Safer roads middle years introduction - NT.GOV.AU6 Introduction Introduction experience difficulty...

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Acknowledgements

The Department of Lands and Planning acknowledges and thanks the SchoolDrug Education and Road Aware (SDERA) Board for their significantcontribution to the creation of the Northern Territory, Safer Roads: SchoolRoad Safety Education, Primary Years Teacher Resource. The research, writing and consultation role undertaken by the SDERAmanager (Bruno Faletti), consultants and original writers (Kim Chute,Suzanne Dimitrijevich and Anne Miller) of Challenges and Choices middlechildhood resource for resilience, drug and road safety education isappreciated. The Department acknowledges the Department of Educationand Training, Health Promoting Schools, Curriculum Teaching and Phases ofLearning Division who have collaborated with the Road Safety Branch in thedevelopment of this resource. Thanks to the teachers' working group, health and physical education andprimary teachers, principals and communities from the following NorthernTerritory schools for their contribution: Bees Creek Primary School, GillenPrimary School, Howard Springs Primary School, Tennant Creek PrimarySchool, Ntaria School (Hermannsburg), Nightcliff Primary School, DriverPrimary School and Durack Primary School.

Project Manager: Erica Miles Editor: Dr Maria Marriner

Acknowledgements

Road Safety book Sept 2010:Layout 1 21/3/11 9:09 AM

2 iii

INTRODUCTION

Background to School Road Safety Education ......4Aim of Safer Roads ..................................................4Road safety education in middle childhood ..................................................................5Teaching road safety education ..............................6Whole school approach ..........................................7Principles for school road safety education ............8Terminology ..........................................................12Safer Roads resource components........................13Design of this teacher resource ............................14Curriculum Framework Links ................................15Content ..................................................................18Unit format ............................................................19Learning experiences ............................................20Monitoring and assessment ..................................21Matrix of teaching and learning strategies included in focus area units ..................22

ROAD SAFETY FOCUS AREAS

Focus area 1: Passenger safety

Overview ............................................................25Content................................................................26Background information ......................................27Unit 1.1 Restraints ............................................28Unit 1.2 Safer entry and exit from cars and buses............................................................43Unit 1.3 Using public and community transport ..............................................................49Unit 1.4 Safer journeys ......................................58

Focus area 2: Pedestrian safety

Overview ............................................................73Content ..............................................................74Background information ......................................75Unit 2.1 Crossing in different situations ............78Unit 2.2 Considering pedestrian risks................95Unit 2.3 Getting to know the local area............110

Focus area 3: Safety on wheels

Overview ..........................................................121Content ............................................................122Background information ..................................123Unit 3.1 Bicycles and other wheeled recreational devices ..........................................125Unit 3.2 Helmets and protective gear ..............139

Focus area 4: Road rules and signs

Overview ..........................................................153Content ............................................................154Background information ....................................155Unit 4.1 Road rules ..........................................156Unit 4.2 Road signs and signals ......................167

Background information

Vulnerable road users ......................................173Information for focus areas ..............................175Road safety agencies and websites ................186Letter to parent/carer ........................................189Glossary ............................................................190References........................................................191

TEACHING AND LEARNING

STRATEGIES

Overview of teaching and learning strategies

Classroom strategies ........................................193 Real-world strategies ......................................193Simulated strategies ........................................193

Selecting teaching and learning strategies

Effective health and physical education programs ..........................................194Addressing studentsʼ learning styles and needs ..............................................194Being inclusive of all students ........................194Handling sensitive issues ................................194

ContentsContents


3iv

CLASSROOM STRATEGIES

Tuning in

Before and after ................................................195Card clusters ....................................................195Graffiti................................................................196KWL ..................................................................196Pow wow ..........................................................197Question partners ............................................197Quiz ..................................................................198Shared reading ................................................198

Finding out

Brainstorm ........................................................200Circle talk ..........................................................200Eight squares ....................................................201Guest speakers ................................................201Head talk ..........................................................202Jigsaw ..............................................................202Maths investigations ........................................202Placemat ..........................................................202Research corner ..............................................204Streamline ........................................................204Surveys ............................................................205Viewing..............................................................205

Sorting out

Arts ideas ..........................................................209Mind maps ........................................................209Puzzles and games ..........................................210Design a game..................................................210Sequencing information ....................................210T and Y charts ..................................................211Venn diagram....................................................212Written responses ............................................212

Developing values

Around the table ..............................................214Choose a corner ..............................................214Informal debate ................................................215Values continuum..............................................215Values voting ....................................................216

Making decisions

Brave talk ..........................................................217

Decision-making model ....................................221Planning ............................................................222PNI ....................................................................222Problem predicting ............................................222Risk circles........................................................223Role-play ..........................................................224

Speaking out

Assertive communication and negotiation ........236Chook house speeches ....................................238Health promotions ............................................239Partner retell ....................................................239Think-pair-share................................................239Toss a die ........................................................240Vox pop interviews............................................240

Reflecting

Journals ............................................................241Reflective questions..........................................241Sharing circle ....................................................242Unfinished sentences........................................242Thought shapes ................................................242

REAL-WORLD STRATEGIES

Excursions ........................................................248Parent information and at-home activities ........249

SIMULATED STRATEGIES

Interactive software and websites ....................250Replicating the real world ................................251Technology challenges......................................251

ICONS

This icon has been included to alertteachers when it is necessary to collectteaching aids, ask students to bring inmaterials, and/or photocopy resource,parent and at-home activity sheets.

