Focus Area 4 Predicting and responding to road use risks and … · 2018-07-31 · Focus Area 4: Road user risks and harm reduction strategies201 Focus Area 4: Road user risks and

FOCUS AREA 4:Predicting & responding

to road use risks & consequences

Focus Area 4Predicting andresponding to road use risks and consequences

Focus Area 4Predicting andresponding to road use risks and consequences

(For typical Year 8 and 9 students)

199Focus Area 4: Road user risks and harm reduction strategies

Focus Area 4Road user risks and harm

reduction strategies

The activities in this focus area are designed for

typical Year 8 and 9 students.

Overview of Focus Area 4

This section provides an overview of the units included in the Road user risks and harmreduction strategies focus area and the content related to young people as future drivers,passengers, pedestrians, cyclists and riders of wheeled recreational devices (e.g.scooters, skateboards and rollerblades). It includes the consequences of a crash, dealingwith loss and grief, support networks and agencies, purchasing vehicles and vehicleinsurance, and predicting risks in a range of traffic-related situations.

This focus area has two units that allow students to take part in learning experiences thatdemonstrate their knowledge, skills and development of values relating to safer road userbehaviours.

Unit 4.1 Seeking support and advice

This unit focuses on the short and long term effects of a road crash and procedures tofollow, including administering first aid at the scene of a road crash. Students will consideralternative modes of transport and the rights and responsibilities of having a driverʼslicence. Students will identify strategies to deal with loss and grief and those who canprovide support and advice in a range of traffic-related situations.

Unit 4.2 Predicting risks and identifying strategies to reduce harm

This unit focuses on the contributing factors of road crashes such driver behaviour,vehicle condition and environment and other interacting factors such as speed, drinkdriving, fatigue and not wearing restraints and the issues for young people in the trafficenvironment. Students will identify and practise relevant self-management (e.g. predictproblems and make decisions) and interpersonal skills (e.g. negotiate and assertivelycommunicate) to avoid or reduce harm in a range of traffic-related situations.

Focus Area 4: Road user risks and harm reduction strategies

Unit 4.1

Seeking

support and

advice

Unit 4.2

Predicting

risks and

identifying

strategies to

reduce harm

KNOWLEDGE AND

UNDERSTANDINGS

PROMOTING WELLBEING

The meaning and dimensions ofhealth

• social, cultural, environmental andpolitical factors that influence healthand attitudes towards it (e.g. socialfactors influence peopleʼs road userbehaviours and their attitudes towardssafer road use)

Growth and development

• personal behaviours that influencegrowth and development (e.g. risk-taking behaviours such as travellingin an overcrowded vehicle or with adriver who has been drinking)

Social-emotional wellbeing

• setting goals to minimise risk as aroad user

• making decisions in a range of traffic-related situations

• assessing risks or hazards

• discussing concerns and worries as aroad user in a range of traffic-relatedsituations

Ways to keep healthier and safer

• seeking help or advice (e.g. griefcounselling to deal with road trauma)

• assessing risks or hazards in traffic-related situations

• adhering to product warnings andadvice (e.g. bicycle helmets andseat belts)

• learning simple first aid procedures

• identifying ways to respond to peersand others who are encouragingharmful or unsafe behaviours

• rules and laws to promote safertraffic environments (e.g. drinkdriving laws)

• acceptance of personal responsibilityfor safety in traffic

• appreciating the need andresponsibility to behave safely as aroad user

SELF-MANAGEMENT SKILLS

SELF UNDERSTANDING

Managing emotions

• modifying actions in response tostressful or unsafe situations

• using positive ʻself talkʼ

DECISION-MAKING

Reviewing the situation

• elements to consider whenreviewing a situation (e.g.considering all potential helperswhen an issue canʼt be addressedon their own; choosing the mostappropriate helper; initiating theirrole in the decision-making process)

• factors to consider in choosing themost appropriate person to help(e.g. the context and what help isneeded)

• why some traffic-related situationscan be high risk

Planning before deciding

• predicting and identifying options ina traffic-related situation

• considering attitudes of self andothers towards particular road userbehaviours and issues

• appreciate the need for safer roaduser practices

• consider their rights andresponsibilities in the trafficenvironment

Deciding and acting

• positive and negative consequencesin relation to road user situations

• considering personal andcommunity safety, risks and benefits

• strategies to manage influences ofunsafe road use from peer andfamily (e.g. assertiveness andprotective behaviours)

Monitoring and evaluating

• being responsible for actions andconsequences of safety decisions

• identifying the effectiveness ofstrategies to cope with peerinfluence

• reflect individually to determine if agoal is progressing

INTERPERSONAL SKILLS

RELATIONSHIP SKILLS

Communicating

• effectively communicate in traffic-related situations where safety is aconcern

• expressing an opinion about saferroad user behaviours or opinionswhen asking for help

Building and nurturing relationships

• ways to cope with loss and griefand offer help to friends, family orothers

Preventing and managing conflict

• practising ways to adaptassertiveness in challenging ordifficult traffic-related situations (e.g.recognising when to be assertiveand when to withdraw such asdealing with a passenger who isintoxicated)

• practising ways to negotiate (e.g.expressing own attitudes andopinions about safer road userbehaviours and road safety issues)

WORKING WITH OTHERS

Cooperating and collaborating in

groups

• appreciate the need to acceptdiffering attitudes and opinions

• follow instructions and respond toquestions, ideas and advice ofothers

Leading, initiating and facilitating

• explain safer road user behavioursto peers and younger students

• value the need to encourage peers,family and the wider schoolcommunity to participate in saferroad user behaviours

200 Focus Area 4: Road user risks and harm reduction strategies

Overview of content: Road user risks and harm reduction strategies

The table below describes the content addressed in this focus area that will contribute to the achievement of theCurriculum Framework Health and Physical Education Learning Outcomes in the context of drug education. Thecontent has been listed under the organisers from the Early Adolescence Phase of the Curriculum FrameworkCurriculum Guide-Health and Physical Education. The content for Attitudes and Values is incorporated in theoutcomes (shown in italics).


Focus Area 4: Road user risks and harm reduction strategies

Teacher notes

➤ It should be recognised that the majority of

young people want to, and do, stay safe in the

traffic environment and consequently makedecisions that reflect this attitude. Howeverstudents need to explore issues and situationsthat may impact their safety and well-being. Thefollowing key messages for young people are:

• predict situations and influences that canincrease your level of risk in traffic

• make decisions that increase your safety

in the traffic environment

• have a range of strategies and responses

to use in traffic-related situations

• take responsibility for your own safety andthe safety of others.

➤ The frequency of road crashes within ourcommunity means it is possible there will bestudents who have been touched by such

trauma either directly or indirectly. Issuessurrounding grief and loss are sensitive and needto be handled with care. When implementing roadsafety programs:

• anticipate content which might stimulatestrong student responses

• check visual resources prior to using them inthe classroom

• inform students about the sensitive nature ofthese activities and the need to be supportiveof other class members who may recallsimilar personal experiences

• outline the lesson content and ask students ifthey would prefer not to participate. Arrangefor these students to move to anothersupervised location.

• give students the opportunity to debriefsensitive content.

➤ A Road Trauma Counselling Service isavailable by phoning 131 114.


For students:

Key understandings

➤ Road crashes have short and long term effects and consequences.

➤ Trauma is the emotional and physical shock resulting from a road crash.

➤ In the context of road trauma, resilience is important for an individual, group andcommunity.

➤ People, who have had direct or indirect experiences with road trauma and areemotionally distressed, need to identify others who can offer support and howthey can help themselves.

