at

day and night;– the monotony of

motorway driving; and

– route planning; regular stops and refreshment; and good ventilation.

This is a new word and an unfamiliar concept. Teacher to explain this to class.

Teacher to highlight the effects of fatigue on driving. Discuss and make a list of possible dangers.

Highlight what precautions could be taken.

In groups, role play what happens when driving with fatigue.

Comm - T&L

WO

Resources McPolin (2009) Chapter 1


27


Unit/Option Content


Content



Teacher explains emotional state.

Emotional State

demonstrate understanding of the effects of the following emotional states which may contribute to collisions:– frustration; – anger;– aggression; and– emotional

disturbance.

Read the relevant text and discuss the main problems in McPolin Chapter 1.


Research the internet to find YouTube clips on each state.

Comm – R&W

SM/UICT



28


Unit/Option Content


Content



Vision demonstrate an understanding of:– eye testing,

tunnel and peripheral vision;

– tinted lenses or visors; and

– headlight glare; and

demonstrate an understanding that:– good eyesight is a

basic requirement for the driving test;

Teacher to explain vision and driving and together read the relevant text and discuss the main problems –McPolin Chapter 1.

Students do activities from McPolin (2009) Chapter 1.

Borrow from your Road Safety Education Officer the Keystone Vision Tester and students have a go at the vision test.

Comm – R&W

SM/WO

29


Unit/Option Content


Content



Vision (cont.) demonstrate an understanding that:– there is a loss of

visual efficiency with time;

– there are other eyesight problems, such as colour blindness; and

demonstrate an understanding of the need for care with:– tinted glass;– visors;– lenses; and– prescribed

glasses.

Students produce a PowerPoint slide for adults to illustrate why it is important to have regular eye tests and the associated problems for driving if not.www.gov.uk/driving-eyesight-rules

Students to: do online eye-check at www.vutest.com/seedrive/index.htm

UICT

SM



ROSPA wall charts

30

http://www.vutest.com/seedrive/index.htm

http://www.gov.uk/driving-eyesight-rules

http://www.vutest.com/seedrive/index.htm

http://www.gov.uk/driving-eyesight-rules


31


Unit/Option Content


Content



Causes and Prevention of Road Traffic Collisions

analyse statistics and understand the main causes of road traffic collisions and risk areas;

demonstrate an understanding of traffic conditions related to:– time of day;– type of road;– type of vehicle;– age of driver or

casualty, and – weather

conditions; and

demonstrate an understanding of:– internal

distractions (passengers and in-car technology);

– external

Discussion and debate on causes/prevention of collusions.

Possible visit by PSNI Road Traffic Branch/Fire and Rescue Service to give a talk or demonstration.

Watch and discuss the video clips – www.nidirect.gov.uk/campaigns/road-safety

Use the Internet to find current TV safety adverts. Discuss how effective these are.

Drama/Role-Play- Students in groups to produce their own role play on a road traffic collision.

Discuss - What were the causes? - How could it have been prevented?

Comm - T&L

UICT

WO

PSComm – T&L

32

http://www.nidirect.gov.uk/campaigns/road-safety


33


Unit/Option Content


Content



Causes and Prevention of Road Traffic Collisions (cont.)

– types of manoeuvre undertaken; and

– types of junction.

Who, why, what, where, when activity on this from video clips.

WO / PS

Resources In Case of AccidentThe Road User: Unit 7 and 8 (DVDs)

www.rospa.co.uk

www.nidirect.gov.uk/campaigns/road-safety

34

http://www.nidirect.gov.uk/campaigns/road-safety



Unit/Option Content


Content



Methods to Reduce Road Traffic Collisions

evaluate the effects of:– the various efforts

being made to reduce road traffic collisions (education, training and publicity);

– the introduction and

– enforcement of relevant laws;

– engineering-related efforts (the design of safer roads); and

– the introduction of vehicle safety features (primary and secondary safety).

Student to visit the road safety teen zone web page to find additional information.


Read the relevant text and discuss the main problems.

Discuss current methods to help reduce accidents taking account of agencies and personnel involved.

In pairs, students produce a radio broadcast to last 5 minutes to illustrate/highlight the methods used to reduce road traffic collisions in N.Ireland.

