Skip to content

Play It Safe

Resource overview

This resource is driven by a Project Based Learning (PBL) framework that aims to:

  • address the social norms associated with risk taking behaviour, particularly in road and traffic environments
  • address the influence of peers on attitudes and behaviours when in road and traffic environments
  • develop the skills required to effectively resist pressure from peers to engage in high risk road-related behaviours.

Play It Safe is built around the driving question:

How can we promote safer road use amongst young people in our local community?

Activity 1: Risky business

Syllabus content

  • evaluate strategies and actions that aim to enhance health, safety, wellbeing and physical activity levels and plan to promote these in the school and community
    • identify major causal factors in road and traffic-related injuries and assess the strategies and actions to promote their own and others' health, safety and wellbeing, e.g. minimising distractions such as music and mobile phones, identifying a designated driver, resting when tired, speeding, overcrowding of cars, following road rules

Learning intentions

By the end of this lesson students will:

  • understand some of the factors and behaviours that lead to road-related casualties
  • identify strategies that can be used to promote safe road use
  • recognise sources of information about road safety data
  • generate a range of questions to direct their inquiry throughout the project.

Additional information

Driver education and road safety discussions can be sensitive in school communities, particularly those with recent or previous experience of road trauma. It may be difficult for students with close personal involvement in a road crash to involve themselves fully in some activities. 

When teaching sensitive issues it is important to create an atmosphere where students feel safe and supported and to provide information where students can seek help or further support if required.

Activity 2: Understanding road user behaviour in our local community context

Syllabus content

  • evaluate strategies and actions that aim to enhance health, safety, wellbeing and physical activity levels and plan to promote these in the school and community
    • identify major causal factors in road and traffic-related injuries and assess the strategies and actions to promote their own and others' health, safety and wellbeing, e.g. minimising distractions such as music and mobile phones, identifying a designated driver, resting when tired, speeding, overcrowding of cars, following road rules

Learning intentions

By the conclusion of this lesson students will:

  • research road-related casualty statistics for their local government area
  • summarise findings from the crash statistics to draw conclusions about major causal factors
  • create a data collection process and tool to collect more detailed information about road-user behaviour amongst young people in their local community.

Additional information

Driver education and road safety discussions can be sensitive in school communities, particularly those with recent or previous experience of road trauma. It may be difficult for students with close personal involvement in a road crash to involve themselves fully in some activities.

When teaching sensitive issues it is important to create an atmosphere where students feel safe and supported and to provide information where students can seek help or further support if required.

Student resources

Activity 3: Understanding road user behaviour in our local community context (continued)

Syllabus content

  • evaluate strategies and actions that aim to enhance health, safety, wellbeing and physical activity levels and plan to promote these in the school and community
    • identify major causal factors in road and traffic-related injuries and assess the strategies and actions to promote their own and others' health, safety and wellbeing, e.g. minimising distractions such as music and mobile phones, identifying a designated driver, resting when tired, speeding, overcrowding of cars, following road rules      

Learning intentions

By the conclusion of this lesson students will:

  • give and receive constructive feedback about their data collection processes and tools
  • identify a range of strategies currently implemented to promote safer road use and evaluate their effectiveness. 

Additional information

Driver education and road safety discussions can be sensitive in school communities, particularly those with recent or previous experience of road trauma. It may be difficult for students with close personal involvement in a road crash to involve themselves fully in some activities. 

When teaching sensitive issues it is important to create an atmosphere where students feel safe and supported and to provide information where students can seek help or further support if required.
 

Activity 4: How risky is too risky?

Syllabus content

  • analyse situations where external influences may have an impact on their ability to make healthy and safe choices (ACPPS092)
    • describe pro-social behaviour expectations in social situations and examine how these can influence decisions behaviours and actions     
    • investigate the influences on risk-taking and decision-making and assess their impact on individual health, safety and wellbeing, eg drug use, road safety, physical activity, personal safety, pregnancy   

Learning intentions

By the conclusion of this lesson students will:

  • identify a range of high risk behaviours associated with road use
  • recognise factors that influence the levels of risk associated with a range of behaviours
  • understand that risk taking is an important part of adolescent development
  • perceptions of levels of risk of different behaviours can differ amongst people.

Additional information

Driver education and road safety discussions can be sensitive in school communities, particularly those with recent or previous experience of road trauma. It may be difficult for students with close personal involvement in a road crash to involve themselves fully in some activities. 

When teaching sensitive issues it is important to create an atmosphere where students feel safe and supported and to provide information where students can seek help or further support if required.
 