➤ Following an emergency procedure and offering assistance to crash victims is aresponsible action.

Key skills

➤ Apply these understandings to their own personal situations as road users, in thetraffic environment.

➤ Predict situations and ways to deal with a range of traffic-related situations.

➤ Identify those who can offer support and advice.

➤ Make decisions and plan strategies to help others or themselves deal with roadtrauma.

➤ Anticipate and practise assertive and help seeking behaviours suitable for traffic-related situations.

➤ Share and listen to othersʼ attitudes and opinions.

The activities in this focus area are designed

for typical Year 8 and 9 students.

Unit 4.1Unit 4.1 Seeking support and advice

Explain that each student will be writing a descriptionof a character who is travelling in the car byanswering the questions on the resource sheet. Thecharacters are to be about their age or slightly older.

Allow time for students to write their description on alarge Post-it note.

Ask each student to place their Post-it note inside theoutline of the car. Each character should be in adifferent position of the car (i.e. driver or rear leftpassenger).

Tell students that only two of the people in the car willbe wearing a seat belt. Each group should decidewho this is and place a tick on the two correspondingPost-it notes.

Explain to students that in a real-life crash, events willnot follow a strict pattern as to who lives, dies or isinjured. To simulate this element of chance, read thefollowing crash scenario.

Crash scenario

Youʼre all on your way home after watching asporting event. Everyone has had a great time

Activity 1: Road crash effects

RESOURCES:

➤ Photocopy Resource Sheet 1: Roll the die – oneper student.

➤ Large sheet of paper – one per group.

➤ Large Post-it notes– one per student.

➤ Die – one per group.

➤ A4 paper – one sheet per student.

➤ Different coloured pens or pencils – two perstudent.

HOW:

Place students in groups of six. Give each group alarge sheet of paper, six Post-it notes and copies ofResource Sheet 1: Roll the die.

Ask groups to draw the overhead view (i.e. birds eyeview) of a car on the large sheet of paper. Thedrawing should fill the paper.



especially since the team you all follow has won.Some of you have been drinking and the music isup really loud. Only two of you are wearing a seatbelt. Thereʼs a slow car in front and someoneyells to the driver to overtake it. The driver startsto speed up and overtake but thereʼs a curveahead and suddenly a carʼs headlights appear.Crash!

Ask students to take turns throwing the die. The levelof injury is determined by the number on the die andis described on the resource sheet. Remind studentsto deduct one from the number thrown if theircharacter was wearing a seat belt to reduce theirinjury (e.g. throw a four, go back to three). For thosenot wearing a seat belt, add one to the numberthrown to increase their injury (e.g. throw a three, goforward to four). Note: If one is rolled and thecharacter was wearing a seat belt they remainuninjured.

Each characterʼs injuries should be written on thePost-it notes. If fatally injured, students should draw across through the Post-it note. Note: if ʻoneʼ is rolledand the character was wearing a seat belt theyremain uninjured.

Give each group time to process the activity bydiscussing the consequences of the crash for eachoccupant of the car. Have students individuallycomplete the questions on the resource sheet.

Use a circle talk (see p298) to let students sharetheir responses and further discuss theconsequences (i.e. physical, emotional, social,financial and legislative) of crashes.

Identifying circle of support

Draw three concentric circles on the board. Label thecentre circle ʻmeʼ, the second circle ʻoftenʼ and thethird ʻoccasionallyʼ.

Suggest to students that everyone has a ʻcircle ofsupportʼ that includes people they talk to when facedwith a problem or are feeling upset, and that theperson they choose to talk to may depend on theproblem or situation. Also confirm with students thatnot everyone feels comfortable sharing their problemswith others and may not move out of the ʻmeʼ circle.

Use the example of ʻbeing worried about failing animportant examʼ or ʻhaving an argument with a friendʼto show how the circles can be used to identify thosewho may offer support or advice in one of thesesituations. Ask students to give some examples andwrite these in the circles.

Ask students to draw and label their own ʻcircle ofsupportʼ on a piece of paper then write the names ofpeople who they always ask for advice or to listen totheir problems, in the circle labelled ʻoftenʼ.

Students repeat this for the ʻoccasionallyʼ circle.

In pairs, students should share and discuss why theyhave used these people to offer advice or support(e.g. a friend may be a good listener or someone tobounce ideas off or a teacher who is always willing tohelp students who are struggling at school).

Seeking support

Suggest to students that how a person reacts to roadtrauma, either directly or indirectly, and who they seekhelp from, may be different to those people identifiedin the previous activity.

Read the following scenario to students.

Your mum is driving everyone home after themovies. She pulls up at a red light. All of asudden a car speeds through the red light,crashes into another car and rolls it onto its side.You can hear people screaming and can seeone person lying on the road. Your mum runsover to the rolled car to see if she can help andasks you to check the other car. You are shakingand very upset.

Ask students how they might react to this situationboth in the short and long term and who might helpthem deal with their reactions (e.g. a parent, doctor,friend, school counsellor, person with similarexperience, church member or Road TraumaCounselling Service).

Have students write these names on their circle ofsupport sheet using a different colour pen. Askstudents to tick the names of people previouslyidentified.

Have students share their responses then discuss thefollowing questions as a class.

Discuss

• What changes did you notice to your circle ofsupport when faced with a road crash situation?Why?

• Who would you ask for help you if you wereinvolved with a road crash?

• Why is it important to talk to others about yourfeelings?

• How could you help a friend or family member dealwith their reaction to a crash?

• If someone is sharing a problem with you, whatcan you do to show them that you are interestedand sincere? (E.g. paraphrasing, eye contact,sitting face on, nodding head to confirmunderstanding or show empathy.)

Reflection

Ask students to complete the unfinished sentences

(see p328) and discuss their responses with a partneror their family.



• The person who I usually share my problemswith is because .

• If I have a problem I often .

• I find it to talk to others aboutmy problems because .

Activity 2: Dealing with loss

RESOURCES:

➤ Photocopy Resource Sheet 2: Crash report – oneper student.

➤ Highlighters – one per student (optional).

➤ Photocopy and cut out cards from Resource Sheet3: Coping strategies – one set.

➤ Cards labelled ʻvery helpfulʼ, ʻhelpful, ʻuselessʼ andʻharmfulʼ – one set.

HOW:

Explain to students that at some time in their life theywill experience the loss of, or injury to, a familymember or friend and that a number of factors, suchas how the death occurred, may influence theirreaction. Reactions can differ from person to personand may include shock, disbelief, anger, sadness,frustration, guilt or grief.

Have students read the newspaper article ʻTragedyhits schoolʼ on Resource Sheet 2: Crash report. As agroup, ask students to share their personal reactionsand opinions about the road safety issues highlightedin the article.

With a partner, students highlight the factors thatcontributed to the crash (e.g. alcohol, night timedriving, inexperienced young driver and modifiedvehicle) and write these on one side of a T chart (seep305) labelled ʻcrash factorsʼ.

Students then discuss actions or decisions that mayhave changed the outcome (e.g. catching a taxi orringing a parent for a lift rather than travelling with adriver who had been drinking) and write these on theother side of the T chart labelled ʻsafer actions ordecisionsʼ.

Share the ideas as a class discussing theeffectiveness of the decisions and actions.

Identifying short and long term effects

Students individually read the character profiles onResource Sheet 2: Crash report then discuss thepossible short and long term reactions for eachcharacter.

Suggest that students also discuss the effects on

others linked to the crash but not listed on theresource sheet. For example, emergency workers atthe scene may be traumatised if they have a teenagerin their family or if they have never repeatedly, ornever, attended a road crash involving a youngperson.