Assessment: 2014 F Paper Question 50.

Comm - T&L

Comm - R

WO, Comm - W

Comm – R&W

Resources www.roadsafetyni.gov.uk

35

http://www.roadsafetyni.gov.uk/


36


Unit 1.2Legal Requirements

37


Unit/Option Content


Content


1.2

100% of teaching time


Motor Insurance

demonstrate knowledge and understanding of:– the need for

insurance and the legal requirements of motoring insurance for the road user;

– how to get insurance;

– the basic working principles used by insurance companies to meet their legal obligations; and

– the different types of insurance cover available (third party, third party fire and

Activities on Insurance Documents:Student worksheets; filling in forms; reading guidance notes on insurance proposal forms.

Invite an Insurance official into the class to discuss motor insurance.

SM

Comm - T&L

38


39


Unit/Option Content


Content



Motor Insurance (cont.)

analyse and evaluate the following factors that affect the cost of insurance:– make;– performance;– engine capacity;– vehicle security;– the age of the

vehicle;– age and/or

experience of the driver;

– driving record;– area of

residence;– type of use; and– type of cover; and

understand the actions required of an insured person following a collision.

Students in groups annotate pictures of different car types with respect to:Make, performance, engine capacity, security, age. Then make up 5 different owners from different places in N.Ireland and see how their cost vary.

In pairs, role play the actions of two people/drivers involved in a collision with respect to insurance actions. Use www.nidirect.gov.uk/articles/highway-code to help.

WOUM

WO

40

http://www.nidirect.gov.uk/articles/highway-code


41


Resources Drivers, Riders and the Law (CD-ROM)



Blank insurance proposal forms

The Road User and the Law


www.nidirect.gov.uk/articles/highway-code

42

http://www.nidirect.gov.uk/articles/highway-code


Unit/Option Content


Content


1.2 (cont.)

Terminology Used by Insurance Companies


demonstrate understanding of the following terms:– broker;– agent;– proposer;– proposal form;– utmost good faith;– declined risk;– policy; – premium;– certificate;– cover note;– policy holder;– excess;– indemnity;– personal liability;– renewal notice;– no claims discount;

and– protected bonus.

Class discusses all terms of insurance.

Class tests on terminology. Students could devise their own board game on the terms.

Jeopardy: Students come up with quality questions that would lead to a particular answer.

Comm - T & L

WO

PS

Resources Assessment::2011 Higher Tier paper Question 212012/2013 Foundation Tier Papers- relevant short questions from first section.

43


44


Unit/Option Content


Content



Documentation

demonstrate knowledge and understanding of the documentation and requirements associated with driving and owning a vehicle:– provisional

driving licence;– minimum age

requirements for different types of vehicle;

– the driving test;– obtaining a full

licence;– ‘R’ plates;– vehicle excise

duty (VED);– Vehicle

Registration Certificate/V5C (NI) (tax book);

– Statutory Off Road Notification

Students read the relevant text and make notes on the legal requirements.

Filling in of relevant forms and reading of guidance notes.

Watch a video on passing the driving test. Class discussion to identify key requirements for takers.

Use the Driving Test Success DVD.

Department of the Environment (DOE) (now Dept. for Infrastructure) leaflets – Discuss content. Students devise their own leaflet for documentation and requirements.

Jeopardy. Students come up with quality questions that would lead to a particular answer.

Comm - T&L

Comm – R&W

Comm - T&L PS

Comm – R&W

PS

45


46


Unit/Option Content


Content



Documentation (cont.)

– insurance cover note;

– Vehicle Test Certificate (MOT);

– passenger carrying vehicle (PCV) and large goods vehicle (LGV) driving licences; and

– seat belt exemptions (when they are required and how they are obtained).

Resources McCauley (2008) Chapter 2McPolin (2009) Chapter 2The Road User and the LawHighway Code for Northern IrelandYour Driving Test (Video)Pass your driving test safely step-by-step (CD-ROM)Driving Test Success (DVD)Department of the Environment (DOE) (now Dept. for Infrastructure) Leaflets

47


48


Unit/Option Content


Content



Helmets demonstrate knowledge and understanding of helmets, considering:– styles (jet

style/open face/full face);

– the requirements of the British Standards Institution (BSI); and

– materials used in their manufacture.

