form 2

1.7 Student provides clear, accurate written justifications for their answers, demonstrating understanding of the principles behind road rules and WHS/OHS requirements.

1.8 Student successfully applies road rules and regulations to specific driving scenarios, showing ability to interpret and implement rules in practical situations.

1.9 Student demonstrates understanding of legal obligations and responsibilities of drivers, including passenger safety, licensing requirements, and compliance with road laws.

1.10 Student shows understanding of fundamental safety principles that underpin road rules and regulations, explaining the safety rationale for specific rules.

Assessment 1: Interactive Quizzes on Victorian Road Rules and Regulations
Below is a sample assessment designed to evaluate student knowledge of Victorian road rules, WHS/OHS regulations, and practical driving scenarios. The assessment uses multiple- choice and true/false questions, each requiring a brief written justification. This structure aligns with the provided assessment criteria. Questions can be asked verbally to the student during the assessment.
Section 1: Multiple-Choice Questions
1. What is the default speed limit in built-up areas in Victoria where no speed limit signs are present?
a) 40 km/h
b) 50 km/h
c) 60 km/h

Justification:
Explain why this speed limit is set for built-up areas.
2. Before obtaining a probationary licence, how many hours of supervised driving must a Victorian learner driver complete?
a) 80 hours
b) 100 hours
c) 120 hours

Justification:
Discuss the safety rationale behind requiring this amount of supervised practice.
3. When approaching a roundabout, who must you give way to?
a) Vehicles on your right
b) Vehicles already in the roundabout
c) Vehicles on your left
Justification:
Explain the importance of this rule for roundabout safety.
4. Which of the following is true about using a mobilephone while driving for P-platers in Victoria (as of 2025)?
a) P-platers can use a hand-held phone for GPS
b) P-platers aged 25+ can use a mounted phone for GPS
c) All P-platers can use a phone for any purpose Justification:
Describe the safety concerns related to mobile phone use while driving.
5. What does a solid white line at an intersection mean?
a) You may overtake
b) You must stop
c) You must give way
Justification:
Explain the purpose of road markings at intersections.

Section 2: True/False Questions
6. True or False: You can park in a ‘No Stopping’ zone for up to two minutes if you remain in the vehicle.
Justification:
Clarify the difference between ‘No Stopping’ and ‘No Parking’ zones.
7. True or False: The legal blood alcohol concentration (BAC) for full licence holders in Victoria is less than 0.05. Justification:
Discuss why this BAC limit is important for road safety.
8. True or False: Under the OHS Act 2004, employers must ensure all vehicles used for work are regularly maintained and safe to operate.
Justification:
Describe the employer’s responsibilities under WHS/OHS law regarding work-related driving.
Section 3: Scenario-Based Questions
9. Scenario:
You are driving in wet weather and see a cyclist ahead in your lane. What should you do?
a) Overtake quickly without changing your speed
b) Slow down and give the cyclist at least 1 metre of space
c) Sound your horn to alert the cyclist and pass closely

Justification:
Explain the safety principles involved in sharing the road with cyclists.
10. Scenario:
You are approaching an intersection with a ‘Give Way’ sign, but no other vehicles are present. What must you do?
a) Proceed without slowing down
b) Slow down and give way to any vehicle in, entering, or approaching the intersection
c) Stop regardless of traffic Justification:
Describe the right-of-way rules at intersections and their purpose8.
Assessment Criteria Mapping
Criteria                                   Example Questions
1.1 Overall score                   All questions (80%+ correct)
1.2 Basic road rules             Q1, Q2, Q5
1.3 Traffic signs/signals     Q5, Q10
1.4 Right-of-way Q3, Q10
1.5 Parking/stopping Q6
1.6 WHS/OHS  Q8
1.7 Justifications All written explanations
1.8 Application to scenarios Q9, Q10
1.9 Legal responsibilities Q2, Q7, Q8
1.10 Safety principles Q2, Q7, Q9
Sample Answers and Justifications
Q1 Answer: b) 50 km/h
Justification: This speed is considered safe for built-up areas where there is a higher likelihood of pedestrian and vehicle interaction, helping to reduce the risk and severity of crashes3.
Q2 Answer: c) 120 hours
Justification: Extensive supervised practice helps new drivers gain experience in various conditions, reducing crash risk once they are licensed3.
Q3 Answer: b) Vehicles already in the roundabout