This icon has been included to alertteachers of learning experiences thatmay be appropriate assessment tasks.

This icon indicates that this resourcesheet, parent and at-home activity sheetor website link is also available on theSafer Roads CD in this resource.

Contents

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4

Focus Area 1: Promoting resilience

Introduction

BACKGROUND TO SAFER ROADS

Safer Roads forms part of the Northern Territory Road Safety Strategy 2006-2010. In November 2006 theNorthern Territory Government approved 21 road safety recommendations from the NT Road Safety Taskforcereport: Safer Road Use - A Territory Imperative.This report recommends developing a road safety education curriculum as part of the Transition to Year 10Northern Territory Curriculum Framework (NTCF). Safer Roads is an important part of the Safe Systemsapproach to educate children and young people to behave responsibly on the road. The Safer Roads resource is based on the Western Australian, School Drug Education and Road Aware (SDERA)Challenges and Choices program. The Safer Roads primary years resource for Years 3 to 6 students was trialled by teachers in Darwin and TennantCreek during 2009. Teachers participated in professional development workshops in keeping with best practiceand current research practices. Teachers, principals, parents and the wider community provided valuablefeedback. Safer Roads provides students with opportunities to develop the knowledge, skills and attitudes to help them makeinformed decisions in traffic and traffic environments. Road Safety education is more likely to be effective whenschools, communities and parents work together to provide a comprehensive, whole-of-school approachaddressing issues with the school community (World Health Organisation, 1986).Safer Roads: School Road Safety Education, Primary Years Teacher Resource is evidence based and provides anoutcome focused curriculum with links to the Northern Territory Curriculum Framework and National Curriculum.

IntroductionIntroduction

The primary years teacherresource is designed for Year3 to Year 6 students. Theresource assists teachers toplan and implement a roadsafety program in the contextof health and physicaleducation.

The Safer Roads resource aims to promote healthy safer lifestyles in

children by:

➤ developing an understanding of the importance of health and safetyissues and practices

➤ developing skills necessary to make decisions that may affect theirhealth and safety

➤ fostering positive health and safety attitudes and behaviours that caninform and enhance the quality of their own and other peopleʼs lives

➤ involving and supporting parents and community agencies in healthand physical education to reinforce the same health and safetymessages.

AIM OF SAFER ROADS


5Introduction

Introduction

ROAD SAFETY EDUCATION IN MIDDLE CHILDHOOD

While the majority of children are not involved in road crashes, transport-related crashes remain the leading causeof death and the third highest cause of injuries for children up to twelve years of age.

Over the past decade, the death rate attributable to motor vehicle crashes for children aged 0 to 14 years of agehas fallen (Cercarelli, 2003). This reduction in child injuries and fatalities is attributed to several factors includingthe compulsory installation and use of child car restraints for infants up to one year old.

The majority of casualties occur when children are passengers in motor vehicles, followed by situations in whichchildren are pedestrians, cyclists, motorcycle riders and other road users.

Rural children are over represented in road crashes, and the lower rate of child car restraint usage in ruralcommunities is of significant concern.

THE ISSUES

For children aged 8 to 12 years as passengers, pedestrians or cyclists (including skateboards, scooters,rollerblades and other wheeled devices) the issues are:

PASSENGERS

• wearing an approved carrestraint or using a boosterseat

• entering and exiting from therear door closest to the kerb

• using safer behaviours toavoid driver distraction

PEDESTRIANS

• walking with adult supervision • using the systematic search

strategy in different locationsincluding designatedpedestrian facilities

• checking driveways and otherhazards in the trafficenvironment

SAFETY ON WHEELS

• wearing a correctly fittinghelmet and other protectiveequipment and clothing

• riding a bicycle suited to thechildʼs height

• riding in safer places awayfrom the road

PASSENGERS

➤ Around half of children, aged 0 to 16 years fatallyinjured in a motor vehicle or hospital admittedroad crash casualties (between 1999 and 2008)were not restrained (The George Institute, 2009).

➤ Over 40% of children aged 0 to 14 years, fatallyinjured in a motor vehicle (between 2005 and2009) were not restrained, where one wassupplied (NT DLP VADB 2010).

PEDESTRIANS

➤ A childʼs vulnerability as a road user is centred oncognitive and perceptual development which isnot fully developed until young adulthood.

➤ A childʼs vulnerability as a pedestrian in the trafficenvironment is contributed to by their:• developing directional hearing and peripheral

vision• inability to judge the speed and distance of

approaching traffic

• inability to judge a safe gap in traffic• inability to identify the distance to the other side

of the road• lack of appreciation of the dangers and potential

hazards in traffic environments.

➤ Although some children at this age havedeveloped the skills outlined above, it is stillrecommended that all children travel with aresponsible adult until around ten years of age(Thompson et al 1996). It is important that parentsunderstand that, during middle childhood, theirchild may still have limitations in their ability tocope and interact safely with the trafficenvironment, and that reducing supervision oftheir child increases risks to their safety.

