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CCEA Planning Framework for GCSE Motor Vehicle and Road User Studies

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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

Introduction

The 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.

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 Capabilities

This 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 4

Students 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 4

Students 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.

Key Stage 4 Statutory Skills and Personal Capabilities

Communication SkillsComm - T&L (Talking & Listening) W (Writing) R (Reading)

Using MathematicsUM

Using ICTUICT

Problem solvingPS

Working with OthersWO

Self-ManagementSM

Assessment for Learning

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

Key Features

The 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.

CCEA Planning Framework for GCSE Motor Vehicle and Road User Studies

31

Unit 1.1

Vehicle Control and Road User Behaviour

Unit/Option Content

Learning Outcomes or Elaboration of Content

Suggestions for Teaching and Learning Activities

Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

1.1

50% of teaching time

The Highway Code

1.1 (cont.)

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);

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


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

The Highway Code (cont.)

· how to give/use

appropriate signals; and

· signals (primary and secondary light signals, signals given by

authorised persons, drivers and others); and

· Students should be able to demonstrate knowledge and understanding of:

· road traffic 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.

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 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

Comm- T & L

WO, P

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)

CCEA Past Papers

www.safedrivingforlife.info/road-signs-quiz

www.nidirect.gov.uk

Unit/Option Content




1.1 (cont.)

Driving and Riding under Adverse Conditions



· protective clothing and the need to be conspicuous; and

· the distinctive properties of reflective and fluorescent materials; and


· 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

1.1 (cont.)

Driving and Riding under Adverse Conditions

· suggested protective aids for all categories of road user;

· problems associated with 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 produce a mind map reading/driving under adverse conditions in pairs.

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

WO

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)

Unit/Option 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)

Unit/Option Content




1.1 (cont.)


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


ROSPA wall charts

“Weather hazards”



Unit/Option Content




1.1 (cont.)


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

Resources


RoSPA wall charts




Unit/Option Content




1.1 (cont.)


Discuss the main problems of driving in snow.

Comm - T&L

Snow


· 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 driving

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

SM

· the need to keep windows and wheel arches clear.

Resources

Activities from McPolin (2009) Chapter 1




Department of the Environment (DOE) Leaflets (now Dept. for Infrastructure)

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

Unit/Option Content




1.1 (cont.)


Ice


· braking distances;

· black ice;

· de-icing equipment; and

· motor cyclists’ problems.

Start with the students’ own experience of walking, cycling and as passengers in a car when roads are icy. Identify and record particular problems.

Students produce a poster for motorists to show how to drive in icy conditions.

Comm – T&L

SM, UICT

Resources




Unit/Option Content




1.1 (cont.)


Strong Winds


· 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




McPolin (2009) Chapter 1, page 31

Unit/Option Content




1.1 (cont.)


Low Sun


· 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&L

Comm – R&W

Resources




Unit/Option Content




1.1 (cont.)


Physical and Mental Fitness of the Driver


· 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 and the penalties on conviction.

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 consequences www.sharetheroadtozero.com Anti-drink drive Tv ad.

Assessment: Past Paper 2012 /7 Question 19 (a), (b) and (c)

UICT

PS

SM

WO

Comm – R&W

1.1 (cont.)

Resources


The Road User: Unit 4 (DVD)

Drinking and Driving – The Aftermath Video

Levette (2007) Talking about Alcohol

www.sharetheroadtozero.com

Unit/Option Content




1.1 (cont.)


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



Unit/Option Content




1.1 (cont.)


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

Resources



Unit/Option Content




1.1 (cont.)


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



Unit/Option Content




1.1 (cont.)


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

Resources



Unit/Option Content




1.1 (cont.)


Vision


· 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

Unit/Option Content




1.1 (cont.)


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

www.gov.uk/driving-eyesight-rules

www.vutest.com/seedrive/index.htm

Unit/Option Content




1.1 (cont.)


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


· internal distractions (passengers and

in-car technology);

· external distractions;

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

PS

Comm – T&L

Unit/Option Content




1.1 (cont.)


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 Accident

The Road User: Unit 7 and 8 (DVDs)

www.rospa.co.uk

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

Unit/Option Content




1.1 (cont.)


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



Department of the Environment (DOE) (now Dept. for Infrastructure) Leaflets

Unit 1.2

Legal Requirements

Unit/Option Content




1.2



Motor Insurance


· 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 theft and comprehensive); 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

Unit/Option Content




1.2 (cont.)


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.

WO

UM

WO

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

Unit/Option 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 21

2012/2013 Foundation Tier Papers- relevant short questions from first section.



“Take Cover”

Unit/Option Content




1.2 (cont.)


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 (SORN);

· insurance certificate;

· insurance policy;

· insurance cover policy;

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

Unit/Option Content




1.2 (cont.)


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



The Road User and the Law


Your 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

Assessment::

2011 Higher Tier paper Question 25 (a), (b), (c) and (d)

Hot Seat: Revision questions on insurance-2 minutes each.

Unit/Option Content




1.2 (cont.)


The Vehicle


· tyres (legal requirements and tyre sizes);

· seat belts (types of seat belt, compulsory wearing, exemptions and rear seat belts);

· child restraints;

· harnesses;

· anchorages; and

· air bags.

Teacher demonstrates, if possible, on own car with pupils: tyres, seat belts, child restraints, air bags.