Ask groups to share their responses then discuss thesupport that each character could seek. Advisestudents of the Road Trauma Counselling Service(131 114) which is a free counselling service for thosewho have experienced road trauma either directly orindirectly.

Have students investigate other support servicesavailable in the local community and present theirfindings to the class.

Discuss

• How have you seen people respond to a loss of life(either from a road crash or other cause)?

• Why do reactions differ between people? (E.g.previous experiences; relationship to deceased;age and gender; support available; personality.)

• How might a road crash affect a person in the longterm? (E.g. difficulty sleeping; loss of appetite;depressed; difficulty concentrating; relationshipchanges.)

• If someone you loved died, or was very seriouslyinjured in a road crash, how would you like yourfriends to support you?

Identifying coping strategies

Suggest to students that everyone responds to stressor challenges differently and that some people copeusing one or two strategies whereas others may use arange of strategies depending on the situation.

Students talk about how they cope with difficult oremotional situations (e.g. physical activity, talk to afriend, watch a movie or eat comfort foods). Writesome of these ideas on the board.

Sit the class in a circle and spread out the copingstrategy cards from Resource Sheet 3: Copingstrategies. for students to read. Explain that thesedescribe ways that people may deal with a stressfulsituation. Ask each student to choose one card (ormore depending on the number of cards and the sizeof the class).

Conduct a choose a corner (see p308) by labellingthe corners of the room with the ʻvery helpfulʼ, ʻhelpful,ʻuselessʼ and ʻharmfulʼ cards. Read one of thefollowing statements that describe a situation of director indirect road trauma involvement, to the class.

• You witness a fatal road crash and offerassistance to the victims.



• Someone at your school, who you donʼt reallyknow is killed in a road crash.

• Your best friend has been seriously injured ina road crash.

• You were the driver of a vehicle involved in aserious road crash and are charged withmanslaughter.

• Your best friend/girlfriend/boyfriend hasbecome a quadriplegic after a road crash.

• You have to attend the funeral of a familymember or close friend who was killed in acar crash. The person who was driving the carwill be at the funeral.

Explain that students are to consider the situation anddecide which corner best describes their copingstrategy card. Students move to that corner. Remindstudents there is no right or wrong answer.

Students standing in each corner compare copingstrategies and discuss each in relation to thescenario.

Invite students from all corners to explain why theythought their strategy was very helpful, helpful,useless or harmful.

Repeat this procedure with each scenario to highlightto students that some strategies are useful regardlessof the situation or, depending on the situation, it maybe necessary to use different coping strategies.

Discuss

• Which of these coping strategies do you use now?Why are they helpful?

• Which of these strategies have you seen othersuse? Are they the same as the strategies you use?Why or why not?

• Which strategies had you not considered to beʻcoping ̓strategies? Why? Would you use thesenow?

• When could an action like ʻget angry ̓or ʻtake risksʼbe an unhealthy thing to do?

• In what situation could ʻignore the problem ̓orʻwithdraw ̓be a useful coping strategy?

Adapted from Cahill, Helen, Enhancing resilience 2: Stress andcoping, MindMatters.

Reflection

Devise two or three unfinished sentences (seep328) related to dealing with loss or grief oralternatively use the examples given. Ask students towrite their responses before sharing these with apartner.

• When Iʼm upset I usually because it .

• Talking about coping strategies has .

• I feel (okay, not sure, worried) abouthelping someone who is grieving and would

.

• If I thought my friend or someone in my familyneeded help I would .

Activity 3: Before help arrives at a road crash

RESOURCES:

➤ Photocopy Resource Sheet 5: Basic life supportguidelines (Focus Area 2, see p117) – one perstudent.

➤ Photocopy Resource Sheet 4: Before help arrives– one per student.

➤ Photocopy Resource Sheet 5: First aid scenarios– one per student.

➤ Large sheet of paper – one per group.

➤ Cards labelled ʻagreeʼ, ʻunsureʼ and ʻdisagreeʼ –one set.

HOW: This activity is designed to encourage young peopleto know what to do in the event of an emergency anda procedure to follow if they or others are involved ina road crash.

Ask students to brainstorm (see p298) what theyshould do at the scene of a road crash (e.g. check forinjuries, call emergency services if required or give awitness report to police if required).

Discuss the ideas generated by students and as aclass sequence these according to priority. Checkagainst the information provided on Resource Sheet4: Before help arrives.

Stress the importance of students always checking fortheir own safety before assisting victims (e.g. nottouching a car or person when electrical wires arenearby or when fuel is escaping from an overturnedvehicle with the motor still running).

Use Resource Sheet 5: Basic life support guidelinesincluded in Focus Area 2 of this resource (page 117)to briefly explain the DR ABCD procedure. More indepth information about first aid could be presentedby the school nurse or alternatively a St JohnAmbulance speaker who will give studentsinformation about first aid that is suitable for crashvictims. Alternatively students could log ontowww.ambulance.net.au/html/onlinecourses/intro.htmland complete a first aid course called ʻCrash courseʼ.



Assisting at a road crash

Place students in groups and give each a large sheetof paper and a copy of Resource Sheet 5: First aidscenarios. Groups draw up their placemat (see p300)according to the number of students in the group thenselect a scenario from the resource sheet.Alternatively adapt the scenarios to suit the localcommunity or use articles from newspapers.

Have students individually read the scenario thenconsider what actions the road user could have takento reduce the extent of their injuries and what theywould do if they were a witness to the situationdescribed (e.g. give first aid, ring for emergencyservices and ask others to help).

Students should write their responses on theplacemat then take turns to briefly discuss these withthe group.

Ask groups to decide what would be the best actionplan for the situation and write this in the centre of theplacemat.

Listen to each groupʼs scenario and plan to decide onan agreed list of actions. Make sure that studentsunderstand the importance of always keepingthemselves and other bystanders safe before helpingcrash victims and that checking airways of crashvictims is vital.

Discuss

• What might you do to ensure your own safety at aroad crash scene and to provide help for thoseinvolved in the crash? (Ensure their own safetybefore administering first aid to victims, call theemergency number for assistance and continuewith the DR ABCD procedure.)

• What is one thing you can do to help an injuredcrash victim? (Tilt their head to allow a clear airpassage.)

• How can you protect yourself when providing helpto a crash victim? (Use plastic gloves and dentaldams.)

• Do you feel you know enough about first aid to beable to offer road crash victims assistance? If not,how can you find out more? (St John Ambulance orDrive Safe book produced by Department forPlanning and Infrastructure).

• What are some typical reactions people involved ina traffic-related crash may have?

• Where might you seek help to deal with roadtrauma? (The Road Trauma Counselling Service13114 offers free counselling in relation to roadtrauma experienced either directly or indirectly.)

Often people are reluctant to offer help at a crashscene as they are concerned about doing the wrong

thing and further injuring the victim. Ask students toshare any concerns they may have about offeringassistance and first aid at a road crash and discussthese as a group.

Discuss

• Why do bystanders sometimes choose to not getinvolved in providing first aid? (Lack of first aidknowledge or concern about legal implications.)

• What factors may affect a potential helperʼs decisionwhether or not to assist with first aid? (Shock;previous experiences with a road crash; victims areaggressive; location of the crash.)

• Do you have a responsibility to offer road crashvictims assistance? Why or why not? (If you are thedriver of a vehicle involved in a crash, you muststop the vehicle and offer assistance to victims.Failure to do so can result in loss of licence or acustodial sentence.)

Using a PNI (see p314) have students identify thepossible positive and negative consequences if helpwas or was not offered by the witness in a scenariofrom Resource Sheet 5: First aid scenarios.