Teacher to show different types of helmets.

Students do a SWOT analysis on each one in pairs.

Comm - T&L

WO/PS



Helmets, Car

49


50


Unit/Option Content


Content



Other demonstrate knowledge and understanding of the need for efficient:– wipers;– washers;– horn;– lighting – steering; and– brakes.

Students identify key points and note their function. Annotate a drawing of a car to illustrate key points.

Students could prepare a PowerPoint presentation to summarise the main points of the legal requirements.

Assessment: McPolin Chapter 2.

Comm - T&L/R&WSM

UICTComm – R&W

Resources Hewitt (1992) Chapters 25, 28–29


51


52


Unit 3.3Road Transport and its Effect on

Society

53


Unit/Option Content


Content


3.3

5% of teaching time


Development of the Modern Road System and Traffic Management

demonstrate an understanding of:– the language

associated with motorway use;

– the difference between motorways and all other roads;

– the development of modern roads (motorways, autostrada, autobahns); and

– the need to manage traffic in an urban environment and one way streets (parking restrictions, and pedestrianisation

Students list the various ways in which traffic is managed in urban areas.

Read McPolin Chapter 3.

Make a table to compare the different types of modern road.

Thought shower activity in pairs on urban traffic.

Annotate pictures of local examples Problem and Solution e.g. traffic calming methods.

PS

Comm - R

SM

PS, WO

WO

54


Unit/Option Content


Content


and traffic calming).

55




Working for a Safer Area

Posters: Traffic Calming Series


Past papers

Mark schemes

56


Unit/Option Content


Content



Development of the Internal Combustion Engine

demonstrate knowledge of:– when the first

internal combustion engines were built; and their application to motor transport.

Students research the development of the motorcar and create an annotated time line of events.

Possible visit to a motor museum (e.g. Ulster Folk and Transport Museum) or motor shows.

PS



57


Unit/Option Content


Content



Development of Transport: Motor Cars Pre–1914, Horseless Carriages, Motorcars Post–1914, Mass Production and Modern Motor Cars

demonstrate knowledge of:– local transport

before the introduction of motor cars; and

– the introduction of large numbers of mass-produced vehicles and their production on assembly line; and

demonstrate a knowledge of:– the development

of the motor car in the twentieth and early twenty-first centuries;

Research the role/importance of Henry Ford and write a short newspaper obituary of his life and achievements.

UICT

58


Unit/Option Content


Content



Development of Transport: Motor Cars Pre–1914, Horseless Carriages, Motorcars Post–1914, Mass Production and Modern Motor Cars (cont.)

– the health and safety aspect of hybrid vehicles; and

– the link between ‘road traffic collision prevention’ and ‘motor vehicle technology’.

Students design a hybrid vehicle of their choice and annotate it to demonstrate its health and safety aspects.

Indicate how does your hybrid car’s technology help prevent road collisions?

PS

Comm – R&W

Resources www.autoexpress.co.uk

www.nextgreencar.com/hybrid-cars

59


Unit/Option Content


Content



Motoring Laws

(see Appendix 2 for further details on these laws)

demonstrate a knowledge and understanding of the historical background to present day motoring laws:– The Highways

and Locomotives Act (The Red Flag Act) 1865;

– The Motor Car Act 1903;

– The Road Traffic Act (Northern Ireland) 1955;

– The Road Traffic Act 1967;

– The Road Traffic (Northern Ireland) Order 1981; and

– The Road Traffic (Seat Belts) (NI)

Read the relevant text in McPolin Chapter 3 identifying the main motoring laws.

Students create a PowerPoint presentation to summarise the main laws- one point on each.

Comm - R

UICT

60


Unit/Option Content


Content


Order 1982.

61


Motoring Laws (cont.)

Resources



Appendix 2, MVRUS Specification.