➤ Generally children approach adult levels ofperformance as pedestrians by around 11 to 12years of age. At this age they know where it issafer to cross and can strategically coordinateinformation about traffic approaching fromdifferent directions, however they can still


6 Introduction

Introduction

experience difficulty assessing danger whensomething unexpected or unusual happens(Thompson et al 1996).

CYCLISTS

➤ The most common serious casualties result fromcollisions with motor vehicles and usually occuron week days rather than weekends.

➤ The time with the highest number of fatalities forchildren aged 5 to 12 years is in the periodstraight after school (3pm – 6pm) which coincideswith children riding home from school and tosporting and after-school activities.

➤ Children aged 5 to 12 years are more likely to bewearing a helmet than children aged 15 years orover, and more female children than males wearhelmets (Adams and Cercarelli, 2003).

GENDER AND RISK TAKING➤ Significant differences are found between boys

and girls in relation to accident rates. Boys aremore likely to be fatally injured or hospitalised asa result of aroad crash. (Adams and Cercarelli,2003).

➤ There is also evidence that, despite their moreaccident-prone style, boys are allowed more

freedom in relation to more unsupervised

pedestrian activities. This applies in particular tochildren living in suburban areas as opposed tothose living in a rural or city centre area.

➤ Research by Whitebread and Neilson (1998) andWest et al (1998) found that boys took more

risks on or near the road than girls. Boys werealso found to be more impulsive and quicker to

make judgements about when it was safe tocross roads. Boys consistently showed lower

acceptance of social values and a higher rate

of problem behaviours. Young boys were alsoless dependent than young girls on their parentsfor advice and guidance on how to use the roadenvironment.

TEACHING ROAD SAFETY

EDUCATION

➤ Road safety education is a lifelong learning

process.

➤ Programs need to be tailored to the childʼs stage

of development.

➤ How road safety education is taught is asimportant as what is taught. Students need timeand many opportunities to:• explore their own beliefs and values • engage in learning experiences that develop

self-management and interpersonal skills• rehearse possible responses to challenges and

risks in a supportive environment• consider appropriate sources of help both in

and beyond the school community• consider strategies for coping in difficult

situations.

➤ Current research on road safety educationstrongly supports a more behavioural approach

for children, focusing on development of skills

in the classroom, simulated traffic situations

and in the real world. Children also learn bestwith an inquiry based approach that focuses onthe development of problem solving and decisionmaking skills and strategies.

➤ Road safety education is most effective whenconducted over a number of years, starting in early childhood and continuing into middlechildhood, in order to build on studentsʼknowledge, skills and experiences. This approach may effect behaviour change.

➤ Programs that are interactive, intensive, based onlife skills and which foster a whole-schoolapproach tend to be more effective.


7Introduction

CURRICULUMETHOS AND ENVIRONMEN

T

PARENTS AND COMMUNITY

Health Promoting Schools Framework(World Health Organisation, 1986)

A whole-school approach is dependent on schools,parents and communities working together to planand implement road safety strategies within theschool community.

This approach will be more effective if schoolsconsider the three areas of the Health PromotingSchools Framework and the set of evidence basedPrinciples for School Road Safety Educationdescribed in this resource.

WHAT IS A WHOLE-SCHOOL

APPROACH TO ROAD SAFETY

EDUCATION?

HEALTH PROMOTING SCHOOLS

FRAMEWORK

The Health Promoting Schools Frameworkdeveloped by the World Health Organisation (1986)encourages a whole-school approach to addressinghealth issues, including road safety education. Thisframework consists of three areas:• Curriculum • Ethos and Environment• Parents and Community.Health promoting school communities can makepositive contributions to health and learningoutcomes through the interrelationship of these threeareas.

Introduction


8 Introduction

WHAT ARE THE PRINCIPLES FOR SCHOOL ROAD SAFETY EDUCATION?

The 16 Principles for School Road Safety Education (SDERA 2007) have been devised by experts and basedon research to ensure content and delivery methods of road safety education are consistent with what iscurrently understood to be best practice in the field. The Principles provide a framework of core concepts and values to guide the planning, implementation andreview of road safety education programs, policies and practices in school communities. The Effective School Road Safety Model demonstrates how the Principles fit within the three areas of theHealth Promoting Schools Framework.

Consult the wider schoolcommunity when developing road safety plans.

School management actively promotes road safety education.

Staff model appropriate road safety behaviours and attitudes.

Encourage school-communityparticipation in school road

safety programs.

Review and update theschool traffic

environment.

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13. Provide parents withinformation to reinforce roadsafety messages and skills.

14. Encourage parents to modelsafe road use.

15. Engage agencies to complement school road safetyprograms.

16. Engage school health staff to complement school road safety educationprograms.

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2. Embed road safety education programs within a curriculum framework.

3. School management supports staff to implement road safety education.

4. Use student-centred, interactive strategies.

5. Actively engage students in skill development.

6. Inform parents of classroom programs.

7. Help students to influence their peers as safe road users.

© Government of Western Australia, School Drug Education and Road Aware, Western Australia, 2009.

Note: Only the key aspects of each Principle are shown in the Effective School Road Safety Education Model.

