Skills Assessment – Practical Tasks
• Use this checklist to record evidence during each practical activity• Mark each skill or behaviour as:
• All sections must be completed to validate the student's competence.• If any item is marked "N/S," the student is not yet satisfactory until reassessment is completed.• Use additional pages if more space is needed for comments.
Clear
Activity 1: Conducting Risk Assessment and Crash Avoidance Skills TrainingAssessment Criteria 1: Conducting Risk Assessment and Crash Avoidance TrainingExplanation: This section evaluates the trainer's ability to identify hazards, use simulators effectively, and prepare learners for emergency driving scenarios, ensuring the learner can identify potential risks and respond appropriately
Sub-Criteria
Performance Description
S / N/S
Assessor Comments
1.1 Instructor systematically guides learner through recognizing potential hazards such as approaching pedestrians, merging traffic, or changing road conditions, providing clear explanation on how to spot dangers before they become immediate threats.
Guides learner through hazard identification scenarios
1.2 Instructor effectively utilises driving simulators or safe closed areas to demonstrate and practice emergency responses without actual risk, providing realistic hazard scenarios for the learner to navigate.
Uses simulator or controlled area for crash avoidance training
1.3 Instructor clearly demonstrates emergency braking, swerving techniques, and explains when each is appropriate, showing proper hand position and body control during
Demonstrates crash avoidance manoeuvres
1.4 Instructor points out various road users during sessions and explains their different movement patterns and potential risk, highlighting the importance of sharing the road safety
Identifies different types of road users (cyclists,pedestrains,etc.)
1.5 Instructor provides clear explanations of potential outcomes from poor risk assessment, using relevant examples or case studies to illustrate consequences of inattention or poor hazard perception
Explains consequences of failing to assess risks
1.6 Instructor modifies teaching approach for various driving conditions, explaining specific strategies for each environment and demonstrating adaptability in training methods.
Adjusts training for different environments (wet, urban, highway)
1.7 Instructor maintains composed demeanor when introducing high-pressure scenarios, providing clear, concise instructions without raising voice or showing anxiety during emergency simulation exercises.
Communicates calmly during high-stress drills
1.8 Instructor consistently emphasises defensive driving principles throughout all simulations, providing positive feedback when learner demonstrates appropriate caution and preventative actions.
Reinforces low-risk driving habits during simulations
1.9 Instructor demonstrates correct threshold braking, smooth steering inputs, and proper hand positions, explaining the mechanics behind each technique while performing them.
Models proper braking and steering techniques
1.10 Instructor delivers specific, constructive feedback immediately after each simulation scenario, relating comments directly to the learner's actions and suggesting practical improvements.
Provides scenario-based feedback on performance
Assessment Criteria 2: Implementing WHS/OHS Requirements and PracticesExplanation: Assesses the trainer's adherence to workplace health and safety standards when preparing both the learner and vehicle for training sessions, ensuring all safety protocols are followed.
2.1 Instructor performs comprehensive vehicle check before commencing training, following a systematic approach covering all critical safety components and demonstrating the importance of pre-drive checks.
Conducts a full vehicle inspection before lessons
2.2 Instructor properly examines and verifies oil, coolant, brake fluid levels, confirms appropriate tyre pressure with gauge, and tests functionality of all vehicle lights, explaining the importance of each check.
Checks for fluid levels, tyre pressure, lights
2.3 Instructor surveys training area for potential hazards such as oil spills, debris, or adverse weather conditions, taking appropriate action to either remove hazards or adjust training location as needed.
Identifies and addresses environmental hazards
2.4 Instructor explains and demonstrates correct seating position, mirror adjustments, and control accessibility, ensuring proper visibility and comfortable reach to all vehicle controls.
Adjusts seat, mirrors, and controls for ergonomic comfort
2.5 Instructor properly explains and shows correct seatbelt positioning, airbag functionality, and use of additional safety features like ABS or traction control, emphasising their importance.
Demonstrates use of seatbelts and vehicle safety features
2.6 Instructor follows all workplace safety signs, knows location of first aid equipment, fire extinguishers, and emergency exits, and explains relevant emergency procedures to the learner.
Complies with WHS signage and emergency protocols
2.7 Instructor creates an open environment where learners feel comfortable speaking up about safety issues, actively asking forlearner input regarding safety and responding supportively to concerns.
Encourages students to raise safety concerns
2.8 Instructor implements appropriate personal protective equipment and hygiene protocols according to current workplace requirements, such as vehicle sanitisation between learners or use of masks if required.