You are the bystander in the scenario. What wouldthe possible…

positive consequences be…

…if you offer help. …if you donʼt offer help.

negative consequences be …

…if you offer help. …if you donʼt offer help.

interesting consequences be …

As a class decide if offering help is a better outcomefor the road crash victim and the witness.

Identifying attitudes

Make a values continuum (see p309) by placing thethree labelled cards (agree, unsure and disagree) in aline.

Read one of the following statements and ask studentsto move to the position on the continuum that bestrepresents how they feel about the statement. Askstudents to discuss their opinion with others standingnearby and formulate a group response to justify the



stance they have taken. Have students consider theopposing points of view.

Statements

• It should be compulsory for all primary andsecondary students to complete a first aidcourse.

• Everyone has a responsibility to offer help ata road crash scene.

• The best thing to do when someone is injuredis call an ambulance and wait for help.

• You need to know more than the DR ABCDprocedure to help a road crash victim.

Discuss

• What type of ʻriding ̓related harm would be mostcommon for teenagers your age? (Cycling andskateboarding injuries.)

• At what age do you think someone is able to offerhelp at a crash scene? Why?

• Has listening to others ̓opinions and thoughtsabout these statements changed how you think orfeel about offering help at a road crash? Why orwhy not?

Activity 4: Identifying alternativetransport modes

RESOURCES:

➤ A4 paper – one per group.

➤ Access to internet sites.

HOW:

Suggest to students that many people choose not tohave a driverʼs licence and prefer to use alternativeforms of transport such as cycling, walking or usingpublic transport. Have students use a T chart (seep305) to list the positive and negative aspects ofusing alternative forms of transport available in theirarea. For example:

positive negative

• healthier to walk

• less carbon emissions

• get to meet otherpeople

• save money

• not as risky

Discuss the T charts and as a class decide if thepositive aspects should be a major consideration forthe community. Highlight the physical andenvironmental outcomes of using alternate forms oftransport.

Ask students to set a goal to use alternate forms oftransport in the future such as walk to school at leasttwice a week or catch the bus rather than getting a liftto school.

Discuss

• Why do you think young people believe they haveto get a driverʼs licence?

• Why might some young people choose not to havea driverʼs licence?

• What influences a young person to get a driverʼslicence?

• If you chose not to have a driverʼs licence, howmight your family or friends react?

Seeking assistance to plan journeys

These next activities are suitable for students in themetropolitan and surrounding areas.

• Using public transport

Explain to students the Transperth website has ajourney planner that assists the public to plan theirtrip. It identifies the types of transport (e.g. bus,ferry, train), route numbers and length of thejourney.

Ask students to plan a journey from their home to alocation of their choice usingwww.transperth.wa.gov.au/Home/tabid/36/Default.aspx.

• Cycle paths

Explain to students there are numerous cycle pathsaround Perth and surrounding areas that arepurpose built to allow cyclists a quick and safertrip.

Have students access www.dpi.wa.gov.au/cycling(Department for Planning and Infrastructure) to findcycle paths in their local area and to otherlocations in and around Perth.

• takes longer to getthere

• sometimes feelthreatened

• buses donʼt always goexactly where youwant

• at risk as a driver andpassenger


Unit 4.1

Resource Sheet 1

Roll the die

Create a ʻcar character ̓by writing the answers to these questions.

• What is your name and age?

• Who is in your family? (One or two parents; siblings; aunts/uncles, grandparents…)

• Who are your friends and how do you know them? (Large group of friends from high school; one or twospecial friends who live nearby; friends from Kindy…)

• How do you know the other people in the car? (Related; school mates; in the same sporting team …)

• What do you do? (Finishing high school; studying at uni; starting an apprenticeship; working; looking for a job;finished school and about to travel overseas…)

• What are your goals in life? (Finish Year 12; be a lawyer; play for an AFL team; have a family …)

Roll the die to find out what happens to your character in the crash.

Die number Level of injury

1 Uninjured.

2 Injured but not seriously enough to be hospitalised.

3 Injured and hospitalised for several weeks.

4 Suffered severe injuries and became a quadriplegic.

5 Critically injured and on life support.

6 Died on impact.

• Deduct 1 from the number rolled if you were wearing a seat belt.• Add 1 to the number rolled if you werenʼt wearing a seat belt.

Complete the following questions.

1. What factors contributed to the crash?

2. How might the crash and resulting injuries have been prevented or reduced?

3. Who do you think is responsible for the crash? Why?

4. Who would be affected by the crash?

5. How would the crash affect the characterʼs friends, family and community?

6. If you were the driver and survived the crash, how would you feel?

7. Who could you talk to about your feelings and emotions?

8. What could help you to cope with the situation?

Adapted from WA School Road Safety Project, WA,1997. RoadSmart Year 10


Unit 4.1

Resource Sheet 2

Crash report

A 16-year-old girl was killed when the

car she was travelling in left the road

and hit a tree last night.

Sally Bennett, a bright and popular

student from Hillview High School

was the passenger in a Holden

Commodore driven by 19-year-old

Peter Matthews.The driver had only recently bought

the car which according to police, had

been modified.It is believed the two teenagers had

spent the day at an outdoor concert

and were driving home around 1am.

Sue Black, who was following the

Commodore, said the car kept moving

over the centre line.

‘All of a sudden it just veered off the

road and hit the tree head on. I tried to

help the girl but she was already dead.

The driver kept screaming out, ‘What

have I done?’ I tried to calm him down

but he was a mess.’

Police at the scene, breathalysed the

driver who gave a 0.06 BAC reading.

The mother of the teenage girl was

too distressed to be interviewed. The

principal of Hillview High said, ‘We

can’t believe Sally has gone. She was a

top student and wanted to study

medicine next year. It’s such a waste of

a life.’ According to local police the school

has had to deal with the deaths of two

other students in the last 5 years, as a

result of a road crash.

The driver of the car received minor

injuries and is yet to be charged.

Road crash tragedy affects school

Possible short What help orand long-term support isreactions available?

Character profiles

Person involvedand theirrelationship

Mother who had aclose relationshipto Sally.

Sallyʼs boyfriendof 12 months.

Sallyʼs friends.

Peter, the driver ofthe car. Had onlymet Sally twicebefore.

Small secondaryschool in beachside location.

Sue Black, thewitness to thecrash.

Previousexperience with death

Experienced deathof her motherthrough cancer last year.

Grandparent diedlast year.

Havenʼt experiencedthe loss of a friendbefore. Some haveexperienced deathsof distance familymembers.

No previousexperience.

Has had twostudents killed inroad crashes in thelast 5 years.

No previousexperience.

Personal andsocial factors

Doesnʼt want to talkto others about howshe is feeling.

Is able to sharefeelings with others.Has strong supportfrom family andfriends.

Sally alwayssupported herfriends duringdifficult times. Shewas loved andtrusted.

Use to go to thesame school.Doesnʼt live with hisfamily. Only has afew friends.

School counselloroffers a traumaprogram.

Wants to talk tofamily and friends.

(Table adapted from Parks and Weiss model - Learning to Grieve, Glassock and Rowling, 1992.)


