Road safety education - K-6 early career teacher workshop

Road Safety Education

K-6 Early Career Teacher workshop

Participant Booklet

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Acknowledgements

The Road Safety Education Program, Curriculum K-12 Directorate has developed this workshop for early

career primary teachers to support quality teaching and learning in PDHPE.

Materials developed by:

Darren Neagle Road Safety Education Coordinator, Road Safety Education Program

Kim Flack Senior Curriculum Advisor, Road Safety Education Program

Tracy Knights Senior Curriculum Advisor, Road Safety Education Program

Road Safety Education Officers

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Workshop agenda

8:45 – 9:00 Registration – tea and coffee

9:00 – 9:10 Introductions and welcome

9:10 – 9:20

Session 1: Setting the scene

DEC Road Safety Education Program

The big picture – why are we here?

Government initiatives

9:20 – 11:00

Session 2: Why teach road safety?

What do the stats say?

Key road safety messages

Stop, Revive, Survive (the syllabus)

Reviewing a unit of work

11:00 – 11:15 Morning tea

11:15 – 12:25

Session 3: Exploring road safety education resources

Early Stage 1 – Stage 3 resources

Transport for NSW resource materials

12:25 – 1:00

Session 4: A whole school approach to road safety education

What is a health promoting school?

Supporting road safety through the health promoting schools model

Identifying road safety issues at your school

1:00 – 1:30 Lunch

1:30 – 3:00

Session 5: Planning and programming road safety education The teaching and learning cycle

- Where are my students now? - What do I want my students to learn? - How will my students get there? - How do I know when my students get there?

A programming process

3:00 - 3:15

Session 6: Where to from here? My plan of action

Further support for road safety education

Evaluation and close

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Workshop outcomes

Through participating in this workshop, it is anticipated that you will develop:

greater awareness of road safety issues for children and schools

increased understanding of road safety education within PDHPE K-6

increased awareness of resources that support teaching road safety education

knowledge of practical ideas for planning and programming road safety education as part

of PDHPE

The following Professional Teaching Standards are addressed as part of this workshop:

Element 1 – Teachers know their subject content and how to teach that content to their

students

Aspect Professional competence

Knowledge of subject content

1.2.1 Apply and use knowledge of the content/discipline(s) through effective, content-rich, teaching activities and programs relevant to the stage.

Knowledge of NSW curriculum requirements

1.2.3 Design and implement contextually relevant teaching and learning sequences using knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act.

Element 3 – Teachers plan, assess and report for effective learning

Aspect Professional competence

Selection, development and use of materials and resources

3.2.4 Select, develop and use a variety of appropriate resources and materials that engage students and support their learning.

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Session 1: Setting the scene

Notes:

Session 2: Why teach road safety?

Notes:

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What do the stats say?

There are four information cards. Each group will look at one of these areas:

1. Casualties

2. Cause of accidental death

3. Time periods

4. Pedal cyclists & helmet non-usage

Read the information card your group was given.

In your group, discuss and review the graphs and information on the card. Your group will report

back on the following questions:

What are the main messages/trend data from this information?

What are the implications for teaching and learning about road safety in our schools?

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Why are children at risk in the traffic environment?

Record some ideas of why you think children are vulnerable in the traffic environment.

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Refer to the instruction on the activity card

Rest stop 1 - PDHPE Foundation Statements

Early Stage 1 Stage 1

Fundamental Movement and Physical Activity Healthy Choices Self and Relationships

Students participate in regular physical activity through creative play, dance, gymnastics and minor games. They practice body movement and control, demonstrating different ways the body can move by composing and sequencing simple movement patterns. Students show awareness and consideration of others during play situations and practise the fundamental movement skills of balance, sprint run, vertical jump and catch. They describe the components of an active lifestyle and identify different ways to be active at school and at home. Students make simple decisions in relation to health and safety and identify medicines and how to store them. They describe balanced eating habits and healthy personal habits as well as safe and unsafe situations at home, on and near roads, travelling to and from school and near water. Students identify people who can help and describe actions such as ‘no, go, tell’ that might be taken in unsafe situations. Students identify personal characteristics and qualities, and physical changes that have occurred since birth and identify different parts of the body. With self-control, students express feelings and develop positive relationships. They interact and communicate with peers in a variety of play and group situations, listening, sharing and showing concern when working with others.

