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This required multiple hours of studying to pass, but was fairly straightforward. The coursework included, on top of the content, quizzes that made sure that I understood everything, which really helped me in the final test and led me to pass on the first attempt.

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Intention

I want to grow the Capability Element of Acting with Independence. Developing this element would be meaningful for me because driving represents freedom, responsibility, and maturity. It allows me to make my own decisions, manage risk, and take accountability for my actions on the road. Strengthening this element will help me prepare for the future, increase my independence, and give me the confidence to handle responsibilities.

Skill I Will Develop

To support growth in this element, I plan to develop the skill of driving. I am currently working towards my learner’s licence and need to practise regularly with my parents. Driving requires confidence, decision-making, and focus, which all connect to becoming more independent.

Milestone

By the end of this task, I aim to complete at least 15 learner driving hours.

Drive confidently in suburban areas and start practising more complex driving situations (e.g., roundabouts, merging).

Show that I can make decisions independently while still being safe.

Practice (Micro-Habits)

Schedule 2–3 practice sessions per week (20–40 mins each).

Update my driving logbook after each session.

After each drive, reflect on one thing I did well and one area I need to improve.

Anticipate Obstacles (If/Then Plan)

If I feel nervous about new driving situations, then I will start practising in quieter areas before moving on to busier roads.

If schoolwork or weather prevents me from driving, then I will reschedule for the weekend or shorter drives.

If I lose motivation, then I will remind myself that driving is worth the effort and that it will(IDK What to put here).

Check-in Plan

✔️ Am I consistent with practice?

✔️ Do I feel more independent and confident when driving?

✔️ What specific skills have improved?

✔️ What still makes me uncertain?

By Check-in 1: Apply/Register and Pass my Learner's Test

By Check-in 2: Drive at least 4 hours and be able to drive confidently in streets, including roundabouts and normal parking.

By Check-in 3: Drive independently with minimal help on main roads to at least 60 km/h and complete 15 hours of total driving. I would also like to be able to park in any way.

Transfer

At the end, I will show my growth by:

Demonstrating driving without help.

Being able to park in all possible ways.

Completing 15 hours of Driving.

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Accountability buddies are important because they help me keep on track and support me through this journey of learning a new skill. My parents are super important as they are the ones acting as my instructor and they can provide support in learning all the neccesary skills. My friends are also learning to drive, so its fun to talk about it with them and they can relate to the posts I make quite well.

My parents

Aarnav

Krish

Rahil

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I plan to use my logbook as a tracker for driving hours. Make sure to drive after dinner on weekdays, as it is a habit I do daily. I also set a calendar reminder for practice sessions and review my progress every three weeks with accountability buddies. The aim is to drive at least twice a week, and I use these various methods to do so.

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To be able to drive, I need to:

Go to a Service SA centre to register to do the L's test

Complete and pass the myLs course

Apply for my L's

Upon completing this, I can drive so by the first check I would like to at least complete everything prior to getting on to the roads.

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In Week 6, I decided to change my skill from improving my bowling in cricket to developing my driving skills. This shift was not an easy decision, as I had already started planning and gathering evidence for my original skill. However, I realised that driving connected much more strongly as I had just turned 15 and it was closer to my chosen 5C element, Acting with Independence. This meant it aligned better with my personal goals and the skills I required for the future. Changing my focus at this stage was challenging because it meant restarting parts of my IMPACT plan, catching up on evidence, and rethinking how to show progress within a shorter timeframe. I also had to complete the myLs coursework, practice quizzes, and register for the learner’s test before I could even begin practical driving, which required strong time management and persistence.

Despite these challenges, this new skill directly supports my growth in independence and responsibility. Driving gives me real-world opportunities to make decisions, manage risks, and take ownership of my actions, all essential to developing maturity and responsibility. It also provides measurable progress through milestones like passing my learner’s test and logging driving hours, which clearly demonstrate my growth. Overall, this change has made my project more meaningful and relevant, helping me build confidence and independence that will benefit me well beyond school.