Uses PPE or sanitisation procedures as required
2.9 Instructor demonstrates continuous monitoring of changing conditions during the training session, adjusting activities based on emerging risks or hazards, and remaining alert to potential dangers.
Maintains awareness of risks throughout training
2.10 Instructor accurately records all safety checks, hazard identification, and risk controls implemented during training sessions, using organisational templates and keeping thorough documentation.
Documents WHS activities and checks
Assessment Criteria 3: Conducting Pre- and Post- Operational InspectionsExplanation: Ensures that the trainer is able to conduct and teach proper inspections of the training vehicle, identifying potential safety issues before and after driving sessions.
3.1 Instructor uses a comprehensive, systematic approach to vehicle inspections, following an organised checklist without skipping steps and explaining the purpose of structured inspection processes.
Follows a structured inspection checklist
3.2 Instructor correctly locates and examines critical safety components, demonstrating knowledge of minimum legal requirements for tyre tread depth, brake pad thickness, and other safety-critical elements.
Identifies vehicle safety components (brakes, tyres)
3.3 Instructor demonstrates ability to recognise signs of excessive wear or potentialmechanical issues, explaining to learners what to look for when inspecting components and how to distinguish between normal wear and safety concerns.
Detects wear and tear or mechanical faults
3.4 Instructor properly documents any vehicle defects or concerns using appropriate terminology and organisational reporting systems, explaining the importance of timely reporting for safety and maintenance.
Reports issues accurately and promptly
3.5 Instructor performs thorough post-driving inspection, comparing vehicle condition to pre-driving state and noting any new concerns or changes that occurred during the training session.
Conducts post-lesson inspection and notes any changes
3.6 Instructor verifies all signaling and safety systems are operational through physical testing, showing learners how to check each system properly and explaining their importance for safe driving.
Confirms functionality of lights, horn, and wipers
3.7 Instructor clearly communicates the safety and legal reasons for vehicle inspections, relating the importance to real-world driving scenarios and potential consequences of neglecting regular checks.
Explain importance of inspections to learner
3.8 Instructor accurately completes inspection documentation, using correct terminology and following organisational procedures for record-keeping, demonstrating proper documentation practices to learners.
Records results of inspections correctly
3.9 Instructor demonstrates appropriate decision-making regarding identified issues, knowing when a vehicle is unsafe to operate and implementing appropriate alternatives or solutions when needed.
Applies safety protocols based on inspection findings
3.10 Instructor correctly utilises organisational record-keeping systems, whether digital applications or paper documentation, showing proficiency with the tools and explaining their purpose to learners.
Uses organisational tools (digital or paper forms)
Assessment Criteria 4: Clarifying Road Rules and RegulationsExplanation: Evaluates how effectively the instructor explains Australian road rules and regulations using practical examples, ensuring learners understand both the rules and their application in real driving situations.
4.1 Instructor provides clear, correct explanations of regulatory, warning, and information signs encountered during training, relating each to specific driver actions required and potential hazards indicated.
Accurately explains road signs and meanings
4.2 Instructor correctly identifies different speed environments, explains default speed limits for various sones, and clarifies when and how to adjust speed below limits based on conditions.
Describes speed zones and legal limits
4.3 Instructor utilises actual traffic situations to demonstrate right-of-way rules, using clear explanations with practical scenarios at intersections, roundabouts, and when changing lanes.
Uses real-life examples to explain right of way
4.4 Instructor provides detailed guidance on correct roundabout entry, exit, and lane selection procedures, as well as proper merging techniques, using diagrams or real examples to illustrate proper procedures.
Clarifies roundabout and merging rules
4.5 Instructor explains potential penalties (demerit points, fines) and safety implications of common infringements, connecting rules to their purpose in preventing crashes and maintaining traffic flow.
Highlights consequences of rule violations
4.6 Instructor creates an environment where learners feel comfortable clarifying rules they don't understand, actively inviting questions and responding without judgment tomisconceptions.
Encourages learners to ask questions
4.7 Instructor uses scenario-based questions to verify comprehension of road rules, asking learners to explain what they would do in specific traffic situations and why.
Tests learner understanding through discussion
4.8 Instructor offers constructive, specific feedback when learners demonstrate knowledge of road rules, correcting misunderstandings respectfully and reinforcing correct interpretations.