Students participate and perform in dance, gymnastics, minor games and sports. They complete simple movement sequences that show an understanding of dynamics, spatial awareness, relationships, timing and rhythm of movement. They demonstrate fair play and cooperation in small groups. Students develop proficiency in the fundamental movement skills of the hop, side gallop, skip, overhand throw, kick and two-handed strike. They participate in physical activities that promote enjoyment and recognise the importance of these for health and lifestyle balance. Students describe ways to keep healthy and safe and explore choices relating to food, sun protection and personal safety. They identify the appropriate use, administration and storage of medicines. Students describe strategies to stay safe at home, on and near roads, when travelling to and from school, and near water. They recognise safe and unsafe environments and situations and suggest a range of protective strategies for dealing with unsafe situations. Students describe similarities and differences between themselves and others. They describe different body parts and how the body grows and changes. Students explore different types of relationships and describe the skills needed to develop and maintain positive relationships. They identify the effects of bullying.

Stop

, revive

, and

survive

(the

syllabu

s)

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Rest stop 1 - PDHPE Foundation Statements

Stage 2 Stage 3

Fundamental Movement and Physical Activity Healthy Choices Self and Relationships Students apply movement skills in dance, gymnastics, games and sports, and practise manipulative skills in a range of minor games. They perform movement sequences with consistency and control and demonstrate cooperation, effort and practice in physical activity. Students demonstrate proficiency in the fundamental movement skills of static balance, sprint run, vertical jump, catch, hop, side gallop, skip and overarm throw through practice and application in different games and sports. They participate in physical activity and investigate how it contributes to a healthy and active lifestyle. Students describe the factors that influence healthy lifestyle decisions and demonstrate an understanding of the decision making process. They examine how the use of drugs such as tobacco and alcohol can cause harm. They investigate nutritional choices relating to cultural beliefs, special dietary needs and ‘fast food’. Students demonstrate behaviours to stay safe at home, on and near roads, when travelling to and from school, and near water. They demonstrate the capacity to deal with unsafe situations including abuse, bullying and harassment. Students recognise individual strengths and limitations and they identify characteristics that make them unique. They explore body changes that occur during life, including puberty. Students explain how positive relationships are formed and the importance of effective communication of feelings and needs in maintaining relationships. They recognise the rights, values and feelings of others and devise strategies to solve problems, recognise and accept differences and manage conflict.

Students apply, adapt and vary movement skills in dance, gymnastics, games and sports. They understand the elements of movement and compose and perform movement sequences with control and coordination in various contexts. Students demonstrate teamwork, tactics and strategies when participating in team games. They demonstrate proficiency in the fundamental movement skills of leap, kick, two-handed strike and dodge and apply them in a range of challenging physical activity contexts. Students participate in a range of moderate to vigorous physical activities and apply movement skills with increased confidence and precision. They investigate the effects of physical activity on health and monitor and evaluate physical activity levels. Students examine key factors that contribute to a balanced lifestyle and keeping safe and healthy. They examine nutritional information, disease prevention and the effects of drugs on the body and they identify behaviours that impact on wellbeing. Students assess the safety of situations in home, school, water and road environments and identify appropriate responses. They describe and practise a range of personal safety strategies that could be used in threatening or abusive situations. They take responsibility for personal decisions, recognising the effects that decisions have on self and others. Students describe the factors that influence personal identity and examine the physical, social and emotional changes that occur during puberty. They devise strategies for coping with change, grief and loss. They value the differences between individuals and challenge discrimination and harassment. Students value different roles and responsibilities in relationships, the importance of communication and they practise positive ways to deal with conflict.

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Stop, revive, and survive (cont.)

Rest stop 1 - PDHPE Foundation Statements What is the purpose of the Foundation Statements? How does the road safety content change over the stages? How might the information in the Foundation Statements be useful to teachers? Would all student behaviours described be expected at the end of the stage?