Unit 4.1

Resource Sheet 3

Coping strategies

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✁ ✁

think positively abouthow it will turn out

go to the movies

eat more

start a fight

ask for help

blame myself

meditate

worry

visit a favouriteperson

drink more alcohol

exercise

talk it over with aclose friend

eat less

complain a lot

withdraw (not talk or socialise)

quit (the team, job,school or uni)

make a plan of what to do and

how to do it

pretend everything is okay

get sick

work harder

blame others


Unit 4.1

Resource Sheet 3

Coping strategies

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✁

✁

✁

✁

✁

✁

✁

joke or laugh

take risks

see a counsellor

tell everyone how bad I feel

write thoughts in a diary

make excuses for not socialising

talk to myparents/caregivers

cry

find someone to listen to me

sleep more

meditate

ignore offers of help

draw or paint

listen to music

set goals

get angry

sleep less

take a few days off

daydream

play on the computer

ignore the problem


Unit 4.1

Resource Sheet 4

Before help arrives

1. Make the scene safe- Protect any victim and yourself from further

injury.

- Use hazard lights as warning signals andturn off the ignition in crashed cars.

- Use headlights to light the area.

- Ensure nobody smokes.

- If power lines are touching a vehicle, stayaway and keep other people away.

Adapted from Australian Transport Safety Bureau, Before other help arrives

2. See who is injured- Check in and around vehicles to see how many people are injured.

- Check if anyone is unconscious. Give them priority.

- Only remove unconscious victims if they are in danger of further injury and to give life-saving first aid.

- Encourage conscious people to stay in the car - if no immediate danger.

- Assess the number of injured and their injuries to inform emergency services.

3. Assist them- If the victim is unconscious follow the DR ABCD procedure.

- If the victim is conscious, stop any bleeding (see below).

- Comfort and reassure victims. Do not give a victim food or drink of any sort.

- Have someone watch the injured in case they wander off.

- Stay calm yourself. Only move a conscious victim if it is necessary for safety.

Stop any bleeding

- Put direct pressure on the wound with a thick pad bandage held firmly in place.

- Elevate the bleeding limb.

- If the victim feels numbness, tingling or pain near the bandaged area, the bandage is tootight. Loosen it. Do not use a tourniquet.

- Donʼt remove foreign objects from bleeding wounds. Apply pads and bandages aroundthe wound. Do the same if broken bones are visible.

4. Send for help- Phone 000 for emergency services and tell them:

- which services are needed – ambulance, police, fire engine, tow truck

- where the crash is using road names, kilometre posts, signs or landmarks

- how many people are injured, what the injuries are and if anyone is trapped

- if any power lines are down

- stop passing pedestrians or motorists for help but do not leave an unconscious victimalone.


Unit 4.1

Resource Sheet 5

First aid scenarios

Scenario 1Youʼre riding your bike when up ahead yousee a pedestrian hit by a car. The pedestrianis lying on the ground. She has a large woundon the forehead.

There is a crowd of people nearby who alsosaw the crash occur. What would you do?

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Scenario 2Youʼre walking along a street when you see asmall child on a tricycle ride out of a drivewayinto the path of an oncoming car. The carbrakes sharply to avoid the child.

You see the child fly up over the bonnet intothe windscreen and then lands on the road.The child who was wearing a helmet is notmoving. The driver is very upset and in shock.There is no-one around to help. What wouldyou do?

Scenario 3You see a cyclist, who is wearing a helmet,holding onto the back of a truck as it pullsaway. The front wheel of the bike momentarilytouches the truck and unbalances the cyclistwho falls from the bike onto the road. Thecyclist is not breathing. What would you do?

Scenario 4

You and your friends are riding your farmmotorcycles down to the creek to have a swim.Because itʼs hot, everyone has decided not towear helmets.

On the way down the hill to the creek, one ofthe drivers turns to yell something to theothers behind him and hits a contour bank. The driver and passenger are thrown off. The passenger isokay but the driveris unconscious andhis leg is at astrange angle. Hisparents are backat the farm houseabout a kilometreaway. What would you do?

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Unit 4.1

Resource Sheet 5

First aid scenarios

Scenario 5Your friends have found a new place to goskateboarding and call it ʻsuicide hillʼ. Whenyou get there one of your friends, who neverwears any protective gear, is skating down thevery steep hill that ends at a T-junction with astop sign.

He tries to turnhis skateboardonto the lawn ofa nearby houseto help him stopbefore thejunction but hasskidded out onthe road. A carhits him anddrags him 27metres down theroad. Heʼs notbreathing. Whatwould you do?

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✁Scenario 6Youʼre walking through a shopping centre carpark and see your friend riding their scooterdown the car park ramp. A car enters the rampjust as your friend gets to the bottom.

The car brakes but hits your friend who isthrown into the air and lands on the concrete.He isnʼt moving and there is blood near theback of his head. What would you do?

Scenario 7You are waiting at a bus stop. Itʼs very stormyand windy. All of sudden there is a loud crash.

A driver has lost control of their car whileswerving to avoid a tree branch that has fallenonto the road. The car has crashed into a lightpole and you can see the driver slumped atthe wheel of the car. What would you do?

Scenario 8Youʼre out in the bush riding around in the oldfarm car. There are no seat belts in the car sowhen it hits a bump and rolls over, your littlebrother is thrown out.

He is unconscious and it looks like his leg isbroken. What would you do?

✁


For students:

Key understandings➤ The traffic environment poses risks for all road users.

➤ Young people are over-represented in road safety statistics and at more risk aspedestrians, passengers and drivers.

➤ Road crash injuries and fatalities are the result of contributing factors such asspeeding; drink driving; fatigue; not wearing restraints; and road user age andgender.

➤ Some choices increase the risk and possible harms for young adults in the trafficenvironment.

➤ It is important to know how to use a range of harm reduction and refusalstrategies in a range of traffic-related situations.

➤ Humans make mistakes. Road users and the traffic environment should beforgiving when these mistakes occur.

Key skills➤ Identify and practise relevant self-management (e.g. problem predicting, problem

solving and making decisions) and interpersonal skills (e.g. negotiate andassertively communicate) to avoid or reduce harm to themselves and others in arange of traffic-related situations.

➤ Predict and describe situations in which harms relating to own or other road usersare most likely to occur.

➤ Plan strategies for reducing or avoiding harm to themselves or to others in traffic-related situations.

➤ Share attitudes and values about road user behaviours.

➤ Evaluate own and othersʼ beliefs about road safety and associated issues.

The activities in this focus area are designed

for typical Year 8 and 9 students.

Unit 4.2Unit 4.2 Predicting road user risks and practising

strategies to reduce harm

Activity 1: Road safety attitudes

RESOURCES:

➤ Photocopy Resource Sheet 1: Time to think – oneper student.

➤ Photocopy and cut out cards on Resource Sheet2: What if? – one set.

➤ Photocopy Resource Sheet 6: I feel, I think, I can(see p321) – one set per group.

HOW:Explain to students the statements on ResourceSheet 1: Time to think cover a range of road userissues that will prompt them to identify what theyalready understand and believe about road safety.

Ask students to consider each statement and withoutdiscussion, tick the response that reflects theiropinion.

Give students the opportunity to share theirresponses and listen to othersʼ opinions by setting upa circle talk (see p298).

Nominate the number of the statement to bediscussed and ask students standing in the insidecircle to begin. After 30 seconds, signal the studentsstanding in the outside circle to have their turn. Keepthe discussion time brief so students stay on task andactively listen.

Move the outside circle on one or two places andrepeat the procedure until all statements have beendiscussed.

Debrief the activity by further discussing thestatements or answering any questions generatedduring the circle talk.

Have groups watch each role-play and decide if thestrategies and responses given by the characterswould be effective for young people their age.

Discuss

• Which of these situations may be something thatyou have to deal with in the future? Why?

• What might influence your decision in some ofthese situations? (Suggest to students that theirfeelings, thoughts and actions may not always bein line with their intention due to other influencese.g. peers, affects of alcohol or other drugs orbeing in a hurry).