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In Week 6, I made the decision to change my focus skill to driving, as I realised it would better align with developing my 5C element of Acting with Independence. This change came with several challenges, mainly the need to shift from a less applicable and specific skill to a more realistic and real-world-based skill. It was initially difficult to adjust to my new skill of learning to drive as the slower process of learning through the myLs course, especially while balancing other commitments and keeping myself motivated, makes it more complicated to see immediate results. However, this stage helped me understand the value of persistence and the importance of building strong foundations before moving on to practical application.

Planning: I started by creating a structured and applicable plan that included completing the myLs modules, passing the quizzes, and setting a timeline to book and pass my learner’s permit test. This planning stage was essential in helping me set realistic goals and hold myself accountable.

Applying: I implemented this plan by dedicating time after school to study the content, complete the practice tests, and revise areas I struggled with. I found that using online practice questions and setting short study goals each day kept me focused and reduced stress.

Collecting Evidence: My current evidence includes screenshots of completed parts, test results from the myLs platform, and confirmation of passing my learner’s test. These reflect the progress I’ve made in preparing for real driving.

Judging: With feedback from my accountability buddies, I evaluated my consistency and self-motivation. Even though I have not yet completed my first official drive, the preparation process has shown my ability to manage my time, take initiative, and learn independently.

Reflecting: I’ve realised that independence isn’t only about physical driving but also about mental preparation, staying disciplined, making informed decisions, and being confident in new and unfamiliar situations. The process has improved my ability to plan effectively and stay organised.

Next Steps: For my next loop, I aim to complete at least two hours of supervised driving, focusing specifically on developing confidence and control around roundabouts. I will also seek feedback from my supervisors after each drive and document my reflections on what I learned, what went well, and what I can improve next. By Check-In 2, I want to demonstrate clearer evidence of my independence and progress in applying this skill practically.

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Since my first check-in and first driving session, I’ve made noticeable improvements. I can handle basic maneuvers, navigate roundabouts, and complete a U-turn with more confidence than before. These early successes reflect the value of my first driving experience, which helped me become more aware of the car’s responsiveness, road positioning, and my own reactions in real situations. Despite these gains, I recognise that I haven’t driven enough yet to reach my goal of completing 15 learner hours and confidently tackling more complex driving conditions as well as parking.

Challenges and Obstacles

Balancing schoolwork and my new part-time job has significantly limited the time I can dedicate to driving. I’ve realised that at this pace, it might be difficult to achieve my milestones before the end of the task. Additionally, I am still gaining experience, so I can’t drive in all conditions or every day, and some situations, like busier streets or longer drives, feel intimidating because of my current skill level.

Stepping Up

To step up my learning, I plan to focus on longer, more challenging drives during the school holidays. This includes tackling busier streets, more roundabouts, and unfamiliar routes to build my independence and confidence. I will prioritise drives that provide meaningful learning experiences, gradually increasing complexity while balancing my work commitments. I want to push myself to take initiative, make safe decisions independently, and continue practising maneuvers like U-turns, merging, and proper lane positioning.

Reflection

Reflecting on this process, I see that acting independently is not just about physical driving but it’s really about planning, time management, responsibility, and maintaining focus under pressure. Each drive teaches me patience, awareness, and confidence. Even small improvements, like smoother turns or better anticipation of other drivers, give me a sense of achievement and show that I am becoming more self-reliant. I have also learned that careful reflection and applying feedback from my dad, which directly translates into growth, reinforcing my independence both on and off the road.

Next Steps

My next steps are to intentionally schedule multiple longer drives during the holidays, progressively tackle more challenging driving situations, document reflections after each session, and continue seeking feedback from my dad. By doing so, I aim to strengthen my confidence, decision-making, and overall independence, while balancing work and school commitments to ensure consistent progress toward completing my 15 learner hours and becoming a safe, responsible driver. Although at this point it might be difficult to get to 15 hours, as I have realised it might be ambitious given the time frame and that I have recently started a part-time job. So, I will change my goal to 10 hours, so I should be close to finishing it by the end of the next check in.