Rest stop 2 – Sequencing outcomes Sequence the outcomes into the Personal Health Choices and Safe Living strands from Early Stage 1 to Stage 3. What generalisations can you make about the syllabus outcomes? What were the challenges in sequencing the outcomes?

What is something new you have learnt about the PDHPE K-6 Syllabus outcomes?

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Rest stop 3 – Syllabus content The envelope contains a cut up set of syllabus content (subject matter). Sort the content into the appropriate strands.

What do you notice when trying to place the content under strands? What content from more than one strand could be taught together as part of a unit of

work?

Notes:

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Checklist: A quality program

Outcomes are the focus for teaching and learning, and for assessment and reporting

Reflect an integration of strands, with a focus on no more than 2-3 strands per unit of work

Clearly identified outcomes (K&U, Skills & V&A), strands and content

Manageable number of outcomes

Indicators for each outcome: expected behaviours students will demonstrate when working

towards the outcome

Content is relevant to the unit outcomes in a meaningful way

A variety of teaching and learning strategies that assist students to work towards achieving

outcomes in a variety of ways

Teaching and learning activities produce evidence to assist teachers in making judgements

about student achievement of outcomes

Reflection questions

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Learning experience Teacher notes and resources

As a whole group, discuss things around us that help to keep people safe, e.g. pool safety fences, pedestrian crossings, seatbelts. Make a similar list of things that could be harmful, e.g. poisons, knives, bullies, traffic. Ask questions such as:

Why is it important to know what keeps us safe?

What can happen if we do not keep ourselves safe? Display pictures of various warning signals in different situations, e.g. poisons symbol, traffic sign, smoke-free zone, beach closed. Ask students:

to identify the signs

name where they would expect to find them

explain their purpose In small groups, ask students to list activities that need a grown-up’s supervision. Ask groups to report back to the class. Discuss why students need help when doing these activities. Ask students to select one activity and write a procedure for how to use an item safely.

Guide the discussion by directing

students to think of certain

environments such as school, home

or on the road. Drawings could be

displayed as a class safety mural.

Activities could include using scissors,

swimming, using knives, using

electrical products.

As a class group, investigate the local traffic environment to identify signs and symbols used to convey warnings, e.g. stop signs, pedestrian crossings, pedestrian lights. Ask questions such as:

In what situations do you need to follow these signs?

Why do you need to know what these signs mean? Discuss the shapes, colours and use of pictures in communicating the message. Ask questions such as:

Why do you think the signs are different shapes and colours?

What do you think would happen if the signs were the same shape? Ask students to design a warning sign or symbol that is relevant to their school.

Ask students to give reasons why the sign is important to our school?

Students could tally the number of different signs seen. Student symbols can illustrate such things as walking safely, on the asphalt, washing hands, safe use of scissors.

As a class, brainstorm the activities students enjoy about summer, e.g. going to the beach, swimming in the backyard or public pool. Ask students to list the rules for swimming in a pool or at the beach e.g. swimming between the flags, wearing sun screen, wearing floatation aids. Ask students questions such as:

How do these rules keep us safe?

What could happen if there were no rules when you are swimming? Compare the rules for backyard pools to rules for public pools.

Re

view

ing a u

nit o

f wo

rk

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Learning experience Teacher notes and resources

Display a range of common household products, e.g. orange juice, paint, shampoo, dishwashing powder, insect spray,

medications. Ask students identify each object and its use. Ask students questions such as:

How do we know if a product is safe?

Where should unsafe products be stored?

Highlight warning symbols displayed on containers. Some unsafe objects look safe, e.g. methylated spirits look like water.

Ask students to identify those people in our community who help others in emergency situations, e.g. police officers, fire officers. Display some pictures of these people who work in our community. Ask students questions such as:

Why do they wear uniforms?

Why do we need their help in emergencies?

How do they stop people getting hurt?

How do we contact them in an emergency?

Highlight the importance of these people in the community.

As a class, brainstorm a list of accidents that students have experienced or know about. Ask questions such as:

How did these accidents happen?

What was happening when you had the accident?

What could you have done to stop yourself having the accident?

What treatment did you receive to help you get better?

Refer to 000 as “zero zero zero”.