Pastpapers 2011

Assessment: 2011 Higher Tier Paper Question 12 (a), (b) and (c)

62


Unit/Option Content


Content



Social and Environmental Effects of Pollution

demonstrate an understanding of the dangers of exposure to exhaust gases:carbon monoxide;– oxides of

nitrogen;– sulphur dioxide;– lead;– carbon dioxide;– hydrocarbons;

and– the danger of the

build-up of gases in the atmosphere; and

demonstrate an understanding of the effects of noise pollutions on individuals and communities:– damage to

hearing; and– annoyance to

Drawing on their knowledge from science and geography, students identify and discuss source and environmental effects of pollution. Then complete a mindmap to summarise findings.

Discuss students’ experiences, e.g. difficulty in using a telephone over traffic noise.

Students create a poster to show the dangers and effects of exposure to exhaust gases and noise pollution.

Consequence Wheel- Students map consequences visually and encouraged to think about direct, second and third order consequences of pollution.

PS

UICT

PS

63


64


Unit/Option Content


Content



Social and Environmental Effects of Pollution (cont.)

analyse and evaluate the effectiveness of efforts to reduce motor vehicle pollution through legislative and other means:– unleaded fuel; and– improved

technology; and

demonstrate knowledge of the conflicts in road planning and land use;

demonstrate knowledge and understanding of the effects of the motor industry on alternative transport systems;

Class discussion on what is being done to reduce pollution.

Class discussions to ascertain what students already know about current local topics regarding the controversy over planning of by-passes.

Students create a poster/carbon strip/leaflet to highlight the improvement to the environment.

OPVClass Debate on pollution and the environment. “Future cars should all be hybrids.”

Role-play - Farmers, Planners, Car Manufacturers, Local Residents, Green Party.

Summarise views and say which they agree with and

Comm - T&L

Comm - T&L

Comm – R&W

Comm – T&L

WO

65


66


Unit/Option Content


Content



Social and Environmental Effects of Pollution (cont.)

demonstrate knowledge of why protection of the environment matters.

SWOT analysis of each group’s presentation in the class debate.

PS



Hewitt (1992) Chapter 46

Past Papers

Mark Schemes

Hewitt (1992) Chapter 10

Role Play Cards

67


68


Unit 3.4Motoring Mathematics

69


Unit/Option Content


Content


3.4 Students should be able to:

10% of teaching timeBuying a Vehicle

demonstrate an understanding of the variety of ways of purchasing a vehicle and evaluate the pros and cons of each method, considering:– warranties;– straight sale;– trade-in;– new/second hand;– buying from a

garage or privately;

– advantages and disadvantages of ready cash;

– the use of credit facilities;

– bank loans;– monthly

repayments;

Students to identify ways of buying a vehicle.

Activities in McPolin Chapter 4 on different costs.Compile a table/mind map showing the pros/cons of each method.

Watch and discuss the Road User: Unit 6 (DVD) – list 8 key points.

PS

UM/PS

Comm – R&W

70


71


Unit/Option Content


Content



Calculations from McPolin Ch4 p76-79. UM

Buying a Vehicle

– annual percentage rate (APR);

– finance companies; and

– leasing.

Research Internet/newspapers to look at car brokers offering special deals (0% finance, free insurance).

UM, UICT



Newspapers, magazines (Autotrader)


Sams p18 + 19

72


Unit/Option Content


Content



Standing Costs

demonstrate an understanding of the various costs of motoring and evaluate the comparative costs of modes of transport, considering:– driving licence;– road tax;– insurance;– depreciation; and– vehicle test

(MOT).

Watch and discuss The Road User: Unit 3 (DVD).

Students fill in forms and read the guidance notes on e.g. Driving Licence, Insurance.

Comm – R, W




Forms-driving licence, tax, insurance

73


74


Unit/Option Content


Content



Running Costs

demonstrate an understanding of the various costs of motoring and evaluate the comparative costs of modes of transport, considering:– payment methods

(for example monthly accounts and credit cards);

– inducements;– oil and petrol

purchase;– servicing and

repairs;– garage versus

DIY; and– replacements

(tyres, brakes, wipers blades, bulbs and exhausts).

Class discuss running costs

Students, in pairs, compile a one month running cost for a motor vehicle of your choice. In groups compare the different costs.

Comm - T&L

UM/WO

75


76


Unit/Option Content


Content



Additional Costs

evaluate the comparative costs of various modes of transport, considering:– interest on capital

investment;– garaging; – car parking; and– clothing.