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Evidence & Challenges

Since my last check-in, I’ve only managed to complete one driving session, the third one in the table. This was largely due to the combination of commitments that filled my schedule, including part-time work, caring for my younger brother, and participating in activities during the school holidays. Between these responsibilities, there was very little time to dedicate to driving practice, and when small opportunities did appear, they often didn’t line up with good and safe driving conditions or the availability of my parents to act as a supervisor. I’ll also admit that my motivation dropped quite a bit, and I didn’t prioritise driving as much as I should have. It wasn’t that I completely forgot, but rather that with so many competing demands, driving slipped out of my routine, partly as I lacked a strong reminder to keep me accountable. Once school resumed, the first two weeks were overwhelming, with multiple assignments, assessments, and shifts at work, making it difficult to find the time for driving.

Personal Reflection & Next Steps
Reflecting on this loop, I can see that I have already applied the element of Acting with Independence earlier in this process. In my first and second drives, I demonstrated initiative by planning my goals, using my companion book to guide my practice, and developing confidence through real driving experiences. I took responsibility for my learning and made conscious decisions to improve with each session. However, this recent period has shown me that independence also means keeping up motivation and discipline, even when life becomes overwhelming.

Going forward, I will demonstrate clearer growth in this element by taking a more structured and accountable approach, even outside of this task. I plan to schedule drives in advance, use reminders to stay consistent, and take advantage of weekends or shorter time slots rather than waiting for long sessions. I also want to set specific skill targets for each drive, such as improving lane changes or turning at intersections, to keep my progress focused and measurable. Through this, I aim to rebuild consistency, strengthen my confidence, and prove that I can manage my responsibilities independently while still prioritising personal growth. I’ve learned that independence isn’t just about what I do behind the wheel, it’s actually about how I organise my time, stay committed to my goals, and take ownership of my progress, even when challenges arise.

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During my first driving session, I started in a parking lot to get used to the car and understand how it responded to my actions. At first, I felt nervous, especially when controlling the pedals and steering, but after a few minutes, I began to feel more comfortable. I focused on practising turning, accelerating, and braking, learning how much pressure to apply and how to control the car’s speed smoothly. I also spent time on perpendicular parking, which required patience and precision. Doing clockwise and counterclockwise loops around the car park helped me get a feel for how the car moved and responded in tighter spaces. Once I felt confident, I drove through nearby local streets, practising safe turning, slowing at signs, and staying within the correct speed limit, with guidance from my dad. I even crossed and briefly drove along a main road, which was a big step out of my comfort zone.

Reflecting on this experience, I realised that driving is as much about mental focus and confidence as it is about skill. I had to stay calm, anticipate what could happen next, and make small decisions independently, things that felt intimidating at first but quickly became empowering. Every small success, like a smooth turn or a safe stop, boosted my self-belief. This first drive showed me that independence isn’t just about being able to drive alone; it’s about trusting myself to handle new challenges responsibly. I also noticed how much awareness and control driving demands, from checking mirrors to judging distances, and how those habits build maturity and accountability. Overall, this session gave me a strong foundation and helped me see real progress in my confidence, focus, and decision-making, directly connecting to my goal of acting with independence.

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During my second driving session, I drove to and from the parking lot, which gave me the opportunity to put my first session’s experience into practice and take on more challenging scenarios. I practised turning, accelerating, braking, and perpendicular parking again, but I noticed a marked improvement in both my control and confidence, my movements were smoother, and I was more aware of how much pressure to use on the pedals and steering. For the first time, I encountered and navigated multiple roundabouts, which initially felt intimidating, but I managed them successfully by anticipating other drivers’ actions and adjusting my speed appropriately. I also attempted a U-turn for the first time, which required careful judgment of space and timing, and gave me a sense of accomplishment.

Having another driver behind me added another layer of pressure, as I felt responsible to drive at a pace that was safe and considerate for everyone on the road, so that I don't affect other drivers' time. This heightened awareness pushed me to stay more focused and anticipate potential hazards, skills that were beyond the more basic things I did in the first one and link directly to acting independently. Reflecting on this session, I realised just how much the first drive had prepared me. My initial practice had given me familiarity with the car and basic maneuvers, allowing me to concentrate on more complex skills and road situations. I felt noticeably calmer, more confident, and more capable of making independent decisions while managing risk responsibly. This session showed me that growth in independence comes not only from practising a skill, but also from learning to apply it thoughtfully in real-life situations.

