4.2

I'm quite a nervous public speaker so we'ver decided ill be clicking through the slide and we've practiced many times so we are both very comfortable with what we're saying we've timed ourselves a but we realise that because of added nervousness and adrenaline rush people tend to speak faster while public speaking so we will work on slowing ourselves down




These are the visuals we will be using and paring with the text for our presnation

Slide 1 – TITLE intro slide

Young adults in the beginning phases of getting their drivers license often face unique stresses. Scheduling, financial, and interpersonal issues inhibit them progressing toward their journey of gaining their full drivers license.

Slide 2 - situation

Learning to drive is an exciting part of growing up. It’s a step towards independence and freedom, but it can have adverse consequences. Being on the road does carry a risk and teenage drivers are more likely to crash than any other age group.

Slide 3 – Maze slide

Road crashes are the single greatest killer of 16 to 24 year olds, and the leading cause of permanent injury.

Young drivers were ‘at fault’ in 81% of the fatal crashes and 78% of the serious injury crashes in 2012. (Data from the Centre for Road Safety Intelligence, 2013).

At least one young Kiwi motorist will die on a New Zealand road this week.

4 – User profile

We believe there are many ways to help these young drivers on their journey to their full drivers license become more confident and less stressed on the roads, and hopefully lower these grim statistics.

5 - needs

Our character Lucy represents young drivers in New Zealand on their journey to gaining their full license.

She is a 16 year old learner driver on her way to her restricted which requires practical driving experience.

Her parents are keen for her to get her license but she finds that her parents teaching her stresses her out too much.

6 -  FILLER WELLBEING

We found that young adults who utilise their family members as a means to learn how to drive need a way to manage their relationships better, so the experience is less stressful for the young adult, and person teaching them.

Young adults need a financially viable alternative option available to gain driving experience but still be taught to drive in a professional manner.

Young adults learning to drive need a way to cohesively schedule times with the person who’s teaching them to drive.

7 - provocations

How might we help and support these young adult learner drivers recover mistakes on the road and regain their confidence, and how might we facilitate a cheaper alternative to private driving lessons while still providing a professional level of teaching?

Also, how might we facilitate a means to help young adults co-ordinate and schedule time with people to teach them?