Teacher to explain additional costs.

Students add these to their one month running costs. UM



77


Unit/Option Content


Content



Others evaluate the methods used to reduce motoring costs; and

demonstrate knowledge and understanding of:– fuel consumption;– stopping

distances;– miles per gallon

or litres per kilometre;

– average speeds;– travel graphs; and– relevant

calculations.

In pairs, students evaluate the methods used to reduce motoring costs.

Calculations: 2015 Higher Tier Q13 (a), (b), (c)

Students make a poster/PowerPoint presentation/web page to illustrate the different motoring costs.

WO

UM

UICT

Resources 2015 Higher Tier Paper

Assessment: 2011 Higher Tier Question 21 and Question 11.

78


79


80


Unit 3.5Collision Procedures

81


Unit/Option Content


Content


3.5

5% of teaching time


Possible visit/talk by PSNI to demonstrate all aspects of this unit.

Precautions demonstrate an understanding of the need for additional equipment in the vehicle and the use of reflective and fluorescent materials:– first aid kit;– fire extinguisher;– torch; – reflective/

fluorescent jacket; and

– warning triangle.

Watch and discuss the Road User: Unit 8 (DVD).

Examine a range of safety equipment/clothing that could be used at the scene of a collision.

Comm - T&L

WO

82


Unit/Option Content


Content


3.5 (cont.)

Precautions (cont.)

Resources

Reflective clothing, fluorescent clothing, sashes, wristbandsThe Road User: Unit 8 (DVD), Department of the Environment (DOE) leaflets ‘Be Safe, Be Seen’

McCauley (2008) Chapter 5,


PSNI Roads Policing

Theatre groups/road shows organised by Department of the Infrastructure Road Safety Office

83


Unit/Option Content


Content



Possible visit/talk by PSNI. Comm - T&L

Involvement in an Accident

demonstrate an understanding of a drivers legal responsibilities if involved in a road traffic collision and of the information a witness must provide when reporting an accident.

Teacher or PSNI officer, makes students aware of the legal obligations and moral responsibilities of witnessing a collision.

Roadsafe Roadshow from Department of Infrastructure.

Comm - T&L

WO

84


Unit/Option Content


Content



Teacher or PSNI officer to explain post-collision procedures.

Post-Collision Procedure

demonstrate an understanding of the need to carry out activities in a particular sequence:– protecting the

accident scene;– summoning

emergency services; and

– ensuring that the vehicles are safe; and

Read the relevant text and discuss the main problems.

Watch DVD on post-accident procedures.

Role play in groups a post-collision.

Comm - T&L

WO

demonstrate understanding of the principles of first aid and how to treat injuries, including:– the order of

priorities (BBC -breathing, bleeding and consciousness);

– wounds (incised,

Teacher or first aider to, discuss the principles of first aid.

Students list priorities at the scene of an accident.

Students browse the Internet web pages to find visual movies of real life accident victims and their stories. Also current road safety TV adverts available for discussion.

Possible visit/talks/demonstrations on the principles of

Comm – T&L

Comm – T&L

85


Unit/Option Content


Content


lacerated,punctured or contused);

– shock and its symptoms; and

– unconsciousness (using the recovery position and CPR).

dealing with casualties by first aiders, school nurse, St John Ambulance.

86


Unit/Option Content


Content


3.5 (cont.) Past Paper questions 2011 Higher Tier, 2013 Foundation Tier

Post-Collision Procedure (cont.)

Resources

In Case of Accident, First aid manual

Resusci Anne: First aid mannequin available from Department of the Environment (DOE). Road Safety Officer

www.safeprogram.com

First aid talk from an expert, e.g. Red Cross, St. John Ambulance, Knights of Malta

87

http://www.safeprogram.com/


Unit 3.6Motor Vehicle Technology

88


Unit/Option Content


Content


3.6

20% of teaching time


Principal Components of Passenger Cars and Motorcycles

demonstrate a knowledge and understanding of the following components:– chassis/frame;– body shell;– power units;– transmission;– suspension;– steering;– brakes and

electrical equipment; and

– engine management systems; and

Teacher, demonstrates the relevant components on a car.