Ask students to classify the accidents from the above activity into big accidents and little accidents. Guide the students by asking questions such as:

Which accidents need you to ask for help from a grown-up?

Which accidents would be an emergency and may require an ambulance?

Why is it important for you to know what big and little accidents are? Present students with a variety of dilemmas and classify them as big accidents and little accidents. For example

hit by a car grazed knee

falling into a pool and the person can’t swim cut finger

someone can’t get up or move stubbed toe

Encourage students to think about a variety of environments where accidents happen, e.g. on the road, water, home, school, playground.

Direct the responses to highlight that some accidents require minimal attention and others require medical help.

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Reviewing a unit of work (cont.)

Read through the sample unit of work on pages 13&14. Using your knowledge of the syllabus from the previous activity, respond to the questions below.

What Stage is this sample unit aimed at? What outcomes are the activities contributing to? Record the outcome/s here. What PDHPE content does the unit of address? What skills are addressed? Do all the activities contribute to PDHPE outcomes? Which activity would be a good opportunity for assessment? How would you go about collecting this information?

What opportunities exist for making links with other KLAs? How would this unit work with your students? What changes would you make?

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Session 3: Road safety education resources

Resource station 1 - Early Stage 1, Stage 1

Jeffery by Margaret Milne What are the key road safety messages of the text? How could you incorporate this text as part of a literacy session? Review the interactive whiteboard activities and record the different ways you could use these IWB activities to meet the needs of your students

Early Stage 1 – Ben’s Bike Ride

Stage 1 – Travelling Safely to School

Resource station 2 - Stage 2

Barrier game What key road safety messages are reinforced through the game? What prior knowledge would your students need before playing the Barrier game? What Literacy and Numeracy links could be included as part of this game? Review the interactive whiteboard activities and record the different ways you could use these IWB activities to meet the needs of your students

PDHPE Wheels

Stop! Think! Photographs

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Resource station 3 - Stage 3

Literacy activities: A. Identifying the writer’s point of view B. Promoting safe behaviour: persuasive text What PDHPE outcomes are addressed? What is the “PDHPE learning”? What is the literacy focus? How would you change these activities to meet the needs of your students? Review the interactive whiteboard activity: Stage 3 – Safe Journey to School

Record different ways you could use this IWB activity to meet the needs of your students.

Transport for NSW, Centre for Road Safety resources and school catalogue:

List the free resources that you could use to support your school program.

TALE resources

The Stage3&4 Bus Safety resource is found on TALE. http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13828/ How could you use this resource?

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Road Safety Education support resources

When you are back at school, check if you school has these resources, if you not you can order

new resources using the primary school catalogue provided to you.

Road Safety Education website Department of Education and Communities http://www.curriculumsupport.education.nsw.gov.au/policies/road/index.htm

The Road Safety Education website contains information for schools on curriculum and policy. The site has information for teachers, principals and schools about road safety including: - teaching and learning - resources links to policies - travelling safely to and from school.

Road Safety Education, Driver Education and Training Policy Department of Education and Communities https://www.det.nsw.edu.au/policies/curriculum/schools/road_safe/PD20020033.shtml The Department’s Road Safety Education, Driver Education and Training Policy highlights that schools should provide effective teaching and learning activities in road safety education.

NSW Centre of Road Safety Transport for NSW http://roadsafety.transport.nsw.gov.au/index.html This website contains up to date information about changes to legislation, recent road safety initiatives and links to other road safety information. There is a link from this page to my Resources section where you can order free brochures, posters and information for schools. Connecting learning in my primary classroom Department of Education and Communities http://www.curriculumsupport.education.nsw.gov.au/connected/

This website has been designed to house a collection of the best available curriculum resources and professional learning to support teachers in quality teaching and learning with interactive whiteboards and video conferencing equipment. There are sample notebook activities to support each KLA and COGs. Road safety education samples are included as part of PDHPE section in each stage.

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Bus safety Department of Education and Communities http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13828/index.htm

The Bus Safety resource consists of teaching and learning activities for students in Stage 3 and Stage 4. The resource aims to increase bus safety awareness for students and supports the main bus safety messages promoted by Transport for NSW and the Department of Education and Communities

iRide, iRead, iThink – Stages 2 and 3 Department of Education and Communities http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13937/

This resource is designed to support the National Year of Reading. The book rap focuses on bicycle safety through reading and viewing texts as part of PDHPE.