Students to produce an annotated diagrams for all the above.

Each one teach one.

Circulate requirements of the vehicle and each student explains their statement.

Comm - T&L

Comm – R&W

WO/ PS

Resources

Hewitt (1992) Chapter 26


Unit/Option Content




1.2 (cont.)


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

Resources



Helmets, Car

Unit/Option Content




1.2 (cont.)


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&W

SM

UICT

Comm – R&W

Resources

Hewitt (1992) Chapters 25, 28–29


Unit 3.3

Road Transport and its Effect on Society

Unit/Option Content




3.3

5% of teaching time


Development of the Modern Road System and Traffic Management


· 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 and traffic calming).

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

Resources



Working for a Safer Area

Posters: Traffic Calming Series


Past papers

Mark schemes

Unit/Option Content




3.3 (cont.)


Development of the Internal Combustion Engine


· 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

Resources



Unit/Option Content




3.3 (cont.)


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


· 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

Unit/Option Content




3.3 (cont.)


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

Unit/Option Content




3.3 (cont.)


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) Order 1982.

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

Motoring Laws (cont.)

Resources



Appendix 2, MVRUS Specification.

Pastpapers 2011

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

Unit/Option Content




3.3 (cont.)


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 hospital patients and others living near busy roads; and

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

Unit/Option Content




3.3 (cont.)


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;

· demonstrate knowledge of why garage forecourts no longer offer four-star petrol; and

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.

OPV

Class 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 why.

Comm - T&L

Comm - T&L

Comm – R&W

Comm – T&L

WO

Unit/Option Content




3.3 (cont.)


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

Resources




Past Papers

Mark Schemes


Role Play Cards

Unit 3.4

Motoring Mathematics

Unit/Option Content




3.4



Buying 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

Unit/Option Content




3.4 (cont.)


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

Resources



Newspapers, magazines (Autotrader)


Sams p18 + 19

Unit/Option Content




3.4 (cont.)


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

Resources




Forms-driving licence, tax, insurance

Unit/Option Content




3.4 (cont.)


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

Resources

McPolin Chapter 4

Car of their choice

Unit/Option Content




3.4 (cont.)


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

Resources



Unit/Option Content




3.4 (cont.)


Others

· evaluate the methods used to reduce motoring costs; and


· 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.

Unit 3.5

Collision Procedures

Unit/Option 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

Unit/Option Content




3.5 (cont.)

Precautions (cont.)

Resources

Reflective clothing, fluorescent clothing, sashes, wristbands

The 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

Unit/Option Content




3.5 (cont.)


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

Unit/Option Content




3.5 (cont.)


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, lacerated,

punctured or contused);

· shock and its symptoms; and

· unconsciousness (using the recovery position and CPR).

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

Comm – T&L

Comm – T&L

Unit/Option 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

Unit 3.6

Motor Vehicle Technology

Unit/Option Content




3.6



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

Unit/Option Content




3.6 (cont.)


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.

UICT

Comm - W

Comm – R & W

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)

Unit/Option Content




3.6 (cont.)


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

Resources







www.clounagh.org


Assessment: 2013 F Question 18

SAMs Question 19

Unit/Option Content




3.6 (cont.)


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 and dipstick; and

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

Unit/Option Content




3.6 (cont.)


Engine Lubrication System (cont.)

· demonstrate an understanding of the purpose of the:

· oil pump;

· oil filter;

· strainer; and

· sump.

Resources







www.clounagh.org


Assessment SAMs Question 35

Unit/Option Content




3.6 (cont.)


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 17

Assessment: 2014 F Question 31 (c)

Comm – R&W

WO/PS

Comm – R&W

Resources







www.clounagh.org


Unit/Option Content




3.6 (cont.)


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 mountings for security and correct fitment.

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 13

Past Paper 2013 F Question 20

SM

WO

UICT

Comm – R&W

Resources







Unit/Option Content




3.6 (cont.)

Electrical System


· 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

Unit/Option Content




3.6 (cont.)


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

· the drive belt.

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

Resources





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 10


Assessment: Past Paper 2014 F Question 18

Assessment: Past Paper 2014 F Question 24

Unit/Option Content




3.6 (cont.)


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 driven); and

· anti-freeze; and

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

Unit/Option Content




3.6 (cont.)


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 Schemes


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


SAMs Question 17

Unit/Option Content




3.6 (cont.)


Transmission System


· 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 required);

· the reasons for transmission lubrication; and

· simple gear ratio calculations; and characteristics.

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

Resources





Assessments Past Paper 2014 F Question 44 (a), (b)

Assessments Past Paper 2013 F Question 19

Assessments Past Paper 2013 F Question 39 (c), (d), (e)

SAMs Question 19, Question 20

Unit/Option Content




3.6 (cont.)


Braking Systems


· 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;

· brake master cylinder;

· servo;

· brake pipes;

· drum-type brakes;

· brake shoe;

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

Unit/Option Content




3.6 (cont.)


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

Resources





Past papers

Mark schemes

Assessment: Past Paper 2014 F Question 31 (b)


Unit/Option Content




3.6 (cont.)


Steering and Suspension Systems


· 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

Resources






Unit/Option Content




3.6 (cont.)


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 wear.

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

Resources






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

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)