• What might make you feel confident to deal withthese types of situations? (Explain to students theyare more likely to make safer decisions if they havea range of strategies and practised responses thatcan be used in unsafe situations e.g. use humourto diffuse a situation.)

Activity 2: Identifying road risksfor young people

RESOURCES:➤ Photocopy Resource Sheet 3: Get the picture –

one per student.

➤ Access to websitewww.officeofroadsafety.wa.gov.au (crashstatistics).

➤ A4 paper – several sheets per group.

➤ File – one per group.

➤ Large Post-it notes – one per group.

HOW:Group students in pairs and hand out copies ofResource Sheet 3: Get the picture to each pair.

Explain the resource sheet task and that road crashstatistics focus on road user groups such aspassenger, pedestrians, cyclists, motorcyclists anddrivers.

Working in pairs students complete Column 1 thenresearch the most common types of road crashinvolvement for young people, the frequency ofoccurrence (number or percentage of fatalities andhospitalisations) and gender differences beforecomparing these with other road user age groups.Refer students to the Office of Road Safety website.This provides the latest crash statistics for WA.

Students should record the information they havefound in the table provided on the resource sheet.


Collect the resource sheets to gauge studentsʼattitudes and plan further learning experiences.

When students have participated in several of theactivities in this unit or focus area, students cancomplete another copy of the resource sheet thencompare and talk about any changes to their attitudesand understandings and identify why this may haveoccurred.

Influences on decision-making

Explain to students that when someone makes adecision they usually consider:

• how they are feeling at the time

• why the situation requires a decision

• what decision would have the best outcome.

Use the following traffic-related example and the Ifeel, I think, I can cards (see p321) to show studentsthis decision-making process.

You are a passenger in a car with a best matewho is five years older than you. Your mate hasbeen drinking and is speeding. You wouldprobably:

• feel – worried about crashing and be scared

• think – ʻthis looks dangerousʼ and ʻI donʼtwant to be hereʼ

• can – tell the driver youʼre going to be sickand to stop the car.

But you might also:

• feel – pressured and worried that you couldupset your mate

• think – ʻI donʼt want to look uncoolʼ or ʻmymate is older than me and probably knowshow to handle the carʼ or ʻI donʼt know how toget out of this situationʼ.

• can – keep quiet and hope you get home safely.

Place students in groups. Give each group a cardfrom Resource Sheet 2: What if? and a set of the Ifeel, I think and I can cards.

Ask groups to discuss the situation described on thecard and identify actions that could reduce the risk forthe road user.

Explain how to conduct an interview role-play (seep317). Each group should select one person to takeon a ʻcharacterʼ role relevant to the situation theyhave discussed (i.e. a 19 year old football player or a17 year old shop assistant). Other members of thegroup will interview this person asking questionsabout the situation and prompting them to say whatthey would do. Ensure all students have a turn atbeing the character to give them an opportunity topractise making decisions and giving responses.

Unit 4.2 Predicting road user risks and practisingstrategies to reduce harm



Ask groups to number off from 1 to 4. Explain thatstudents should give each of their responses to amember of the group who has the same number (i.e.question 1 to student number 1).

Ask students to read the responses and summarisethe information. Students then take turns to sharetheir summaries with the group.

As a class, discuss the findings or questions raisedfrom the rip and review.

Identifying situations that pose risks for

road users

Keep students in their groups of four. Give eachgroup a file, large Post-it note and several sheets ofpaper.

Ask students to consider what they know about youngpeople and crash involvement then share theirconcerns about being in the traffic environment, nowand in the future. Responses may include:

• relying on friends to give them a lift home whenyou know they have been drinking, are tired ortend to speed

• making mistakes while learning to drive (e.g.kangaroo jumping, stalling at lights, having a crash)

• getting into an overcrowded car and not having aseat belt to wear

• having to ring a parent for a lift home after drinkingat a party

• having friends in the car who are acting stupid orurging them to do something unsafe

• catching a bus or train alone at night

• canʼt buy a safer car so feel more vulnerable.

Allocate one of the problems to each group. Ask astudent from each group to write the problem on thelarge Post-it note then stick it on the front of the file.

Explain the send a problem strategy (see p317).Allow groups two or three minutes to write possiblesolutions on a sheet of paper. Ask groups to placetheir responses inside the file then pass the file ontothe next group.

Groups now have another problem to think aboutbefore writing their ideas on a new piece of paper.Remind groups that they should not look at thesolutions identified by previous groups. The processcontinues until groups have responded to all of theproblems.

Ask each group to take out the sheets of paper intheir file and review the suggested strategies.

Groups should develop a prioritised list of solutionsbased on effectiveness and students comfort level(e.g. some students may not want to confront afriend about their speeding habit and may feel

1.What do the statisticsshow to be the maincauses of road crashes foryoung people?

2. Why do you think there

are more young people

injured or killed in

road crashes than

other age groups?

3. Do young people your agethink or worry aboutbeing injured in a roadcrash? Why or why not?

4. What do you do to

keep yourself safer

on the roads?

1. What do the statistics show to be the maincauses of road crashes for young people?

2. Why do you think there are more youngpeople injured or killed in road crashes thanother age groups?

3. Do young people your age think or worryabout being injured in a road crash? Why orwhy not?

4. What do you do to keep yourself safer on theroads?

Ask students to think about each question and writetheir response in the corresponding box on the paper.Remind students that other members of the group willbe reading their responses. Some possible answersare provided.

• Question 1: not wearing a seat belt; speed;alcohol and other drugs; fatigue; as a pedestrian orpassenger.

• Question 2: high levels of risk taking; newlylicensed; inexperienced drivers; experimentationwith alcohol; less experience on the roads; think itwonʼt happen to them; negative pressure frompeers; out at night more; seeking thrills; buckingauthority.

• Question 3: they think it wonʼt happen; may havehad friends/family involved in road crash.

• Question 4: plan ahead; organise lifts home;confident to tell others when I donʼt feel safe.

When students have completed the four questionsthey need to tear their paper into quarters.

To share and consider the information gathered, joinpairs and make groups of four. Make sure studentstake their resource sheet with them and sit facingeach other, knees to knees, as this will promotegreater discussion.

Give each student a piece of paper. Explain they areto fold the paper into quarters, number the boxes 1 to4, then write the corresponding question (providedhere) in each box on their rip and review paper (seep300).


more comfortable catching a taxi or ringing aparent for a lift).

As a class, listen to each groupʼs problem and the toptwo or three ideas they thought they would use iffaced with a similar situation.

Practising responses

Using the solution that was voted the most effective,ask groups to create and perform a role-play (seep315) highlighting the problem and demonstratinghow they would respond if faced with the situation.

Have other students watch each role-play then decideif the strategy is one that they would use.

Debrief the activity by suggesting to students theyshould have a ʻtool kitʼ or range of strategies andrehearsed responses to use when faced with unsafetraffic situations. Emphasise the value of practisingresponses students feel comfortable using.

Reflection

Ask students to complete the following unfinished

sentences (see p328).

• Knowing that young people are over-represented in road crashes .

• Knowing that most young people stay safe.

• A young person travelling as a passenger in aspeeding car could reduce their level of riskby .

• Young male drivers can reduce their level ofrisk by .

• When I am faced with a situation thatincreases my level of risk in traffic I .

Activity 3: Identifying road risksfor young people

RESOURCES:➤ A4 paper – one per student.

➤ Photocopy Resource Sheet 4: Do you pick upcrocodiles? – one per student.

➤ Photocopy Resource Sheet 5: Risk ranking – onecategory of road users per group.

➤ Photocopy Resource Sheet 6: Wild card – onecard per student.