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During my third driving session, it was challenging to schedule time due to my part-time job and the increased school workload in Weeks 9 and 10. Despite these obstacles, I was determined to continue building my independence and confidence on the road. For this drive, I focused almost entirely on driving on the streets, with a short section on the main road. Before starting, I reviewed my driving companion book to identify the specific skills I wanted to practise, including keeping my hands at 10–2, safely changing lanes, navigating traffic lights, and making smooth left and right turns at intersections. Having these clear goals made my drive more purposeful and gave me a structure to focus on applying what I had learned so far.

On the road, I immediately noticed how much more confident I felt compared to my previous drives. I required less guidance from my dad in the passenger seat and was able to make decisions independently, such as judging safe gaps for lane changes and anticipating when cars would move at traffic lights. I concentrated on maintaining steady control of the car, using smooth steering, gentle acceleration, and proper braking. Turning at intersections became less intimidating as I applied what I had practised about observing mirrors, checking blind spots, and signalling correctly. Each of these actions required simultaneous attention, planning, and control, and I could feel how my previous experiences, particularly the second drive, had helped me develop a stronger sense of vehicle awareness and spatial judgement.

Reflecting on this drive, I realised that driving is not just about handling the car, but also about mental focus, confidence, and decision-making under real-world conditions. Being responsible for a shared space on the road meant I had to balance my own comfort with the safety and expectations of other road users, which encouraged maturity and careful judgment. I also saw that the preparation I made by using the companion book to set targets made a huge difference in how productive and structured the drive felt. Overall, this session showed significant growth in independence, confidence, and applied driving skills, and it reinforced that consistent practice, reflection, and intentional goal-setting are key to progressing as a responsible and capable driver.

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My original plan for habit tracking was to use my logbook and a habit tracking app as a consistent tracker for driving hours, drive after dinner on weekdays, set calendar reminders for practice sessions, and review my progress every three weeks with my accountability buddies. However, in practice, I didn’t fully follow through with all of these strategies. While I did record my drives in the logbook, I found it difficult to stick to a fixed schedule of driving after dinner, as my routines often changed due to schoolwork, family commitments, and my part-time job. My driving ended up happening on random days rather than set ones, which made it harder to build a consistent habit. I also didn’t set up the calendar reminders and the habit tracking app as I had intended, which contributed to me losing track of when I last drove and not prioritising driving as much as I could have.

Reflecting on this, I’ve realised that successful habit tracking depends on realistic planning and commitment. I overestimated how predictable my weekly schedule would be, and as a result, my original schedule wasn’t viable. This has helped me recognise that independence also means adapting strategies when plans don’t work as expected. In the future, I’ll simplify my approach by scheduling shorter but more flexible driving sessions in advance and setting automatic reminders on my phone so I stay accountable. By doing this, I can turn driving into a consistent routine rather than something that happens irregularly, allowing me to take greater ownership of my progress and demonstrate stronger independence, showing clear growth in my 5C element of Acting with Independence. Even if this task has ended, I would like to strive to complete my driving license through the similar ways as mentioned above.

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I think this was a good decision and a good choice you made here because driving is very relevant and fits your main focus really well. Since you got your license recently, there is quite a bit of evidence, and as we have the school holidays for this skill, you should have enough time to do this. Good Luck.

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This reflection is really important because I think it was part of why you were not able to complete this goal and have motivation while doing it. It really shows what you missed and what you can improve, which is really good. Based on this, I really want to see how you do after we complete this task and how you will keep up to complete 75 hours of driving for your P's.

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Well done so far, it is good to see how you have applied your element. I see that the main problem is not having enough hours, and not getting to your goal of at least 2 hours before this check-in. I still feel the goal is feasable as you have the school holidays to do so and I think, if you can find the right balance, you will be quite successful. Hope you complete your goal.