EFFECTIVE SCHOOL ROAD SAFETY EDUCATION MODEL

Introduction


9Introduction

PRINCIPLES FOR SCHOOL ROAD

SAFETY EDUCATION

OVERARCHING PRINCIPLE

Principle 1: Implement evidence based road safety education

programs and initiatives in schools and include

local research and current legislation where

available.

Road safety education programs and initiatives basedon research are more likely to be effective. Includinglocal research and current legislation will help ensurethat road safety education programs and initiativesare appropriate and relevant to the context of theschool community.

CURRICULUM

Principle 2:Embed road safety education programs within a

curriculum framework thereby providing timely,

developmentally appropriate and ongoing road

safety education for all year levels.

When embedded in the curriculum, studentsʼ andteachersʼ awareness and knowledge of theimportance of road safety education will beenhanced. Children and young people progressthrough developmental phases of learning. The abilityto safely interact with the traffic environment relies onthe learning and reinforcement of age appropriatecontent and skills throughout these phases.

Principle 3:School management supports staff to effectively

implement road safety education by ensuring

access to available resources and professional

learning opportunities.

Professional development and support is afundamental principle in road safety education.Enhancing staff memberʼs skills in facilitating roadsafety education will ensure current and accurateinformation and resources are delivered to students.

Principle 4:Use student-centred, interactive strategies to

develop students ̓utility knowledge, skills,

attitudes, motivation and behaviours regarding

road safety.

Programs that encourage student-centred activitiessuch as those which promote play, social interaction,self-awareness, personal reflection and exploration of

the world are most effective as they actively engagestudents, satisfy their natural curiosity in learning andencourage peer interaction during the learningprocess. Students from vulnerable groups such aslower socio-economic groups, culturally andlinguistically diverse groups and rural and remotecommunities, who are at greater risk of traffic injury,benefit most from student centred programs andinteractive strategies.

Principle 5:Actively engage students in developing skills that

focus on identifying and responding safely to risk

situations.

Learning is dependent on active engagement with atask. Emphasis should therefore be placed onlearning new skills and applying these to theappropriate context. Skill development that focuseson identifying and responding safely to risk situationsis central to road safety education. A combination ofclassroom activities and real traffic training willreinforce learning and develop skills.

Principle 6:Provide information to parents/carers that will

encourage them to reinforce and practise road

safety skills developed in the classroom, in the

real road environment.

Classroom curriculum can be effective in changingroad safety knowledge, attitudes, skills andbehaviours of children and young people. However,safer road user behaviour is more likely when parentsare encouraged to model and provide on-roadpractice that support classroom programs, messagesand strategies.

Principle 7:Encourage students to support and influence

their peers positively as a way of improving road

safety behaviour.

Peers are often the most influential role models inyoung peoplesʼ social learning. Encouraging studentsto engage in safe road use behaviour, in peersituations, can be effective in improving thisbehaviour. When used in conjunction with otherstrategies peer discussion can greatly enhancelearning gains.

Introduction


10 Introduction

ETHOS AND ENVIRONMENT

Principle 8:Consult the wider school community when

developing road safety guidelines and then

disseminate this information to families and

monitor implementation.

School road safety education is more effective whenthe three areas of the Health Promoting SchoolsFramework and the Principles are considered whenplanning, implementing and reviewing school roadsafety guidelines. To ensure guidelines are wellimplemented, schools are encouraged to involve thewider school community. Inviting feedback on draftversions can encourage ownership and increaseacceptance. Providing parents and school staff withthe schoolʼs road safety guidelines encourages themto model the desired behaviours and attitudes asspecified.

Principle 9:School management actively promotes road

safety education by supporting staff to plan and

implement road safety education within the

curriculum and other school programs and

initiatives.

Schools often face many barriers when implementinga new program. To increase program success it isimportant for school management to provideleadership and support to the school community intheir efforts. By taking a proactive approach, schoolmanagement can openly demonstrate theircommitment to the program and promote road safetyeducation.

Principle 10:School management actively encourages staff to

model appropriate road safety behaviour and

attitudes consistent with the schoolʼs road safety

guidelines.

Individuals learn by observing others perform aparticular behaviour. Modelling is an important factorin effective injury prevention programs. Positiverelationships between students and staff have beenfound to improve studentsʼ connectedness to schoolas well as reduce problem behaviours and improveattendance and academic achievement. Staff aretherefore important role models for students and mayexert considerable influence on the behaviours ofyoung people.

Principle 11:Encourage and promote school-community

participation in school road safety programs.

When the whole-school community is involved inaddressing road safety through school based,environmental and community interventions there ispotential for long-term behaviour change andreduction in road injuries for children and youngpeople.

Principle 12:Review and update where necessary, in

partnership with external authorities, the school

traffic environment to encourage and support

parents to practise road safety skills.

Improvements in the school traffic environment suchas road design, speed limits and the separation ofpedestrians and vehicles around schools can greatlyreduce pedestrian and cyclist injuries. This willenhance the safety of road users before and afterschool, and provide opportunities for parents tomodel appropriate road user behaviour with thesefacilities.

Introduction


11Introduction

PARENTS AND COMMUNITY

Principle 13:Provide parents with information that will assist

them to reinforce appropriate road safety

messages and skills (including school

guidelines) at home.