➤ Continuum labelled ʻhigher riskʼ and ʻlower riskʼ onA3 paper – one per group.

➤ Blu tak, sticky tape or glue.

➤ Card labelled ʻ lower riskʼ.

➤ Card labelled ʻhigher riskʼ.

HOW:Brainstorm responses to ʻwhat is meant by a saferroad userʼ until students mention the word ʻriskʼ orʻrisk takingʼ. Have students complete a one minute

challenge (see p295) by writing characteristics ofyoung people that increase their likelihood to takerisks in the traffic environment.

Write a list of the generated ideas on the board.Include the following examples if not identified by theclass:

• lack of concern for their safety and the safety ofothers

• feel they are invincible or ʻbullet proofʼ

• reject authority

• impaired judgements due to experimentation withalcohol or other drugs

• over confidence

• negative pressure from others

• believe crashes happen to others not them

• sensation seeking and overly adventurous

• physical conditions such as being tired or ill

• inexperience as a driver, motorcyclist or cyclist

• distracted by others in the car or a mobile phone.

Discuss how these risk taking characteristicscombined with overconfidence and inexperience indriving in different conditions (e.g. freeway or citytraffic, country roads, wet weather, night time,distractions) can increase the likelihood of a youngdriver being involved in a crash in their first sixmonths of driving. Explain that the aim of theGraduated Driver Training and Licensing System is togive learner drivers more opportunities to practisedriving in a range of conditions and with a supervisor.

Identifying types of risks

Give each student a copy of Resource Sheet 4: Doyou pick up crocodiles? Have students read the storythen discuss the meaning with a partner.

Discuss

• What did the crocodile mean by his reply to thedying person?

• What are some examples of ʻcrocodiles ̓(risks)road users may encounter in traffic (e.g. travellingwith drivers who have been drinking or using otherdrugs, or tired)?

• What are the possible consequences of takingrisks when using roads as a passenger, pedestriancyclist or driver?



• Why do you think some people take risks evenwhen the possible outcome may be unpleasant ornegative?

With their partner, students draw up a T chart (seep305) on paper then label it ʻintentional risk takingʼ(known) and ʻunintentional risk takingʼ (unknown).Ask students to brainstorm examples of these inrelation to young people in the traffic environment.The examples should be for all road user groups (i.e.driver, pedestrian, cyclist, passenger and pedestrian).For example:

Intentional Unintentional

Discuss

• Could you identify more intentional or unintentionalrisks for young road users? Why?

• Are there any acceptable risks in the trafficenvironment?

• Do young road users know the risks they are facingwhen using the roads? Why or why not?(Sometimes young people underestimate theirexposure to risks on the roads.)

• Do young people including P-plate drivers putthemselves in riskier situations than older roadusers? Why or why not?

• What ʻcosts ̓both short term and long term arisefrom taking risks when using the roads? (Physicalinjuries, guilt, loss of independence or employment,rejection from peers or community.)

• Knowing that young people are over represented inroad crash statistics and tend to take risks, whatmight help to reduce their crash involvement?(Practising more as a learner driver; implementingstrategies to avoid taking risks on the road such asplanning in advance; knowing and using the roadrules; taking fewer passengers and only on aconditional basis; not using alcohol and other drugs;recognising when physical conditions such astiredness and illness may impact on decisions.)

Identifying strategies to reduce the level

of risk

Divide the class into groups and give each acontinuum labelled ʻlower riskʼ to ʻhigher riskʼ on apiece of A3 paper and a set of cards from ResourceSheet 5: Risk ranking for one road user category (i.e.pedestrian, future driver, passenger or wheels).

Students place the cards face down on the deskbefore turning over one at time to discuss the roaduserʼs level of risk. A group consensus on the rankingof the card should be reached before attaching it onthe risk continuum.

When finished, the groups who have ranked thesame road user category meet to compare theirrankings and justify their decisions.

Ask each group to choose three or four cards thatwere ranked the highest and predict what mighthappen then identify strategies that could reduce therisk for the road user. For example:

Wheels card Cyclist riding at night without brightclothing or lights on the bike.

Predict problem Other road users canʼt see thecyclist. Pedestrian might walk out infront of the bike or a driver might hitthe cyclist.

Driver• weaving in and out

of traffic• speeding• having too many

people in the carPassenger• not wearing a seat

belt• distracting the driverPedestrian• walking and being

intoxicated• crossing in between

queued carsCyclist • riding down the

wrong side of theroad

Driver• not noticing a young

child • being tired on a

short journeyPassenger• wearing a seat belt

that is frayed• talking to the driverPedestrian• crossing at a

designatedcrosswalk before acar has stopped

Cyclist• wearing a helmet

that is too big

Ask each pair to decide which five of the intentionalrisk taking behaviours on their T chart would pose thehighest risk and write these as a list.

Streamline (see p301) the lists, by having each grouppair with another to make a group of four. Each pairthen shares their list and chooses the ʻtop fiveʼ fromthese.

Repeat the procedure once more by forming groups ofeight.

The ʻtop fiveʼ list from each group is then written on theboard to compile a class list. If a similar risk takingbehaviour is already on the list it should not berepeated.

Promote debate and discussion and have studentsjustify their choice and reasons why they would rankparticular road user behaviours higher than others orwhy they think some are lower risk behaviours.Encourage students to use statistics when justifyingtheir choice.

Have students come to an agreement about which arethe ʻtop fiveʼ risk behaviours for young road users.Discuss each of these behaviours and decide strategiesthat could reduce the risk for the road user.



Reduce risk Attach reflective strips to jacket andshoes, install lights and reflector, ordonʼt ride at night time.

Activity adapted from NSW Roads and Traffic Authority, 2004, RoadRisks – Your Choice.

Discuss

• Which of the strategies identified by your groupcould you use? Why?

• Would the strategies always be effective? Why orwhy not? (Perhaps if alcohol or another drug wasincluded into the scenario it would increase the riskand require a different strategy.

• How comfortable do you feel telling your family orfriends that you donʼt feel safe?


Set up a continuum in the class using the ʻlowerʼ andʻhigherʼ risk cards. Ask each student to choose one ofthe ʻhighʼ risk scenarios from the previous activity andplace themselves along the continuum.

Students discuss their road user scenarios with otherstudents standing nearby to decide if they shouldmove up or down the continuum.

Invite students at various places along the continuumto share their road user situations and justify theirplacement according to the perceived risk. Otherstudents can challenge the placement in relation totheir road user situation however it is up to thestudent to decide whether to move or not.

Discuss

• Does everyone have the same perception of risk?Why or why not?

• What factors could make situations more or lessdangerous to a road user? (Gender, environmentalconditions, road user attitudes, peer influence, skilllevel or experience.)

• Which of these road user situations wereintentional? Why?

Factors that increase the level of risk

Give each student a card from Resource Sheet 6:Wild card. Ask students to decide if the wild card hasincreased or decreased the risk for their road userscenario and move along the continuum.

Listen to two or three of the scenarios and wild cardsfrom various points along the continuum and predictthe possible harms for each one. As a group decidewhat the road user could do to reduce their level ofrisk.

Discuss how factors such as alcohol or other drugs,

distractions, fatigue, moods and emotions canincrease the level of risk and effect decision-making.

Reflection

Use a think-ink-pair-share (see p325) to havestudents reflect on these activities. The followingprompts may be helpful.

• Do all young people make unsafe decisions in andaround traffic? Why or why not?

• How confident are you to make decisions aboutyour safety?

• How can you reduce your level of risk as a roaduser?

• Predict one situation that may increase your levelof risk as a road user.