Justification: Giving way to vehicles in the roundabout prevents collisions and ensures smooth traffic flow8.
Q4 Answer: b) P-platers aged 25+ can use a mounted phone for GPS
Justification: Allowing limited phone use for GPS helps older, more experienced P-platers navigate safely, while restrictions for younger drivers reduce distraction-related crashes1.
Q5 Answer: b) You must stop
Justification: Solid white lines indicate a stop requirement,ensuring drivers check for cross-traffic and pedestrians, enhancing safety at intersections8.
This assessment structure ensures coverage of all required criteria and provides opportunities for students to demonstrate both knowledge and understanding of the principles behind Victorian road rules and WHS/OHS requirements.
Section 2: True/False Questions – Sample Answers
6. True or False:
You can park in a ‘No Stopping’ zone for up to two minutes if you remain in the vehicle.
Answer: False
Justification:
A ‘No Stopping’ zone means you cannot stop your vehicle at any time, not even briefly or to drop off passengers, regardless of whether you remain in the car. This is stricter than a ‘No Parking’ zone, where you may stop briefly to pick up or set down passengers.
7. True or False:
The legal blood alcohol concentration (BAC) for full licence holders in Victoria is less than 0.05.
Answer: True
Justification:
Full licence holders in Victoria must have a BAC below 0.05. This limit is set because even small amounts of alcohol can impair driving ability, increasing the risk of accidents. The law aims to keep all road users safe by reducing alcohol- related crashes.
8. True or False:
Under the OHS Act 2004, employers must ensure all vehicles used for work are regularly maintained and safe to operate.
Answer: True
Justification:
The OHS Act 2004 requires employers to provide a safe working environment, which includes ensuring all vehicles used for work purposes are well-maintained and safe to operate. This helps prevent workplace injuries and protects both employees and the public.
Section 3: Scenario-Based Questions – Sample Answers
9. Scenario:
You are driving in wet weather and see a cyclist ahead in yourlane. What should you do?
Answer: b) Slow down and give the cyclist at least 1 metre of space
Justification:
In wet weather, stopping distances are longer and visibility is reduced. Cyclists are more vulnerable, so it’s essential to slow down and give them plenty of space (at least 1 metre in speed zones up to 60 km/h, and 1.5 metres above that). This reduces the risk of collision and allows for safe overtaking.
10. Scenario:
You are approaching an intersection with a ‘Give Way’ sign, but no other vehicles are present. What must you do?
Answer: b) Slow down and give way to any vehicle in, entering, or approaching the intersection
Justification:
The ‘Give Way’ sign means you must prepare to yield to any vehicle already in, entering, or approaching the intersection, even if you don’t immediately see another car. This rule ensures intersections are navigated safely and prevents accidents from unexpected vehicles appearing suddenly.

Assessment 2: Group Discussions and Case Study Analyses
Assessment Criteria
Explanation: This assessment evaluates the student's ability to analyse driving incidents, identify safety violations, and propose preventive measures that comply with WHS/OHS guidelines through group discussions and case study analyses.

