Understanding road safety in our local community

<p>Remind students of the <strong>driving question</strong> and <a data-entity-type="node" data-entity-uuid="b480b8a6-8c96-4c86-8af3-ef14df540b79" href="/pdhpe-activites/play-it-safe/culminating-challenge-presentation-strategies-wider-audience" target="_blank" title="Culminating challenge - Presentation of strategies to wider audience">Culminating challenge</a> for this project. Remember to display the <strong>driving question</strong> and <strong>Need to Know questions list</strong> prominently in the classroom as a reference point.</p>
<p>Ask students to recall information they learnt during last lesson in relation to the driving question.</p>


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<td>Ask teams to use the Centre for Road Safety’s <a href="https://roadsafety.transport.nsw.gov.au/statistics/interactivecrashstats/lga_stats.html?tablga=1" target="_blank">Interactive Crash Statistics</a> website to analyse the data available for their local government area (LGA). Explain that this will help to build a picture of the nature of road crashes involving their allocated user group.</td>
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<td><strong>Research task 2: What can we learn about young people’s road user behaviour in our local area?</strong></td>
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<p>Allocate one of the following five road user groups to each team:</p>
<ol>
<li>Passengers</li>
<li>Pedestrians</li>
<li>Drivers</li>
<li>Cyclists/skateboarders</li>
<li>Motorcyclists</li>
</ol>


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<td>Direct teams to the NSW Centre for Road Safety website’s <a href="https://roadsafety.transport.nsw.gov.au/statistics/interactivecrashstats/lga_stats.html?tablga=1" target="_blank">Interactive Crash Statistics</a> to explore the data available for their local government area. Provide students with the instructions on how to use the website if necessary.</td>
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<p><strong>Teacher tip:</strong></p>
<p>Sensitivity is required if students have had family members, friends or know of someone involved in a road crash.</p>
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<p>When exploring the data ask teams to consider the following questions:</p>
<ul>
<li>When did crashes occur? e.g. time of day, holidays etc</li>
<li>What was the severity or degree of the crashes?</li>
<li>What type of road did the crashes occur on?</li>
<li>What were the characteristics of the casualties? e.g. age, gender, safety precautions (seatbelts, helmets)</li>
<li>What other contributing factors were involved? e.g. speed, fatigue.</li>
</ul>
<p>Ask teams to collate a visual representation of the data for their allocated road user group, such as an infographic, digital presentation, or range of graphs. Ask one member from each team to stay with their visual representation to explain their findings while the rest of the students visit each team’s table to learn about their findings.</p>
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<p><strong>Teacher tip:</strong></p>
<p>Explain to students that the word crash is used, not accident. The majority of fatal crashes are caused by a driver or other road user’s choice of behaviour, e.g. speeding, drink/drug driving, distracted driving, and are therefore not accidents.</p>
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<td>Discuss as a class whether the data collated by all teams represents the reality of how each road user group behaves in the road environment. Ask teams to justify their responses.</td>
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<p>Team responses may include:</p>
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<li>data is not representative as it shows that all crashes involving motorcyclists involved speeding and resulted in major casualties, however, there are many motorcyclists who do not speed and who haven’t ever been involved in a crash.</li>
<li>data is not representative of ‘near misses’ that result from driving whilst fatigued or speeding so the behaviour could be more prevalent than the data indicates.</li>
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<td><strong>Assessment artefact 2: Data collection process and tool</strong></td>
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<p>Ask teams to identify how they might be able to collect more accurate information about how young people in their local area behave both positively and negatively in the road environment, e.g. through paper-based or online surveys of young people, focus groups with young people, interviews with community members such as local police, hospital nursing staff, local doctor, area health service, ambulance, insurance companies, local health providers such as physiotherapists/occupational therapists, shop keepers, pub owners, security outside pubs.</p>


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<td>Ask each team to develop a process and tool to collect more refined information about how young people in their local community behave in the road environment.</td>
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<p>Emphasise to teams that when developing their tool, they need to collect information on:</p>
<ul>
<li>how young people use the road for different purposes, e.g. different ways they get from one location to another e.g. public transport, as a pedestrian, cycling, as a passenger in a car etc.</li>
<li>How young people behave when using the road</li>
<li>How they have seen other young people behave as road users</li>
<li>How conscious they are of their own and others’ safety when they are in a road environment as a road user</li>
<li>Whether they have been involved in any road-related incidents or had any near-misses and what the nature of these incidents were.</li>
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<p>Explain that processes and tools will be shared with another team next lesson in a feedback session so must be completed ready for sharing by the beginning of the next lesson.</p>


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<td><strong>Need to know list reflection</strong></td>
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<p>Revisit the class <em><strong>Need to Know list</strong></em> and ask students to indicate using either a <strong>thumb check</strong> or <strong>fist to five</strong> whether they think their team have answered the question and how well they understand it. If some teams respond in the negative ask those teams who respond positively to explain what they know about the question. Ask teams to decide whether the question/s have been sufficiently answered and understood to be taken off the list or whether more investigation is required.</p>
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<p><strong>Teacher tip:</strong></p>
<p><strong>Thumb check</strong> is a quick strategy where students indicate their understanding with a quick thumb signal as follows:</p>
<ul>
<li>Thumbs up – I’m confident I have found the answer</li>
<li>Thumbs down – I haven’t got the answer yet</li>
<li>Thumb to the side: I have collected information but haven't come up with a final answer as yet.</li>
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<p><strong>Fist to five</strong> is a quick strategy for soliciting feedback from every student in the classroom. It's simple. It's silent. It's safe. The teacher needs a question and the students need a fist. A no pressure strategy, fist to five can quickly check for understanding. Students simply use their hand to indicate their level of understanding for each of the N2K questions based on the following key:</p>
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<li>Fist - Have no understanding of what the answer to this question is.</li>
<li>One - Have a little understanding but need more time to investigate further?</li>
<li>Two - I have got a plan to collect information to answer this question</li>
<li>Three - I have collected information but haven't come up with a final answer as yet</li>
<li>Four - I think I know the answer but would like to collaborate with others to be sure</li>
<li>Five - I’m a pro and could teach this to someone else.</li>
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Activity 2: Understanding road user behaviour in our local community context

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Understanding road safety in our local community

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