How risky is too risky?

<p>Ask students to remember back to <a data-entity-substitution="canonical" data-entity-type="node" data-entity-uuid="737c1436-c382-433f-900f-772322202dda" href="/pdhpe-activites/play-it-safe/activity-1-risky-business" title="Activity 1: Risky business">Activity 1: Risky business</a>, when they explored the news reports about casualties on our roads and identified the behaviours that were reported as leading to road crashes.&nbsp;</p>
<p>Explain to students that many of the casualties on our roads are the result of people engaging in what are perceived as high risk behaviours. Explain that if we are going to design strategies to promote safe road use, we need to understand what behaviours constitute high risk and what motivates some people to engage in these behaviours.</p>
<p>Explain that the next activity is designed to help students explore what behaviours constitute high risk and low risk behaviours.</p>
<p>Set up a risk continuum across the room with <strong>HIGH RISK</strong> at one end of the room and <strong>NO RISK</strong> at the other end of the room.</p>
<p>Give students one <em><strong>behaviour card</strong></em> each. Ask them to position it along the risk continuum based on how risky they believe the behaviour to be. Once students have positioned their first card, handout any leftover cards until all cards are placed along the continuum.</p>
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<p><strong>Teacher tip:</strong></p>
<p>Depending on time available for discussion, decide on how many behaviour cards you will use.</p>
<p>To reduce the length of time required for discussion and consensus you could allocate the same behaviour to multiple students.</p>
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<p>Ask students to now look at the cards along the continuum and stand next to any that they would like to move up or down the continuum.&nbsp;</p>
<p>Ask each student to share the reason they think the card they have selected should be moved. As a class, discuss reasons for and against moving each of the identified cards. Discuss whether the level of risk changes if the person in the scenario was male or female, young or old. Repeat for any cards whose position on the continuum is contested.</p>
<p>Now ask students to assess the position of the cards based on where their parents or carers would place the cards along the continuum. Repeat the discussion and consensus process. Again, discuss whether the level of risk would change if it was a female versus a male parent making the judgement.</p>
<p>Emphasise to students that not all risk is negative. Positive risk motivates individuals to try harder and aim higher so needs to be differentiated from negative risk.</p>


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			  <img loading="lazy" align="left" src="/sites/default/files/2021-07/discussion-icon.jpg" width="130" height="90" alt="Discussion icon"></p>
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<td>As a class discuss the following questions:</td>
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<li>What defines a behaviour as high-risk?</li>
<li>Is the definition of high-risk behaviour objective or subjective?</li>
<li>Who defines a behaviour as high or low risk?</li>
<li>Can the definition of high risk behaviours be different for different people? How? Why?</li>
<li>How can gender influence or change our perception of risk? Why might this be the case?</li>
<li>How does risk taking play a part in young people’s development?</li>
<li>Why is risk taking an important aspect of adolescent development?</li>
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<td>Ask students to complete a <strong>Connect-Extend-Challenge</strong> thinking routine by answering the following questions in relation to the risk continuum activity.</td>
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<li><strong>CONNECT:</strong> How are the ideas and information explored in the risk continuum activity CONNECTED to what you and your team already knew?</li>
<li><strong>EXTEND:</strong> What new ideas or concepts did you get that EXTENDED or pushed your thinking in new directions?</li>
<li><strong>CHALLENGE:</strong> What is still CHALLENGING or confusing for you or that you still have questions about?</li>
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<p><strong>Teacher tip:</strong></p>
<p>Connect-Extend-Challenge is a visible thinking routine that helps students make connections between new ideas and prior knowledge. (http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingR...)</p>
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			  <img loading="lazy" align="left" src="/sites/default/files/2021-07/formative-assessment-icon.jpg" width="94" height="117" alt="Formative assessment icon"></p>
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<td><strong>Assessment artefact 4: Revisiting responses to the driving question</strong></td>
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<p>Explain to the class that given all that they have discovered over the last few lessons they will now revisit their original responses to the driving question.</p>
<p class="text-align-center"><strong>“How can we promote safer road use amongst young people in our local community?”</strong></p>
<p>Distribute copies of students’ original responses to the driving question that were completed in <a data-entity-type="node" data-entity-uuid="737c1436-c382-433f-900f-772322202dda" href="/pdhpe-activites/play-it-safe/activity-1-risky-business" title="Activity 1: Risky business">Activity 1</a>.</p>


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<td>Ask students to revise their original response to the driving question given the additional knowledge and information they have gathered in relation to current strategies and their effectiveness and perceptions of risky behaviours through the previous activities.</td>
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<p><strong>Teacher tip:</strong></p>
<p>Collect revised student responses to the driving question so they can be used as a comparison to assess learning throughout the project.</p>
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<p><strong>Homework reminder:</strong> Remind teams that they need to finish collecting and collating their data on road user behaviour over the next week ready for use in the next lesson.</p>


<p>Please click on the below button to return to Activity page.</p>


Activity 4: How risky is too risky?

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How risky is too risky?

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