Case Study 1: Distracted Driving Incident
Scenario:
A driving instructor observes a learner driver checking the
mobile phone for a text message while stopped at a red light.
The learner is distracted and does not notice the light turning
green, causing a minor traffic delay and frustration for drivers
behind.
Discussion Prompts:
• What are the key safety and legal issues in this scenario?
• What factors contributed to the distraction?
• What WHS/OHS guidelines apply to this situation?
• What preventive measures can be taken to avoid similar
incidents?
• What are the possible legal consequences for the learner
and instructor?
Case Study 2: Unsafe Overtaking
Scenario:
During a lesson on a rural road, a learner attempts to overtake
a slow-moving tractor on a curve with limited visibility. The
instructor intervenes and prevents the overtake, avoiding a
potential head-on collision with an oncoming vehicle.
Discussion Prompts:
• Identify the critical safety violations and risks.
• What contributed to the learner’s decision to overtake?
• How do WHS/OHS principles relate to this scenario?
• Suggest practical strategies to prevent unsafe overtaking.
• What legal rules govern overtaking in such situations?
Case Study 3: Fatigue and Long-Distance Driving
Scenario:
A learner plans to drive from Craigieburn to Ballarat for
practice. The lesson is scheduled after the learner has finished
a full day at school and a part-time job. During the drive, the
instructor notices the learner yawning and losing
concentration.
Discussion Prompts:
• What are the main safety concerns here?
• What factors (human, environmental, systemic)
contributed to the risk?
• How should WHS/OHS guidelines be applied in planning
lessons?
• What preventive actions can be recommended for
managing fatigue?
• What are the legal responsibilities of the instructor in this
scenario?
Case Study 4: Inadequate Vehicle Maintenance
Scenario:
A driving instructor discovers that the learner’s private
vehicle, used for lessons, has worn-out tyres and a faulty
brake light. The lesson is postponed until the issues are fixed.
Discussion Prompts:
• What are the key safety and regulatory issues?
• What factors led to the vehicle’s unsafe condition?
• How do WHS/OHS requirements apply to vehicle
maintenance?
• What steps should be taken to ensure vehicles are safe for
instruction?
• What could be the legal consequences of using an
unroadworthy vehicle?
Case Study 5: Failure to Give Way at a Roundabout
Scenario:
A learner driver enters a roundabout without giving way to a
vehicle already in the roundabout, causing the other driver to
brake suddenly. No collision occurs, but the instructor must
explain the error.
Discussion Prompts:
• Identify the safety and legal issues in this incident.
• What factors may have contributed to the learner’s
mistake?
• What WHS/OHS principles are relevant here?
• What preventive measures and teaching strategies could
address this issue?
• What are the legal implications of failing to give way at a
roundabout?
How to Use These Case Studies
• Present each scenario verbally to the group.
• Encourage students to discuss and analyse the issues using
the prompts.
• Have students summarise their findings, propose
preventive measures, and reflect on legal and WHS/OHS
implications.
• Assess participation, reasoning, and communication
throughout the discussion.
Case Study 1: Distracted Driving Incident
Scenario:
A learner checks their mobile phone while stopped at a red
light, misses the green, and causes a minor delay.
1. What are the key safety and legal issues in this scenario?
• Safety: Driver distraction increases crash risk, slows
reaction times, and may cause failure to notice hazards
or traffic signals, endangering all road users.
• Legal: It is illegal for learner drivers to use any function
of a mobile phone while driving or stopped in traffic
(except for specific exemptions like paying for goods in a
carpark). Penalties include fines and demerit points, and
for learners, possible loss of permit.
2. What factors contributed to the distraction?
• The presence and accessibility of the mobile phone.
• Inexperience in managing in-car distractions, common
among novice drivers.
• Possibly a lack of clear instruction or enforcement of a
“no phone use” policy during lessons.
3. What WHS/OHS guidelines apply to this situation?
• Duty to manage risks and ensure safety as far as
reasonably practicable, including eliminating
distractions in the vehicle6.
• Both the instructor and learner share responsibility for
maintaining a safe learning environment.
4. What preventive measures can be taken to avoid similar
incidents?
• Enforce a strict “no phone use” rule for all learners
during lessons.
• Store phones out of reach and sight during driving.
• Educate learners about the dangers and legal
consequences of distracted driving3.
• Model and reinforce attentive driving behaviours at all
times.
5. What are the possible legal consequences for the learner
and instructor?
• Learner: Fines, demerit points, possible loss or
suspension of learner permit, and increased insurance
risk.
• Instructor: Potential liability under WHS/OHS if risk
management duties are not met, and reputational
damage if unsafe practices are allowed.
Case Study 2: Unsafe Overtaking
Scenario:
A learner attempts to overtake a tractor on a curve with
limited visibility; the instructor intervenes.
1. Identify the critical safety violations and risks.
• Attempting to overtake on a curve with limited visibility is
a major safety violation, risking head-on collisions.
• Failure to assess road markings and conditions before
overtaking8.
2. What contributed to the learner’s decision to overtake?
• Inexperience and poor judgment of safe overtaking
conditions.
• Possible pressure to maintain speed or lack of patience.
• Lack of understanding of rural road risks, such as blind
bends and narrow lanes5.
3. How do WHS/OHS principles relate to this scenario?
• The instructor has a duty to prevent unsafe manoeuvres
and manage risks during lessons6.
• Both parties must act to eliminate or minimise foreseeable
risks.
4. Suggest practical strategies to prevent unsafe overtaking.
• Teach and reinforce the rules for safe overtaking,
including only overtaking when visibility is clear and
road markings permit.
• Use scenario-based discussions and demonstrations to
highlight risks.
• Encourage patience and defensive driving habits.
5. What legal rules govern overtaking in such situations?
• It is illegal to overtake on a curve or where visibility is
limited, or where road markings prohibit overtaking.
• Breaching these rules can result in fines, demerit points,
and increased crash liability.
Case Study 3: Fatigue and Long-Distance Driving
Scenario:
A learner, after a long day, shows signs of fatigue during a
lesson.
1. What are the main safety concerns here?
• Fatigue impairs concentration, reaction time, and
judgment, increasing the risk of crashes9.
• Fatigued driving can be as dangerous as driving over the
legal BAC limit9.
2. What factors (human, environmental, systemic)
contributed to the risk?
• Human: Lack of sleep, prior activities (school and work),
underestimating fatigue.
• Environmental: Long-distance, rural driving with fewer
opportunities for rest.
• Systemic: Scheduling lessons without considering rest
needs.
3. How should WHS/OHS guidelines be applied in planning
lessons?
• Instructors must assess and manage fatigue risk, ensuring
learners are fit to drive before lessons.
• Lessons should be scheduled to avoid times when fatigue
is likely (e.g., after long days or late at night).
4. What preventive actions can be recommended for
managing fatigue?
• Schedule lessons at times when the learner is rested.
• Encourage regular breaks (every 2 hours), hydration, and
healthy sleep habits.
• Postpone or reschedule lessons if fatigue is observed.
5. What are the legal responsibilities of the instructor in this
scenario?
• Duty of care to ensure the learner is fit to drive and not
fatigued.
• Potential liability if an incident occurs due to failure to
manage fatigue risks.
Case Study 4: Inadequate Vehicle Maintenance
Scenario:
A learner’s private vehicle has worn tyres and a faulty brake
light; the lesson is postponed.
1. What are the key safety and regulatory issues?
• Worn tyres and faulty brake lights compromise vehicle
safety and are illegal under roadworthy requirements.
• Using an unroadworthy vehicle increases crash risk and is
an offence.
2. What factors led to the vehicle’s unsafe condition?
• Neglect of regular maintenance checks.
• Possible lack of knowledge about vehicle upkeep.
3. How do WHS/OHS requirements apply to vehicle
maintenance?
• Both instructor and learner must ensure vehicles used for
instruction are safe and roadworthy.
• Regular inspections and adherence to manufacturer’s
maintenance schedules are required.
4. What steps should be taken to ensure vehicles are safe for
instruction?
• Conduct pre-lesson vehicle checks (tyres, lights, brakes,
fluids).
• Postpone lessons if the vehicle is not roadworthy.
• Educate learners on basic vehicle maintenance.
5. What could be the legal consequences of using an
unroadworthy vehicle?
• Fines up to 25 penalty units for driving unregistered or
unroadworthy vehicles14.
• Increased liability in the event of a crash.
• Potential loss of licence and insurance issues.
Case Study 5: Failure to Give Way at a Roundabout
Scenario:
A learner fails to give way to a vehicle already in the
roundabout, causing the other driver to brake suddenly.
1. Identify the safety and legal issues in this incident.
• Failing to give way at a roundabout is a common cause of
crashes and is a traffic offence.
• The learner endangered themselves and others by not
yielding to vehicles already in the roundabout.
2. What factors may have contributed to the learner’s
mistake?
• Inexperience or misunderstanding of roundabout rules.
• Possible confusion about who has right of way.
3. What WHS/OHS principles are relevant here?
• The instructor must ensure the learner understands and
applies correct road rules, minimising risk.
• Both must work to prevent foreseeable hazards.
4. What preventive measures and teaching strategies could
address this issue?
• Provide clear instruction and practice on roundabout
entry and right-of-way rules.
• Use diagrams and real-world examples to reinforce
learning.
• Encourage defensive driving and patience.
5. What are the legal implications of failing to give way at a
roundabout?
• Fines (in Victoria, five penalty units, currently $988) and
three demerit points.
• Liability for any resulting accidents or injuries.