Road safety issues around schools – Advice and take home notes for schools Transport for NSW http://roadsafety.transport.nsw.gov.au/downloads/safety-around-schools.pdf

Advice includes: - safe school travel - safety around school buses - parking safely and parking fines near the school - observing 40km/h school zones - road safety messages for inclusion in the school

newsletter

A practical guide to addressing Road Safety issues around schools Transport for NSW http://roadsafety.transport.nsw.gov.au/downloads/road_safety_school_practical-guide.pdf

This document assists principals and school communities to address road safety issues in the vicinity of the school and gives information on the various agencies involved. The document has been developed in consultation with school community stakeholders and the agencies responsible for road safety around schools.

Move Ahead with Street Sense- Early Stage 1/Stage 1, Stage 2 and Stage 3 These kits contain teacher resource booklets, road safety photographs, and appropriate resources for each stage.

Posters, stickers and brochures are free of charge

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Contact your local DEC Road Safety Education Officer to find out how to order them.

Kindergarten Orientation Day Road Safety Parent Presentation This kit contains a PowerPoint presentation, DVD Limitations of children in the traffic environment, Choose right, fit right DVD, road safety pack containing road safety brochures, stickers for each family attending a Kindergarten orientation Day. Contact your local DEC Road Safety Education Officer to find out how to order them.

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Session 4: A whole school approach to road safety

education

List strategies (existing or otherwise), that could be implemented at school to support road safety

education in each area of the health promoting schools model.

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Identifying road safety issues at your school

1. Road safety education is taught in what years at your school?

K Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6

2. What are the main issues that need to be addressed at your school? Tick below.

Behaviour of students cycling to the school

The entry and exit of students around and from school

The wearing of helmets by students Behaviour on buses to and from school

Students walking to and from school Bus stop behaviour of students i.e. boarding and disembarking

Parent parking outside the school Bus travel on excursions or for sport

Use of seatbelts by students and parents Independent travel of students with special needs

Physical setting of the school Cycling to and from school

Use of the school carpark or driveway Driver and pedestrian behaviour at school crossings

Other (please describe) Use of skateboards, rollerblades and scooters

3. Are there any other factors that need to be considered when developing road safety education

teaching and learning programs at your school?

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Session 5: Planning and programming road safety

education

Where are my students now?

Curriculum e.g. students’ background knowledge and stage of learning, Foundation Statement expectations,

previous road safety education at school, links with other KLAs, other units of work, links with other PDHPE content.

Environment e.g. what are the main road safety issues at the school or for my class?

Community e.g. school events that have road safety links, e.g. Walk Safely To School Day, excursions, safety days, holidays – when do these events occur?

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What do I want my students to learn?

My concept map

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Unit: Stage:

Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10

Outcomes Indicators Links to other KLAs

Syllabus content Resources

Ho

w w

ill my stu

de

nts get th

ere?

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Odd / Even

Key Focus Learning Experiences Resources

Ho

w d

o I kn

ow

wh

en m

y stud

en

ts get the

re?

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My action plan

As a result of participating in this workshop....what will I do when I return to

school?

...what am I going to do tomorrow?

...what am I going to tell my:

supervisor/stage leader?

Principal

...what am I going to do for my class?

...what am I going to do at my school?

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To request support from Road safety education officers

To indicate your interest in support or notification of a road safety education professional

learning event contact your Road Safety Education Officer. Professional learning workshops are also advertised regularly in SchoolBiz.

Road Safety Education Officer contact

Jamie Lee Wirtz Road Safety Education Officer Riverwood Office P: 9408 8945 jamie.wirtz@det.nsw.edu.au

PDHPE contacts

Renee West PDHPE Advisor 7-12 P: 9244 5841 renee.west@det.nsw.edu.au Kylie Watson PDHPE Advisor K-6 P: 9266 8416 kylie.watson9@det.nsw.edu.au

NSWroadsafetyed

PDHPE.Unit@det.nsw.edu.au For e-newsletter each term.