Students to annotate diagrams of the component parts from McPolin CD-ROM.

Comm – R&W

89


Unit/Option Content


Content



Principal Components of Passenger Cars and Motorcycles (cont.)

demonstrate an understanding of the operating principles of the reciprocating internal combustion engines:– conversion of

linear motion to rotary motion;

– the spark-ignition (SI) four-stroke cycle;

– the spark-ignition two-stroke cycle; and

– the compression ignition four-stroke cycle (diesel).

Students to research the Internet for visual images/illustrations on the SI (2 stroke and 4 stroke) and the compression ignition (diesel), then annotate each usage.

Use: www.howstuffworks.com to produce a storyboard of the above.

UICTComm - W

Comm – R & W

90

http://www.howstuffworks.com/


Resources Hewitt (1992) Chapters 1–31



Motor Vehicle Technology (CD-ROM)

Colourpoint (2010) Motor Vehicle & Road User Studies(CD-ROM - images from McPolin textbook)

www.howstuffworks.com

www.clounagh.org

(SELB virtual learning environment)

SAMS

Assessment: SAMs Question 35 (a), (b) and Question 36 (a), (b)and (c)

Assessment: 2015 H Question 25

Assessment 2014 F Question 17

Assessment: 201 F Question 48

Assessment: 2013 F Question 39 (a) and (b)

91

http://www.clounagh.org/



Unit/Option Content


Content



Power Units demonstrate a knowledge and understanding of the main parts common to most reciprocating engines and their purpose:– piston;– piston rings;– piston/gudgeon

pin;– connecting rod;– crankpin;– crank and

crankshaft;– camshaft;– flywheel;– cylinder head;– inlet and exhaust

valves;– valve springs;– cylinder; and– cylinder block.

Teacher demonstrations using working models.

Have a selection of real-life component parts, e.g. pistons, crankshaft. Explain to students how these work.

Teacher to produce blank diagrams of vehicle systems and students then to shade and label each component part using link below.

www.howstuffworks

Comm - W

UICT

92

http://www.howstuffworks/


93








www.clounagh.org


Assessment: 2013 F Question 18

SAMs Question 19

94




Unit/Option Content


Content



Engine Lubrication System

demonstrate an understanding of the two main purposes of oil in an engine lubrication system:– to reduce friction;

and– to reduce wear;

demonstrate an understanding of viscosity:– SAE (Society of

Automotive Engineers) rating; and

– oil additives; demonstrate

knowledge of basic maintenance checks:– check oil level

weekly or before long journeys; and

– check the security of the oil filler cap

Students read relevant part in McPolin Chapter 6 about the purpose of oil.

Teacher to demonstrate how to check oil in a car – students take turns at checking.

Students to use www.howstuffworks to produce a mind map on the engine lubrication system.

Comm - R

SM

UICT/ PS

95



Unit/Option Content


Content


and dipstick; and

96


Unit/Option Content


Content



Engine Lubrication System (cont.)

demonstrate an understanding of the purpose of the:– oil pump;– oil filter;– strainer; and– sump.

Resources Hewitt (1992) Chapters 19–20McCauley (2008) Chapter 6McPolin (2009) Chapter 6Motor Vehicle Technology (CD-ROM)

Colourpoint (2010) Motor Vehicle & Road User Studies(CD-ROM - images from McPolin textbook)www.howstuffworks.com www.clounagh.org (SELB virtual learning environment)

Assessment SAMs Question 35

97




Unit/Option Content


Content



Fuel System demonstrate an understanding of the purpose of the:– fuel tank;– fuel pump;– fuel filter;– connecting fuel

lines;– inlet manifold;– air filter; and– fuel injection; and

demonstrate an understanding of the need for basic maintenance checks and safety precautions:– check air filter;– check for leaks;

and– avoid naked

lights.

Teacher or mechanic to demonstrate the fuel system.

Students to annotate these features using McPolin CD-ROM diagrams.

Hot Seat activity- 1 minute each on questions on the fuel system.