Assessment 3: Role-Playing Exercises
Assessment Criteria
Explanation: This assessment evaluates the student's ability to apply road rules and WHS/OHS guidelines in practical driving situations, demonstrating correct decision-making and actions during simulated scenarios.

Role Play Activities for Assessment 3 : Role- Playing Exercises

Activity 1 : Distracted Driving- Passenger Distraction

Scenario:

A learner driver is navigating a suburban street .The front seat passenger (role played by another student). Repeatedly tries to show the driver funny video on their phone. The supervising instructor (role play)observes the situation.

Roles:

• Learner driver
• Distracting passenger
• Supervising instructor

Instructions:

• The learner must respond appropriately to the distraction,applying road rules and WHS/OHS  guidelines
• The instructor should intervene if necessary, modeling safe supervision.

Activity 2: Emergency Response- Sudden Pedestrian Crossing 

Scenario:

While Driving through a busy shopping area, a pedestrain suddenly steps onto the road at a crossing.The driver must react quickly and safely.

Role:

• Learner driver
• pedestrian (role-play) 
• Observing instrutor

Instructions:

• The driver must demonstrate hazard perception, correct stopping procedures. And communication with the pedestrian
• The instructor observes and provides feedback. 

Activity 3: Navigating a Construction Zone

Scenario:
The learner approaches a construction zone with changed speed limits, lane closures, and workers present.

Roles:

• Learner driver
• Construction worker (role-played)
• Instructor

Instructions:

• The driver must observe signage, reduce speed, and safely navigate the zone.
• The construction worker may signal instructions or create additional hazards.

Activity 4: Dealing with Aggressive Drivers
Scenario:
Another vehicle (role-played by a peer) tailgates and tries to overtake dangerously. The learner must maintain composure and manage the situation safely.
Roles:
• Learner driver
• Aggressive driver
• Instructor
Instructions:
• The learner must avoid escalation, maintain safe speed, and make safe decisions (e.g., pull over if needed).
• The instructor provides guidance and feedback.

Activity 5: Fatigue Management
Scenario:
The learner reports feeling tired during a long practice session. The instructor must assess the situation and decide on the safest course of action.
Roles:
• Learner driver
• Instructor
Instructions:
• The learner describes their symptoms.
• The instructor must model WHS/OHS practice by deciding whether to continue, take a break, or end the session.
Benchmarking Performance Criteria

Assessment 4: Legal and Regulatory Compliance Workshop
Assessment Criteria
Explanation: This assessment evaluates the student's participation in a workshop covering legal requirements, driving regulations, and workplace safety laws, demonstrating engagement and comprehension of content.

Assessment 4: Legal and Regulatory Compliance Workshop
Activity:
Scenario-Based Group Exercise and Reflective Summary Workshop Activity Outline
Scenario:
Your group is presented with the following situation:
A company driver is stopped by police and found to be driving a company vehicle with expired registration. The driver’s licence is current, but the vehicle’s last safety inspection was missed. The driver is also not wearing a seatbelt. The company has a WHS policy, but the driver claims they were not trained on compliance requirements.
Tasks:
• Discuss the legal and regulatory breaches in this scenario.
• Identify the responsibilities of both the driver and employer under Victorian law.
• Propose actions to rectify the situation and prevent recurrence.
• Reflect on the consequences for non-compliance.
• Prepare a group summary and each write a brief reflective paragraph on what you learned.