Parents are best placed to model road safety fortheir children because they care and are motivatedto ensure their childʼs safety. They are also awareand responsive to their childrenʼs habits in traffic andhave many opportunities to teach their childrenabout staying safe. Road safety information that ispractical, offers ideas and encourages interactionbetween parents and their children is preferred.Families are more likely to be engaged in roadsafety education when information is relevant fortheir child and combines printed materials withinteractive activities.

Principle 14:Provide parents and carers with practical,

opportunistic and planned on-road training for

modelling of appropriate behaviours to their

children.

Practical road side training is an effective way ofimproving childrenʼs road safety knowledge andskills. Perceptual motor skills are best developed atthe road side or in the car. Teaching and modellingsafe road user behaviours are important indicatorsof childrenʼs road safety behaviours. Parents arebest placed to practise and model these behaviourswith their children.

Principle 15: Establish and maintain links and involve

community agencies and local government in

the delivery of road safety messages that

complement and support existing school road

safety programs.

Road safety educators and stakeholders arerecommended to collaborate and combine theirexpertise when developing new road safetyinitiatives in schools as this will contribute toimproved health and safety outcomes.

Principle 16:Engage, train and resource school health

service staff to complement and support road

safety education programs and other initiatives

in schools.

Road safety requires a comprehensive, combinedapproach. Engaging school-based health staff andrelevant community groups to support road safetyeducation curriculum supports this approach.Presentations and services offered by thesegroups can complement and reinforce classroomprograms when included as part of a road safetyeducation program.

By using the Principles for School RoadSafety Education as a guide, schools can:• be assured they are choosing the most

appropriate and effective road safetystrategies as part of a whole-schoolapproach

• identify areas of strength and those thatmay require further planning.

INVOLVING PARENTS

Parents have a vital role to play in the education of theirchildren. It is important that parents themselves understandthe issues relevant to their child so they can:• ensure their child's health and safety• develop positive health and safety attitudes,

behaviours and knowledge• extend the teaching from the classroom by

reinforcing health and safety behaviours in real life situations.

The At Home Activities will provide parents and carerswith information pertaining to health and safety issues. The accompanying at home activities are aimed atencouraging parents to support their child's health andsafety program and promote practising skills in thereal world.

Introduction


12 Introduction

Some other ideas to involve parents in a road safetyprogram include:

• promoting ongoing awareness of road safety issuesin the school through newsletters, meetings, schoolnotice board and social activities

• involving parents in excursions in the trafficenvironment which will alert parents to children'slimitations and assist with supervision

• asking parents for their help in identifying hazards inand around the school

• ensuring parents know the safest places to park atthe school.

INVOLVING THE SCHOOL AND COMMUNITY

To encourage the whole school to be involved in roadsafety activities and to reinforce classroom programs, thefollowing ideas may be used to promote parent andcommunity involvement.• Establish or link into the school health committee to

encourage parents and other community members totake active roles in reducing traffic hazards andkeeping children safe in the local community.

• Invite the local newspaper to take a photograph ofroad safety activities happening in the school.

• Establish links with local road safety agencies suchas Road Safety Branch and your school-basedConstable.

• Set up a permanent simulated traffic environmentthat can be used to teach safety skills to all agegroups, particularly in relation to pedestrian, cyclistand play situations.

• Provide secure bicycle racks and helmet storagefacilities.

• Incorporate road safety into the school's policy.• Ask staff and parents to model safer road user

behaviours at all times.• Include road safety tips and information in the school

newsletter and assembly.• Invite a community road safety representative to

participate in a school assembly or parent evening.• Integrate road safety into all levels of schooling.

TERMINOLOGY

➤ Safety, safe and safer

The concept of safety is somewhat ambiguous inrelation to the concept of road safety. While the usualmeaning of ʻsafeʼ is ʻfree from harmʼ, in the context ofroad safety, safety belts, safety helmets and safetyprocedures, it is more variable and includesmeanings such as ʻavoiding harmʼ, ʻmaking harm lesslikelyʼ and ʻlessening the degree of harmʼ.

It is recommended that the word ʻsaferʼ be used asthere are few traffic situations that could be regardedas completely safe and free from possible harm.

➤ Danger

Children throughout the age range of 5 to 10 yearshave a conceptual understanding of danger. They areable to differentiate safe and dangerous situationsand can explain why situations are dangerous. Whenasked explicitly to consider situations in terms ofdanger, they are able to do this. Their ability todiscriminate dangerous and safe situations improvesas they get older.

For pedestrians, ʻdangerʼ is due mainly to thepossibility of injury or death resulting from collisionwith a vehicle.

For passengers, the ʻdangerʼ is due not only to thepossibility of collision with another vehicle, but also toother forms of impact if there is a loss of control ofthe vehicle.

For cyclists, the ʻdangerʼ is also due to the possibilityof collision and impact from loss of control of thebicycle.

➤ Crash and accident

The word ʻcrashʼ should be used instead of accident.An accident could be due to a chance happening buta road ʻaccidentʼ is more often than not an incidentthat is not intentionally caused but where there hasnot been enough care exercised by one or more ofthe people involved.