Activity 5: Contextual factors at play in road user decisions and behaviours

Syllabus content

  • analyse situations where external influences may have an impact on their ability to make healthy and safe choices (ACPPS092)
    • describe pro-social behaviour expectations in social situations and examine how these can influence decisions behaviours and actions     
  • analyse the contextual factors that have an impact on the health, safety, wellbeing and participation in physical activity of individuals and groups, including Aboriginal and Torres Strait Islander Peoples
    • examine how contextual factors influence sense of self and assess the impact this has on individual health, safety, wellbeing and participation in physical activity  
  • investigate media strategies, marketing and influences associated with health issues affecting young people
    • critically analyse gender messages in popular culture and consider their impact on individual and community health, safety, wellbeing and participation in physical activity     

Learning intentions

By the conclusion of this lesson students will:

  • explore a range of contextual factors that influence decision making and road user behaviour
  • recognise the consequences of engaging in risky behaviours in a road environment
  • critique a range of TV and media campaigns and explore how they could inform the development of their local strategies.

Additional information

Driver education and road safety discussions can be sensitive in school communities, particularly those with recent or previous experience of road trauma. It may be difficult for students with close personal involvement in a road crash to involve themselves fully in some activities.

When teaching sensitive issues it is important to create an atmosphere where students feel safe and supported and to provide information where students can seek help or further support if required.

Activity 6: Exploring risk taking from other perspectives

Syllabus content

  • examine and refine interpersonal skills and actions to take greater responsibility in relation to their own health, safety and wellbeing
    • demonstrate an assertive position on a situation, dilemma or decision by expressing thoughts, opinions and beliefs while acknowledging the feeling of others   
    • propose and practise a range of realistic responses to scenarios where peers are encouraging them to behave in unhealthy or unsafe ways in a variety of contexts, eg drug use, sexual behaviours, use of offensive online material, sexting, gambling, road use    
  • plan, rehearse and evaluate options for managing situations where their own and others' health, safety and wellbeing may be at short-term or long-term risk (ACPPS091)
    • practise self-management and interpersonal skills to manage and respond to a variety of challenging or unsafe situations, eg sexual relationships    
    • formulate a safety plan to meet the particular needs of a challenging situation, listing choices and consequences and making a decision about the best choice for their own health, safety or wellbeing     

Learning intentions

By the conclusion of this lesson students will:

  • critique a range of TV and media campaigns and explore how they could inform the development of their local strategies.
  • formulate a range of positive key messages or slogans promoting safe road use that will resonate with young people in their local community. 
  • explore the links between decisions and consequences when using our roads.

Additional information

Driver education and road safety discussions can be sensitive in school communities, particularly those with recent or previous experience of road trauma. It may be difficult for students with close personal involvement in a road crash to involve themselves fully in some activities.

When teaching sensitive issues it is important to create an atmosphere where students feel safe and supported and to provide information where students can seek help or further support if required.

Activity 7: Exploring other perspectives to inform our local community strategies

Syllabus content

  • analyse situations where external influences may have an impact on their ability to make healthy and safe choices (ACPPS092)
    • describe pro-social behaviour expectations in social situations and examine how these can influence decisions behaviours and actions.     
  • plan, rehearse and evaluate options for managing situations where their own and others' health, safety and wellbeing may be at short-term or long-term risk (ACPPS091)
    • practise self-management and interpersonal skills to manage and respond to a variety of challenging or unsafe situations.

Learning intentions

By the conclusion of this lesson students will:

  • analyse a range of scenarios from different perspectives in order to investigate consequences for all involved
  • formulate a range of positive key messages or slogans promoting safe road use that will resonate with young people in their local community. 

Additional information

Driver education and road safety discussions can be sensitive in school communities, particularly those with recent or previous experience of road trauma. It may be difficult for students with close personal involvement in a road crash to involve themselves fully in some activities. 

When teaching sensitive issues it is important to create an atmosphere where students feel safe and supported and to provide information where students can seek help or further support if required.
 

Activity 8: Culminating challenge – Presentation of strategies

Syllabus content

  • analyse the contextual factors that have an impact on the health, safety, wellbeing and participation in physical activity of individuals and groups, including Aboriginal and Torres Strait Islander Peoples
    • investigate community action initiatives implemented by young people that have a positive influence on the health, safety, wellbeing and physical activity levels of their communities

Learning intentions

By the conclusion of this lesson students will:

  • present their strategies to promote safe road use in their local community
  • critique the strategies presented by other teams using the criteria developed to identify the potential effectiveness of strategies proposed
  • reflect on their involvement in the project and what they have learnt.

Additional information

Driver education and road safety discussions can be sensitive in school communities, particularly those with recent or previous experience of road trauma. It may be difficult for students with close personal involvement in a road crash to involve themselves fully in some activities. 

When teaching sensitive issues it is important to create an atmosphere where students feel safe and supported and to provide information where students can seek help or further support if required.
 

Last update: 28th August 2019