Irish School Of Excellence/ Drivers Ed Programme

The Irish School of Excellence runs the largest driver education programme for secondary schools in Ireland. Established in 2000, the programme was developed to teach students the fundamentals of driving and to foster responsible attitudes and driving behaviours. The programme is delivered in post primary schools nationwide by qualified ADI driving instructors and 30,000 transition year and leaving certificate students completed the programme each year…

[ Program
The student will understand the rules and guidelines of
the program
The student will investigate the process of obtaining and
maintaining a driver’s licence, examine the vehicle inspection
and registration process, and learn the value of being a
financially responsible driver.
The student will recognize, understand, and describe the laws
and procedures related to road signs, signals, and markings.
The student will recognize the necessity of making routine
checks and adjustments prior to an after entering the vehicle;
appropriately identify and respond to alert symbols, warning
symbols, and safety devices; understand and control vehicle
balance and vehicle operating space; and appropriately apply
the techniques of vehicle reference points to establish road
position and vehicle placement.
Driver education
The program consists of 36 periods of classroom instruction
and at least 12 driving lessons.
Instruction shall be designed to accommodate all students
including those with disabilities, those identified as gifted/
talented, and those who have limited English proficiency.
Local supervision
Program success depends on administrative leadership,
qualified and dedicated teachers, appropriate equipment,
facilities, and competent supervision. Through effective
scheduling and organization, all students can be assured of
timely participation in the classroom and in the in-car phases
of the program.

Evaluation
There are two types of evaluation that should occur. The first
is an on-going evaluation to monitor student progress. During
this assessment phase, students should receive immediate
feedback on progress, or if necessary, remedial instruction.
The second is a summative or end of phase (classroom and
behind the wheel ) evaluation.
On-going classroom evaluation may be accomplished in
several ways. This may include evaluation of worksheets,
reports, verbal feedback in class, role playing activities
or demonstrations, and end-of-unit-tests. Examples of
in-car evaluation may include daily skill and manoeuvre
assessments, and the student observer’s in car activity book.
Accurate record keeping is essential and assessments should
be shared with parents. The standardized end of curse road
skills test shall be used as the culminating assessment.
[ Record keeping
Driver education student records should include
• Parent/guardian permission to enroll in the course.
• General information sheet that includes the students name,
pps number, address, phone number and emergency
contact person;
• In-car progress report and final road skills analysis
When to offer this program
Learning interest typically peaks when the student approach,
or have reached, the minimum legal driving age. It is
recommended that schools carefully consider the grade or age
at which driver education classes are offered.
Students with disabilities who require licensing and/or pre
assessments should be identified during the classroom phase
of the program.

Accommodating students with special needs
Through a well planned, individualized program, students with
disabilities can become safe, responsible drivers.
All students
Upon undertaking this course will be entitled to one years
no claim bonus upon completion.
• The insurance company will insure under the family policy if
parents require at a much reduced price than normal.
• A mechanic will show all students the basic workings and
maintenance to insure better knowledge in case of emergencies.
• A representative from the bank will show how to get a car
loan and all the pitfalls that one needs to know when taking
out a loan (the good and the bad)
• I believe the quality of our new drivers will be of benefit to
the new generation of road users.
• This foundation for our students will teach them the value
of driving, human behaviour and respect for all.
• Inclusion not exclusion is the key and knowledge, and we
can help this at a young age to see the problems arising
from careless driving and behaviour.
• This is the way to stop the needless deaths on our roads,
teach them to respect all and drive safely.

Driver education requires classroom instruction and
hands-on training. Students must apply concepts learned
behind the desk to the relatives of driving behind the
wheel. While curriculum content is an essential element
for improved driver education, a quality delivery system is
critical to effective student learning. The guide provides
several tools to help students meet competencies
through a combination of classroom and practical
instruction. These include modelling, knowledge and
skill assessment, guided observation, and parental
involvement.
Quality instruction requires engaging classroom and
practical learning experiences delivered to students
over an adequate period of time so they can practice
processes and skills and develop habits necessary for
safe vehicle operation. To be successful, instruction
should be delivered in short training sessions over
a long period of time. This allows students to learn
skills correctly while adding more complex skills. It is
not adequate for students to merely know the correct
response. They must do it often enough to generate
correct responses that develop into effective habits.