➤ Risky versus unsafe

It is recommended that ʻunsafeʼ is used as the termʻriskyʼ may encourage students to become involved inbehaviours that involve possible harm.

➤ Restraints

As the selection of restraints is determined on sizeand weight, not age, the use of the term ʻrestraintʼ inthis resource can refer to:• rearward facing child restraints• forward facing car seats • booster seats• safety harness • lap-sash belts• seat belts.

Introduction


13Introduction

Introduction

A Primary Years 3 to6 road safetyeducation resourcefor teachers.

This CD contains the ResourceSheets and At Home ActivitySheets included in the aboveteacher resources.

It also contains direct links toexamples of road safety websites,advertisements and campaigns.

SAFER ROADS RESOURCE COMPONENTS


14 Introduction

Introduction

DESIGN OF THIS TEACHER RESOURCE

The Safer Roads: school road safety education primary years is designed to assist teachers to plan andimplement effective road safety programs.

The resource has been divided into the following sections:

LEARNING OUTCOMES

ROAD SAFETY EDUCATION

FOCUS AREAS

These focus areas describe learning outcomes in aroad safety education context and the crucialcontent to be taught.The content is divided into four focus areas:

• Passenger safety

• Pedestrian safety

• Safety on wheels

• Road rules and signs

Each focus area contains several units with a rangeof suggested learning experiences; ResourceSheets and At-Home Activities.The Resource Sheets and At-Home Activities arealso found on the Safer Roads CD.

TEACHING AND

LEARNING

STRATEGIES

This section identifies a widerange of teaching andlearning practices andstrategies used by teachers tosupport childrenʼs learningand development. The strategies are linked tothe learning experiencesdescribed in this resource.Teachers are encouraged touse their professionaljudgment to review thesuggested strategies anddecide on the mostappropriate for their studentsʼneeds.

BACKGROUND

INFORMATION

The information in this section complementsthe content and is designed to supportteachers by developing their understandingof the key issues related to road safetyeducation, the risks for children as roadusers, to road rules, signs and signals. It isnot to be used as classroom material.

A letter to families outlining the rationale fora road safety education program is alsoincluded in this section.

INTRODUCTION

This section describes:• the background to the

Safer Roads initiative. • the aim of Safer Roads

resource • rationale for road safety

education in primary years• links to the Northern

Territory CurriculumFramework and Healthand Physical EducationLearning Area.

• the content of the teacherresource

• an explanation of thelearning experiences

• an example of anoutcomes focusedplanning approach

• a matrix of the teachingand learning strategies inthis resource.


15Introduction

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Introduction

Introduction16


17Introduction

Introduction

KNOWLEDGE AND UNDERSTANDINGS

Students understand road safety-related

concepts that enable informed decisions as a

road user.

Students:➤ identify and understand actions and behaviours

that promote passenger safety such as wearing arestraint, using the safety door and not distractingthe driver

➤ identify and understand actions and behavioursthat promote pedestrian safety such as walkingwith adult supervision, choosing safer places tocross and judging the speed and distance ofoncoming traffic

➤ identify and understand actions and behavioursthat promote cycling safety such as wearing ahelmet and protective gear, and riding in areasdesignated for cycling use

➤ identify and understand personal actions topromote the safety of self and others such as safeuse of pedestrian crossings, responsiblepassenger behaviours in cars, buses and trains,and following road rules

➤ identify and understand the rules andresponsibilities of road users

➤ identify and understand the consequences ofunsafe road use as a passenger, pedestrian andcyclist

➤ identify and investigate people, products andservices that contribute to safety needs.

ATTITUDES AND VALUES

Students understand the importance of positive

road user attitudes and how attitudes towards

road safety are influenced.

Students:➤ understand the importance of valuing their own

and othersʼ safety in the road environment➤ understand that they and others contribute to a

safer road environment➤ identify personal attitudes and values towards

safer passenger, pedestrian and cyclistbehaviours

➤ identify and describe positive and negative factorsinfluencing attitudes towards road user practicessuch as peers, family and the media

➤ understand the need for safer practices in a rangeor road-related situations and environments.

ROAD SAFETY LEARNING OUTCOMESIndicators outlined below are examples of knowledge, skills, values and attitudes that students may demonstrate asprogress is made through the learning experiences provided in this Safer Roads Primary Years resource.

OUTCOMES IN THE CONTEXT OF ROAD SAFETY

Students understand road safety related concepts that enable informed decisions as a road user.

Students understand the importance of positive road-user attitudes and how attitudes towards road safetyare influenced.

Students use self-management skills to enableinformed decisions for safer road use.

Students use interpersonal skills necessary to enablesafer road use.

ROAD SAFETY LEARNING OUTCOMES

Knowledge and UnderstandingsStudents know and understand health and physical activityconcepts that enable informed decisions for a healthy, activelifestyle.

Attitudes and ValuesStudents exhibit attitudes and values that promote personal,family and community health, and participation in physicalactivity.

Self-management SkillsStudents demonstrate self-management skills which enablethem to make informed decisions for healthy, active lifestyles.

Interpersonal SkillsStudents demonstrate the interpersonal skills necessary foreffective relationships and healthy, active lifestyles.


18 Introduction

Introduction

SELF-MANAGEMENT SKILLS

Students use self-management skills to enable

informed decisions for safer road use.