Provides feedback on responses and understanding
4.9 Instructor demonstrates up-to-date knowledge of current national and state- specific traffic regulations, citing relevant sections when clarifying rules and avoiding outdated information.
Refers to the current Australian Road Rules
4.10 Instructor connects abstract regulations to practical application during actual driving, pointing out rule applications during on-road training and relating them to the learner's everyday driving environment.
Links rules to learner's real-world driving experience
Assessment Criteria 5: Preparing and Implementing Contingency PlansExplanation: Evaluates how well the instructor prepares students for driving emergencies and unexpected events, teaching appropriate responses that maintain safety during potentially dangerous situations.
5.1 Instructor clearly describes various emergency scenarios including tyre failures, brake problems, skids, and sudden obstacles, explaining the physics of what happens and warning signs to watch for.
Explains common driving emergencies (e.g. tyre blowout)
5.2 Instructor creates safe simulation exercises for emergency scenarios, using controlledenvironments to practice responses without creating actual danger while ensuring realism in training.
Simulates emergency responses in training
5.3 Instructor models composed behavior during emergency simulations, showing appropriate physical responses while narrating actions clearly and demonstrating emotional control during high-stress scenarios.
Demonstrates calm and clear emergency response
5.4 Instructor breaks down emergency procedures into sequential actions, providing clear instructions for each step and explaining the reasoning behind the recommended response sequence.
Teaches step-by-step response plans (e.g. pulling over safely)
5.5 Instructor provides structured practice opportunities for emergency responses, offering guidance during learner attempts and gradually reducing assistance as competence develops.
Guides learner through emergency drills
5.6 Instructor conducts thorough post- emergency simulation discussions, asking specific questions to verify comprehension and having learners explain back the procedures in their own words.
Checks learner understanding during debriefs
5.7 Instructor demonstrates flexibility by modifying emergency responses based on specific contexts or learner capabilities, adjusting training approaches when initial methods aren't effective.
Updates emergency plans based on scenarios
5.8 Instructor facilitates self-assessment after emergency exercises, asking learners to evaluate their own performance and identify areas for improvement in their emergency response techniques.
Encourages learner reflection after simulations
5.9 Instructor emphasises safety protocols even during emergency scenarios, ensuring that responses to emergencies don't create additional hasards and that WHS principlesare maintained throughout.
Reinforces WHS compliance during emergencies
5.10 Instructor supplies documented emergency contact information and procedures, explaining the appropriate circumstances for contacting emergency services and providing clear guidance on what information to provide.
Provides written emergency contact procedures
Assessment Criteria 6: Submitting Required Evidence Explanation: Assesses the student instructor's ability to complete and submit all necessary documentation accurately and in accordance with organisational requirements,demonstrating professional record-keeping practices.
6.1 Instructor properly identifies and documents potential hazards, risk levels, and control measures on assessment forms, ensuring all relevant fields are completed with appropriate detail and clarity.
Completes risk assessment forms accurately
6.2 Instructor utilises current organisational documents and forms for all record- keeping, following standardised formats and adhering to documentation guidelines established by the training organisation.
Uses approved checklists and reporting templates
6.3 Instructor completes and delivers all required documentation within specified timeframes, demonstrating time management skills and understanding of reporting deadlines.
Submits inspection and session reports on time
6.4 Instructor follows proper filing protocols for documentation, using designated storage systems (physical or digital) and ensuring records are accessible to authorised personnel when needed.
Organises and stores records in appropriate system
6.5 Instructor leaves no required sections blank on documentation, providing completeinformation in all fields and following up on any missing information before submission.
Ensures all fields in forms are completed
6.6 Instructor maintains detailed records of learner performance, recording specific observations about skill development, areas of strength, and opportunities for improvement with objective language.
Documents feedback and learner progress
6.7 Instructor properly handles sensitive learner information, ensuring privacy in record-keeping and verifying accuracy of all recorded data through double-checking before submission.
Demonstrates confidentiality and data accuracy
6.8 Instructor proofs completed forms for errors or omissions, demonstrating attention to detail and taking responsibility for documentation quality through self- checking procedures.
Reviews documentation before submission
6.9 Instructor follows established protocols for document submission, adhering to organisational workflow processes and routing information through appropriate channels.
Complies with organisational reporting procedures
6.10 Instructor demonstrates proficiency with electronic record-keeping platforms, accurately entering data into digital systems and navigating organisational software for documentation purposes.
Uses digital systems (where available) to submit records
Summary Assessment Decision
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