Benchmarking Answers
4.1 Active workshop participation
• Student engages fully in group discussion, asks questions, contributes ideas, and volunteers for roles in presenting findings.
4.2 Understanding of legal requirements
• Identifies that driving an unregistered vehicle is illegal under Victorian law.
• Recognises the requirement for drivers to hold a current valid licence.
• Notes that vehicles must be registered and have up-to-date safety inspections.
4.3 Knowledge of driving regulations
• States that all drivers and passengers must wear seatbelts.
• Acknowledges police powers to stop vehicles and check compliance.
• Cites relevant road rules (e.g., Road Safety Act 1986).
4.4 Comprehension of workplace safety laws
• Explains that under the OHS Act 2004, employers must provide a safe system of work, including training on compliance.
• Notes that employees must follow safety procedures and report hazards.
4.5 Quality of reflective summary
• Reflective summary clearly explains what was learned about legal compliance, the importance of vehicle checks, and the need for both employer and employee diligence.
• Includes personal insights and practical steps for future compliance.
4.6 Contribution to group activities
• Shares relevant examples or insights.
• Collaborates respectfully, listens to others, and helps synthesise group findings.
4.7 Application of legal knowledge to scenarios
• Correctly applies knowledge by recommending immediate action: vehicle removed from service until registered, driver retrained, company reviews and updates trainingand compliance checks.
4.8 Understanding of consequences for non-compliance
• Identifies possible fines for unregistered vehicles, penalties for not wearing seatbelts, and potential prosecution for the company under OHS law if found negligent.
• Discusses increased risk of accidents and insurance implications.
4.9 Engagement with workshop materials
• Completes all exercises, reviews provided resources (e.g., VicRoads, WorkSafe Victoria guides), and uses checklists or templates as directed.
4.10 Retention of key workshop concepts
• Accurately recalls and applies key points in a closing quiz or summary discussion: legal requirements for registration, licensing, seatbelt use, and WHS responsibilities.
Roles and Responsibilities Student/Participant:
• Actively participate, contribute to group analysis, and complete reflective summary.
• Apply legal and regulatory knowledge to the scenario.
• Engage with workshop materials and activities.
Facilitator/Instructor:
• Present scenario and guide discussion.
• Provide legal and WHS reference materials.
• Assess participation, understanding, and quality of reflection.
• Offer feedback and clarify legal points as needed.
Sample Reflective Summary (Benchmark Example)
“This workshop made me realise how crucial it is for both drivers and employers to understand and meet all legal requirements. I learned that driving an unregistered vehicle is not only illegal but also puts everyone at risk. The importance of regular vehicle checks, up-to-date training, and clear communication between employers and drivers stood out to me. In the future, I will make sure to check vehicle registration and safety before driving, and I’ll encourage others to do the same.”

Assessment 5: Advanced Observation and Hazard Identification
Assessment Criteria
Explanation: This assessment evaluates the student's ability to identify and respond to potential hazards through advanced observation and scanning techniques, ensuring safe driving practices.

Assessment 6: Attention Management and Hazard
Negotiation
Assessment Criteria
Explanation: This assessment evaluates the student's ability to
manage attention effectively and negotiate hazards safely
through hands-on driving experiences in various traffic
conditions.

Assessment 7: Vehicle Control and Handling
Assessment Criteria
Explanation: This assessment evaluates the student's vehicle control skills through practical on-road sessions, focusing on braking, steering, position planning, and slow-speed maneuvering in various conditions.

Assessment 8: Driving in Diverse Conditions
Assessment Criteria
Explanation: This assessment evaluates the student's ability to safely navigate different terrains, weather conditions, and road environments, adapting driving techniques appropriately.

Assessment 9: Interactive Roadcraft and Strategy Application
Assessment Criteria
Explanation: This assessment evaluates the student's application of advanced roadcraft skills in real-world scenarios, focusing on hazard negotiation, strategic positioning, and emergency management.
Explanation: This assessment evaluates the student's application of advanced roadcraft skills in real-world scenarios, focusing on hazard negotiation, strategic positioning, and emergency management.

Assessment 10: Emergency Situations and High-Risk Scenarios
Assessment Criteria
Explanation: This assessment prepares students for high-risk road situations, focusing on emergency braking, safety cushion management, and safe merging techniques in challenging conditions.

Assessment 11: Risk Management and Decision Making
Assessment Criteria
Explanation: This assessment evaluates the student's ability to assess risks, understand collision consequences, and make effective driving decisions to reduce risk in various driving situations.

Assessment 12: Attitude, Road Sharing, and Motivational Factors
Assessment Criteria
Explanation: This assessment evaluates the student's understanding of psychological aspects of driving, including attitude, road sharing principles, and motivational factors that influence driving behavior.