Students: ➤ identify and use decision making and planning

skills to enable safer road use as a passenger,pedestrian and cyclist

➤ identify and describe strategies to deal with peerand family influences on unsafe road userbehaviours

➤ identify and describe strategies to deal withunsafe or emergency situations

➤ personal and group decision-making and planningskills to enable them to make safer choices

➤ set short-term goals and challenges relating toroad user situations

➤ recognise and use a series of steps in makingdecisions relating to conflict resolution and otherstressful situations

➤ regulate emotions through an awareness of thelinks between thoughts, feelings and behaviour.

CONTENT

This resource describes the crucial road safety content that students need to learn in order to become safer andhealthier young people. This content has been divided into four focus areas. Teachers should deliver the contentin a Health and Physical Education context.

By addressing the content, teachers will provide students with the opportunity to progress towards achievement ofthe Health and Physical Education Learning Area Outcomes.FOCUS AREAS

Focus area 1: Passenger safety

This area focuses on positive actions and behaviours promoting wearing of restraints and seatbelts,entering and exiting a vehicle and being a safer passenger while travelling in a car, bus or train.

Focus area 2: Pedestrain safety

This area focuses on practising crossing in different situations using the systematic search strategy,identifying safer places to cross, assessing potential hazards in the local area, and recognising andfollowing road signs and rules applicable to pedestrians.

Focus area 3: Safety on wheels

This area focuses on actions and behaviours that promote safer riding practices for cyclists and users ofother wheeled recreational devices, such as wearing of helmets and protective gear, riding in safer areasand the correct use of cycle ways and shared-use paths.

Focus area 4: Road rules and signs

This area focuses on recognising and following road signs and rules applicable to pedestrians, cyclists andthe users of other wheeled recreational devices.

INTERPERSONAL SKILLS

Students use interpersonal skills necessary to

enable safer road use.

Students: ➤ identify and use communication skills that

contribute to safer road use as a passenger,pedestrian and cyclist

➤ identify and describe strategies to deal withunsafe or emergency situations

➤ use communication and cooperation skills withpeers and family

➤ develop assertiveness, negotiation, facilitationand cooperation skills in order to improverelationships and prevent and manage conflict

➤ practise using assertive communication in road-related and stressful situations

➤ share concerns openly and honestly➤ cooperate and collaborate in groups.


19Introduction

Introduction

Four focus areas

Within each of these areas there areseveral units that provide studentswith learning opportunities to developtheir understandings, skills attitudesand values in a road safety context.

Some unitsprovideResource

Sheets andParent

Information andAt Home

Activity Sheets

that can bephotocopied.These sheetsare alsoavailable on theSafer Roads CD.

The title ofthe unit.

This is the name ofthe teaching andlearning strategiessection wherefurther explanationof the strategiesare found.

The strategy

which is describedin the teachingand learningstrategies section.

The title of thelearning experiencewhich provides anindication of thenature of thelearning experience.

The learning

experience isdescribed in detail.

UNIT FORMAT


20 Introduction

Introduction

LEARNING EXPERIENCES

Each unit in this resource provides a range of learningexperiences which reflect the content of the focus area.Learning experiences for students from year 3 to year 6have been combined in these units, so teachers needto be aware that some will not be appropriate to theirstudents. It is therefore not expected that teachers plana program that includes all the interactive learningexperiences described in a unit.

The learning experiences provide suggestions of howteachers can use the teaching and learning strategiesto engage students in the content. The learningexperiences in each unit have been grouped under thefollowing teaching and learning strategy headings:

➤ Tuning in

➤ Finding out

➤ Sorting out

➤ Developing values

➤ Making decisions

➤ Speaking out

➤ Reflecting

➤ Real world

➤ Simulated

Further explanations of the strategies may be found inthe teaching and learning strategies section at the backof this resource.When planning a program, teachers can:

• find out studentsʼ prior knowledge of an issue (e.g.skateboarding, crossing roads) by choosing Tuningin learning experiences

• provide opportunities for students to locate and shareinformation by choosing Finding out learningexperiences

• provide opportunities for students to practiseorganising information by choosing Sorting outlearning experiences

• provide opportunities for students to practise decisionmaking by choosing Making decisions learningexperiences

• provide opportunities for students to practisecommunicating in small groups by choosingSpeaking out learning experiences

• provide opportunities for students to practise skillsthat they have learnt in the classroom in a realisticsetting by choosing Real-world learning experiences

• choose Simulated learning experiences when real-world opportunities are not safe or practical.

Adapting learning experiences

The learning strategies linked to learning experiencesare a suggestion only. As teachers know theirstudentsʼ learning styles and needs, and their currentknowledge, skills and attitudes, they may need toadapt the learning experiences or select alternativeteaching and learning strategies in order to deliver thecontent effectively. For example:

A ʻthink-pair-shareʼ has been suggested as aSpeaking out strategy in this resource. It can easilybe adapted for students to use when sorting out orreflecting on information gained during a learningexperience.A ʻplacematʼ has been suggested as a Finding outstrategy in this resource. It can also be used to tunestudents in to a new concept or to considerinformation when making decisions.