Assessment: 2015 H Question 17Assessment: 2014 F Question 31 (c)

Comm – R&W

WO/PS

Comm – R&W

98


99








www.clounagh.org


100




Unit/Option Content


Content



Exhaust System

demonstrate an understanding of the purposes of the following in discharging waste gases and reducing noise levels:– tailpipe;– catalytic

convertor; and– diesel particulate

filter; and

demonstrate an understanding of basic maintenance checks and safety precautions:– checking the

exhaust system for gas leakage and corrosion; and

– checking the exhaust system

Students research car exhaust system.

Teacher to demonstrate on a car. Students draw an annotated diagram.

Teacher to outline the basic maintenance checks that are needed.

Students have a go in groups at doing the checks.

Students produce a manual on the exhaust system using instinct.

www.howstuffworks and diagrams from McPolin CD-ROM.

Past Paper 2015 H Question 22 (d)Past Paper 2014 F Question 31 (a)Past Paper 2013 F Question 13Past Paper 2013 F Question 20

SM

WO

UICT

Comm – R&W

101



102


Resources Hewitt (1992) Chapter 46






103



Unit/Option Content


Content


3.6 (cont.)

Electrical System

Students should be able to: demonstrate an

understanding of the following components and their purpose:– the main charging

system components (battery and alternator); and

– the main ignition system components (ignition switch,coil, high tension leads and spark plugs).

Teacher demonstrates the electrical system on a car, to include charging, ignition, starting system.

Students to investigate each one on www.howstuffworks.com and annotate diagrams from McPolin CD-ROM.

UICT

104



Unit/Option Content


Content



Electrical System (cont.)

demonstrate an understanding of the following components and their purpose:– the main starting

system components (starter motor and solenoid); and

demonstrate an understanding of basic maintenance checks and safety precautions regarding:– electrical

connections;– battery terminals;– the security of the

battery;– the battery

electrolyte level (where applicable); and

Teacher demonstrates the maintenance checks/safety precautions with regard to electrical connections, battery and drive belt.

Students have a go at the same.

Jeopardy- Students come up with quality questions that would lead to a particular answer.

Students read relevant information from McPolin Chapter 6.

Students produce a PowerPoint on the electrical system.

SM

WO/ PS

UICT

105


106






Colourpoint (2010) Motor Vehicle & Road User Studies (CD-ROM - images from McPolin textbook)


www.clounagh.org


Assessment Past Paper 2011 H Question 26

Assessment: Past Paper 2015 H Question 10Assessment: Past Paper 2015 H Question 22Assessment: Past Paper 2014 F Question 18Assessment: Past Paper 2014 F Question 24

107




Unit/Option Content


Content



Cooling System

demonstrate an understanding of the purpose of air and water cooling systems and of the main parts of a pump assisted pressurised liquid cooling system:– water jacket;– thermostat;– top hose;– radiator;– radiator cap;– radiator tubes

and fins;– expansion/header

tank;– bottom hose;– water pump;– water pump

pulley;– radiator fan

(mechanically and electrically

Teacher gives an overview of the cooling system. If possible, demonstrates on a car.

On blank diagrams of vehicle systems, students shade and label each component part.

Further research- investigate www.howstuffworks for further information on each part of the cooling system.

Comm – R&W

UICT/ SM

108



109


Unit/Option Content


Content



Cooling System (cont.)

demonstrate an understanding of basic maintenance checks and safety precautions for:– water pump belt

drive;– water hoses;– radiator coolant

level; and– anti-freeze

strength.

Teacher demonstrates the basic maintenance checks and students have a go at the same in groups.

Resources Hewitt (1992) Chapters 17 and 18



Past Papers

Mark SchemesAssessment 2014 F Question 20Assessment 2014 F Question 36 (a), (b) and (c)

110



111


Unit/Option Content


Content



Transmission System

demonstrate an understanding of:– the purpose and

principles of a dry friction clutch, pressure plate and splined gearbox primary shaft;

– the purpose and general principles of a manual gearbox;

– the purpose of the chain, belt, drive shaft, propeller shaft and universal joints in the transmission system;

– the purpose of the differential ( please note that mechanical details are not

Teacher to explain the transmission system.

Students research the Internet for visual images/illustrations.

Students annotate diagrams on: -the clutch, engaged and disengaged gear box, gear box and propeller shaft.

