Watto Training

https://au.news.yahoo.com/controversial-road-rule-axed-for-millions-of-aussie-drivers-from-today-unnecessary-223913786.html

Controversial road rule axed for millions of Aussie drivers from today: 'Unnecessary' The rule change is all about 'keeping traffic moving' and is set to impact one cohort in particular.

I just asked Chat GPT to create a thumbnail for Watto Training for my Strathpine to Bracken Ridge Commentary Drive and this is what I got!

Contract Car Driver Trainer / Assessor
Watto Training (RTO #40791) is seeking experienced contract driver trainers to assist with the delivery and assessment of:

TLI41225 Certificate IV in Motor Vehicle Driver Training (Car Stream)
This role involves training and assessing trainee driving instructors who are entering the driver training industry.

Locations
We are particularly interested in trainers located in:
• Brisbane (North, South, East and West)
• Sunshine Coast
• Gold Coast
• Gympie and Wide Bay region

About the Role
This is flexible, ad hoc contract work that can be undertaken alongside your existing driving school business or training activities.

Training and assessment may include:
• Practical driver trainer development
• Observation and coaching sessions
• Assessment of trainee instructors
• Workplace mentoring and support
• Competency-based assessments

Essential Requirements
Applicants must:
• Hold current accreditation as a car driving instructor
• Have a suitable automatic training vehicle fitted with dual controls
• Hold current Public Liability Insurance
• Hold current Professional Indemnity Insurance
• Demonstrate strong knowledge of low-risk driving principles and learner-centred training techniques
• Have the ability to complete training records and assessment documentation accurately

Highly Desirable
Preference will be given to applicants who:
• Hold TAE40122, TAE40116 or TAE40110 Certificate IV in Training and Assessment (or successor qualification)
• Have experience training or mentoring other driving instructors
• Have experience in vocational education and training (VET)
• Have experience conducting competency-based assessments
• Have 3+ years current driver training experience
• Can travel within their local region when required

Important Information
• This is not a full-time position.
• Work is provided on an as-needed basis.
• Trainers are engaged as independent contractors.
• Applicants must not have any conflict of interest that may impact impartiality or assessment decisions.
• At this stage, we are seeking car driver trainers only (not motorcycle or heavy vehicle trainers).

Remuneration
• Up to $90 per hour
• Travel time and meal breaks are not paid
• Payment terms provided upon engagement

About Watto Training
Watto Training specialises in the training and assessment of driver trainers throughout Queensland and interstate. We are committed to producing professional, safety-focused driving instructors through practical, industry-relevant training.

Apply
Please email:
Brendan Watson
[email protected]

Include:
• Brief resume
• Driving instructor qualifications
• Relevant training and assessment qualifications
• Summary of your driver training experience

NB: If you are an ex-Watto Training graduate I will have copies of your qualifications already on file.

I didn't write this but I found it very interesting and it may be of benefit for people teaching young people to drive - 10 of the most significant, research-backed statistics relating to the impact of social media and technology on student learning are shown below. Both positive and negative effects have been included for a balanced, evidence-based perspective and, so as not to convey the idea that all technology or all social media is bad, for it most certainly is not.

Near-universal usage | 97% of students use social media platforms regularly. This shows how deeply embedded technology is in students’ daily learning environments.

Very low academic use | Only 1% of students use social media primarily for academic purposes. Most usage is non-educational, limiting its learning benefits.

High distraction levels | 66% of students report being more drawn to social media than academic work. Indicates strong competition between learning and digital engagement.

Direct impact on learning | 52% of students say social media negatively affects their learning activities. A majority perceive a real academic cost.

Addiction concerns | Around 57% of students report being addicted to social media. Addiction correlates with poorer focus and academic outcomes.

Time spent online | Many students spend 3+ hours daily on social media, which is linked to poorer time management and reduced academic engagement.

Impact on sleep (and learning) | 68% of students say social media delays their sleep. Sleep disruption is strongly linked to reduced academic performance.

Reduced academic engagement | Heavy social media use is a significant negative predictor of academic engagement. More use leads to less focus and more procrastination.

Positive impact on collaboration | Social media-based learning increases student participation, collaboration, and confidence. When used intentionally, it can enhance learning outcomes.

Growing role of AI and technology | Around 80% of students use AI tools, but 62% believe it negatively affects their learning and skill development. Technology is helping—but also raising concerns about dependency.
Key Takeaways

Biggest risks: distraction, addiction, reduced focus, sleep disruption

Biggest benefits: collaboration, access to information, engagement

Core issue: how technology is used matters more than how much
Here are 5 student-relevant statistics highlighting the dangers of social media, especially in relation to learning, wellbeing, and development:

Academic performance drops | Students who spend 3+ hours per day on social media are significantly more likely to have lower grades. More screen time often replaces study time and reduces focus.

Sleep disruption | 68% of students report losing sleep due to social media use. Poor sleep directly impacts memory, concentration, and learning.

Increased anxiety and depression | Teens who spend more than 3 hours daily on social media face double the risk of mental health issues (including anxiety and depression). Constant comparison and online pressure take a toll.

Addictive behaviour | Around 57% of students say they feel addicted to social media. This can lead to compulsive checking and reduced self-control.

Reduced attention span | Studies show frequent social media use is linked to shorter attention spans and increased difficulty focusing on tasks. This affects deep learning and critical thinking.
Simple takeaway for students:

Social media isn’t “bad”—but too much, at the wrong times, can seriously impact your learning, sleep, and mental health.

Here are 5 student-relevant statistics on the dangers of the internet, focusing on safety, wellbeing, and learning:

Exposure to harmful content | Around 70% of young people have encountered inappropriate or harmful content online (violence, po*******hy, or hate content). Many students are exposed earlier than expected, often accidentally.

Cyberbullying prevalence | About 1 in 3 students report experiencing cyberbullying. Online bullying can be constant, anonymous, and harder to escape than face-to-face bullying.

Privacy risks | 60% of teens have shared personal information online (location, school, contact details). This increases risks of scams, identity theft, and unsafe contact.

Mental health impact | Students who experience negative online interactions are 2–3 times more likely to report depression or emotional distress. Online environments can strongly affect real-world wellbeing.

Online predators | Approximately 1 in 5 children receive unwanted sexual solicitation online. Highlights the importance of digital safety and awareness.

Simple takeaway for students:

The internet is powerful and useful—but not always safe. Being aware, thinking before you share, and knowing when to disconnect are essential skills.

While there were a broad range of sources viewed the key sources were:

eSafety commissioner
UNICEF
UNESCO
OECD
Common Sense Media
Pew Research centre
Sleep Foundation