PLANNING AN OUTCOMES-FOCUSED HEALTH ANDPHYSICAL EDUCATION PROGRAM

The Northern Territory Curriculum Frameworkdescribes an outcomes focused approach toeducation. It sets out a series of outcomes thatdescribe what students are expected to know,understand, value and be able to do as a result oftheir curriculum experiences. Students achieve theoutcomes at increasing levels of complexity andsophistication as they progress through theirschooling.The planning framework provides an example of anoutcomes-focused planning approach. Within this approach, there are many different startingpoints for planning and no set series of steps tofollow. Teachers often engage concurrently in parts ofthe process as planning is influenced by studentsʼprogressive achievement of outcomes and changes inthe circumstances surrounding learning.


21Introduction

Introduction

MONITORING AND ASSESSMENT

Monitoring

Within an outcomes-focused approach, teachersmake judgments about how well each student isachieving the relevant outcomes. Judgments aremade from monitoring studentsʼ progress andaccumulating evidence of learning.

When monitoring student progress in a primaryschool setting, teachers should:• use a wide variety of approaches• observe and interact with students• collect a range of evidence• value the evidence of their own observations and

professional judgment• discuss evidence with other teachers, parents and

caregivers• allow students to engage in self and peer

assessment• be mindful that students develop from different

starting points and at different ratesGathering evidence of student achievement

Assessment relies on the observation of everydayactivities in the classroom to provide evidence ofstudent learning. The evidence gathered is collatedover time from this close observation of studentsacross a variety of learning experiences.

Evidence of student achievement can be gathered ina number of ways including:• direct observation and anecdotal records when

students are actively engaged in a range ofinteractive learning experiences in the classroomand in the playground and responding to differentindividuals (e.g. peers, teachers and parents)

• reflection portfolios and student journals showinghow studentsʼ knowledge and ability to apply skillsin a range of situations reflect their attitudes andbeliefs. They also actively involve students inassessment and are more comprehensive

• self-assessment where students make decisionsabout their own performance based on explicitcriteria

• student/teacher conferences involving discussionabout current performance and future actionbetween teacher and student

• parent observations where parents/caregiversprovides information about their childʼs interpersonalor self management skills either on an informal levelor as a checklist

• assessment tasks in which studentsʼ understanding,skills and attitudes can be determined at aparticular point in time.

Assessment

Assessment is the process of describing performancein relation to learning outcomes. The NorthernTerritory Curriculum Framework describes thePrinciples of Assessment that teachers need toconsider to make informed and accurate decisionsabout studentsʼ progress (page 19 NTCF).

Assessment also makes a positive contribution tofuture learning when students are:• provided with useful feedback from peers, teachers

and parents• able to recognise gaps in their learning• prepared to assume responsibility for their own

learning• able to reflect on and monitor their own learning.

Assessing students

To assist teachers with this assessmentprocess, learning experiences that areappropriate assessment tasks have beenidentified throughout this resource with thisicon:

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w w

owQ

uest

ion

partn

ers

Qui

zSh

ared

read

ing

Brai

nsto

rmC

ircle

talk

Eigh

t squ

ares

Gue

st s

peak

erH

ead

talk

Jigs

awM

aths

inve

stig

atio

nsPl

acem

at

Tu

nin

g i

n

Fin

din

g o

ut

CLASSROOMTE

AC

HIN

G A

ND

LE

AR

NIN

G

ST

RA

TE

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S

FO

CU

S A

RE

AP

assen

ger

safe

tyP

ed

estr

ian

safe

tyS

afe

ty o

n w

heels

Ro

ad

ru

les a

nd

sig

ns

Unit 1:1 Restraints

Unit 1:2 Safer entry

and exit from cars,

buses and trains

Unit 1:3 Using public

and community

transport

Unit 1:4 Safer

journeys

Unit 2:1 Crossing in

different situations

Unit 2:2 Potential

pedestrian risks

Unit 2:3 Getting to

know the local areas

Unit 3:1 Bicycles and

other wheeled

recreational devices

Unit 3:2 Helmets and

protective gear

Unit 4:1 Road rules

Unit 4:2 Road signs

and signals

22 Introduction

Matrix of teaching and

learning strategies

included in focus area

units

The following matrix hasbeen provided as a planningtool for teachers. By tickingthe teaching and learningstrategies they plan to use,teachers can see at a glancewhether they have providedstudents with the opportunityto progress theirachievement at the relevantBand Level specified in theirprogram.

Teachers can also ensurethey have planned a rangeof classroom, real-world andsimulated strategies by usingthis matrix.

Teachers collaborativelyplanning a whole-schoolapproach to road safetyeducation may find thematrix a useful tool.


So

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ign

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isk

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ouse

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ealth

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are

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p in

terv

iew

sJo

urna

lsR

efle

ctiv

e qu

estio

nsU

nfin

ishe

d se

nten

ces

Thou

ght s

hape

sEx

curs

ions

Pare

nt in

form

atio

n an

d at

-ho

me

activ

ities

Inte

ract

ive

softw

are

and

web

site

sR

eplic

atin

g th

e re

al w

orld

Tech

nolo

gy c

halle

nge

23Introduction


Safer roads middle years introduction - NT.GOV.AU6 Introduction Introduction experience difficulty...

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