Investigate them further using www.howstuffworks.com

Teacher to explain simple gear ratio.Calculations and students do activities on p116 of McPolin Chapter 6.

SM

Comm – R&W

UICT

UM

Comm – R&W

112



113



Unit/Option Content


Content



Braking Systems

demonstrate an understanding of:– the basic

principles of a braking system;

– the need for independent hydraulic foot brake and mechanical handbrake;

– anti-lock braking system (ABS); and

– drum and disc brakes and their different characteristics; and

demonstrate an understanding of the main parts of a typical brake layout and their purpose:– brake pedal;

Students investigate how the braking system works.

Read the relevant text in McPolin Chapter 6

Students research the Internet for visual images/illustrations – www.howstuffworks.com

Students to annotate diagrams of the braking system.

Students to produce a PowerPoint to illustrate the purpose of the main parts of a typical brake layout.

Each one, teach one – Circulate requirements of the braking system and each student explains their statement.

PS

UICT

Comm – R&W

UICT

WO/PS

114



115


Unit/Option Content


Content



Braking Systems (cont.)

– brake drum;– slave/wheel

cylinder;– disc calliper;– disc pad; and– handbrake; and

demonstrate an understanding of basic maintenance checks and safety precautions of the:– foot brake;– handbrake; and– level of fluid in the

reservoir.

Teacher to demonstrate how to carry out maintenance checks on the braking system. Students do the same.

Comm – R&W

116


Resources Hewitt (1992) Chapter 25




Past papers

Mark schemes

Assessment: Past Paper 2014 F Question 31 (b)Assessment: Past Paper 2011 H Question 29

117



Unit/Option Content


Content



Steering and Suspension Systems

demonstrate an understanding of:– the purpose and

basic principles of the rack and pinion steering system;

– the purpose and basic principles of power steering;

– the purpose and basic principles of coil spring, leaf spring and torsion bar suspension systems;

– MacPherson strut; and

– the purpose of the damper.

Students research the steering and suspension system then annotate blank diagrams of the main parts.

Students investigate www.howstuffworks to add more information on each component.

Comm – R&W

UICT




118




119


Unit/Option Content


Content



Tyres demonstrate understanding of basic maintenance checks and safety precautions:– tyres for signs of

abnormal wear;– wheels and tyres

for signs of damage;

– dampers for efficiency by ‘bounce test’;

– tightness of wheel nuts;

– tyre pressures in accordance with manufacturers’ recommendations;

– wheel balance and alignment; and

– methods to eliminate tyre

Students look at tyres of cars in school car park and tyres on mopeds, conduct bounce test.

Students have a go at checking the tyre pressure.

Read relevant information on tyres in McPolin, Chapter 3.

Students produce a checklist for any car user for their tyres.

WO

SM

Comm – R&W

120


121







122



Bibliography

Colourpoint (2010) MV&RUS CD Rom

Drinking and Driving – the Aftermath, BITER

Drivers, Riders and the Law, BITER

Driving Standards Agency, Driving – the Essential Skills, The Stationery

Office

Driving Standards Agency, Hazard Perception – Roadsense, The

Stationery Office

Hewitt, T. (1992) Motor Vehicle Studies, Harper Collins Educational

(The Official) Highway Code for Northern Ireland (2014) DoENI

In Case of Accident, BITER

Institute of Advanced Motorists (1998) Staying Alive: Defensive Driving

Tips and Best Practice, Brighouse: 4th Dimension Interactive Ltd.

Know your Traffic Signs, The Stationery Office

McCauley, J. (2008) Road Traffic Studies, MC Publishing

McPolin, E. (2009) GCSE Motor Vehicle and Road User Studies,

Colourpoint

Motor Vehicle Technology CD Rom

Pass Your Driving Test Safely CD Rom, Absolute Media

RoSPA Wall Charts, Work Sheets, Posters www.rospa.co.uk

Take Cover, BITER

The Official Theory Test (CD Rom), 4Di in conjunction with the Driving

Standards Agency

The Road User, BITER

The Road User and the Law, BITER

123



Traffic Calming Posters DoENI

Weather Hazards, BITER

Working for a Safer Area, Safer Routes, (2008) Sandwell Borough

Council

www.clounagh.org (SELB virtual learning environment)


124