Activity 4: Identifying strategies toreduce risks for young road users

RESOURCES:➤ Photocopy Resource Sheet 7: Hypothetical

situations – one per student.

➤ Name tags for ʻexpertsʼ– number depends onexperts on the panel.

HOW:A hypothetical (see p314) enables students todebate a topic from different points of view afterresearching statistics and other reliable sources ofinformation. Two road safety issues are described onResource Sheet 7: Hypothetical situations, however,students or teachers can devise their own. Explain tostudents that in the hypothetical, ʻexpertsʼ will presentinformation about a road safety issue and proposestrategies to reduce the harm for young people.

Select one hypothetical from the resource sheet andallocate the expert roles to students using the listprovided. Other experts can be included howeverthere needs to be a broad range of views presented.

Students without an expert role become ʻcommunitymembersʼ. Their role is to consider the informationand strategies presented and decide which of thesewould be most effective. Community members mustalso research the hypothetical so they can challengeor contribute to the panellistʼs opinions. Referstudents to a list of websites (see p410-411) such asOffice of Road Safety and Department for Planningand Infrastructure.

Set up a panel area and give each expert a label orname tag so community members can direct theircomments to each one using their correct names. It



may also help to have an adjudicator to keep thedebate on track.

Once the debate has been completed the communitymembers should consider all the information andstrategies proposed. They may need to discuss thesefurther within their group before voting.

Reflection

Debrief the activity by asking students to write theirthoughts to the following reflective questions (seep327) then share their responses with a partner.

• Which information presented was helpful inmaking your final decision? Why?

• Do you feel it is important for you to seekinformation before making decisions that mayaffect your health and safety? If so, who cangive you information that is reliable?

• How will you use the information presented inthe debate?

• How have your attitudes towards road safetychanged?

Hypothetical variation

Another way to run the hypothetical is to use thecircle talk strategy (see p298). Choose one of thesituations on the resource sheet. Place students intwo concentric circles facing each other.

The outside circle takes the affirmative and the insidecircle takes the negative. Give students enough timeto prepare their argument before starting the debate.

Nominate the inside circle to start the debate.Students have one minute each to present their caseto their partner. Move the outside circle two spaces tothe left then partners start the debate again.

Repeat this procedure several times so students havethe opportunity to hear a range of information beforecasting their vote.

Activity 5: What are road risks?

RESOURCES:➤ Photocopy Resource Sheet 8: Rank the risk – one

set enlarged to A3 size.

➤ Red, yellow and green sticky dots – two of eachcolour per student.

➤ A4 paper – one sheet per group.

➤ 1 – 4 number cards – one set.

HOW:Brainstorm (see p298) definitions of ʻriskʼ, contexts inwhich it used (e.g. risk taking, being at risk, high risk,

calculated risk) and what is meant by ʻrisk factorsʼ inthe traffic environment (e.g. walking alone at night,skateboarding on a road, driving under the influenceof alcohol or other drugs, double dinking on a bike,riding a motorbike on off-road tracks, speeding).

Place an A3 copy of Resource Sheet 8: Rank the riskwhere the scenarios can be seen by all of the class.

Give each student a six sticky dots (two red, twoyellow and two green). Explain that students are toassess the level of risk presented in each statementand rate them using the sticky dots. Red representsʻhigher riskʼ, yellow represents ʻmedium riskʼ andgreen represents ʻlower riskʼ.

If students feel a situation is extremely risky they maychoose to place their two red dots there.

When all dots have been placed, ask students toanalyse the dot voting and make quantitativestatements to describe their interpretations.

Talk about perceptions of risk and why it might differbetween individuals (i.e. road use experiences,knowing the crash statistics, and age or gender, mayall influence a personʼs perception).

Identifying strategies to reduce harm

In groups, students select a low, medium and highrisk road user situation from the resource sheet andwrite these in a table as shown.

Ask students to identify factors that could increasethe risk and strategies that could decrease the risk forthe road user and write these on the table. Anexample is provided.


Road user Factors that could Strategies that couldactivity increase the risk decrease the risk

- not wearingheadphones

- keeping to the left- wearing reflective

shoes or clothes

- driver only travellingwith one passenger

- everyone wearingrestraints

- vehicle in goodcondition

- no driverdistractions

- taking breaks everytwo hours

- passenger helps tonavigate

- not using mobilephone

- getting a lift home

- wearingheadphones

- late at night- jogging in middle

of path

- too manypassengers

- loud music beingplayed

- passengersdaring driver

- driver has beendrinking

- driver experience- being in a hurry - running late for

work- night time- text messaging

on a mobile

Low

jogger onsharedpath

Medium

P-platedriver withtwopassengers



Students then consider the information and points raisedand move to another corner if they have changed theirmind. Invite the students who change corners to explaintheir reason for moving.

Repeat the procedure using the following statements.

The level of risk is higher for:1. a pedestrian crossing in between cars who are

queued in a line at traffic lights2. a 5 year old child allowed to walk home after

school3. a 14 year old male riding a skateboard along

the side of the road4. a 16 year old passenger sitting in the front seat

of a car.

Reflection

Students can use the 90 degree thinking strategy (seep304) to write down information they have gained fromthe activity and how it may impact on their futurebehaviour as a road user. For example: ʻI know that as apassenger I am at high risk in the traffic environment, soI will make sure I always wear a seat belt.ʼ

Activity 6: Predicting risks andidentifying strategies to reduceharm

RESOURCES:➤ Photocopy on red paper and cut out Resource Sheet

9: Road user cards – one set per group.

➤ Photocopy on blue paper and cut out Resource Sheet10: Location cards – one set per group.

➤ Photocopy on green paper and cut out ResourceSheet 11: Environment cards – one set per group.

➤ Photocopy and cut out cards on Resource Sheet 6:Wild cards – one set.

➤ Card labelled ʻhigher riskʼ.

➤ Card labelled ʻlower riskʼ.

HOW:This activity focuses on different traffic situations and givesstudents opportunity to analyse and choose appropriatestrategies to reduce the road userʼs level of risk.

Place students in groups of five. Give each group a set ofcards from Resource Sheet 9: Road user cards, ResourceSheet 10: Location cards and Resource Sheet 11:Environment cards.

Explain the fortune teller strategy (see p313) then askgroups to choose two students to be ʻpredictorsʼ, two theʻadvisorsʼ and one as the ʻdeciderʼ. The studentsʼ rolesare:

Road user Factors that could Strategies that couldactivity increase the risk decrease the risk

- getting a lift home- walking with a friend- wearing light

coloured clothing- using the overpass

bridge or pedestriancrossing

- walking alone- in the city- wearing dark

clothes

High

intoxicatedpedestriancrossingrailwaylines atnight

Adapted from Government of South Australia, Transport SA,2004,Your Turn: Road safety choices for middle years.

Discuss

• In the road user situations your group discussed, whowas responsible for reducing the level of risk? (E.g.Was it always the road user described in the situationor did others also have a responsibility to ensuretheir own safety and the safety of others?)

• Would you use some of these strategies if faced withthe same situation? Why or why not?

• Which of these risk reduction strategies would beeasy to use?


To enable students to clarify their perceptions of riskand safety, conduct an Oxford style debate (seep309). Place a number card in each corner of the room.

Read aloud the following statements then ask studentsto choose the corner that best represents their point ofview.

1. Being a passenger in a car with a 19 year olddriver isnʼt a high risk activity.

2. Being a learner driver with a supervisor isnʼt ahigh risk activity.

3. Being a bike courier on a city street isnʼt a highrisk activity.

4. Being a pedestrian walking alone on a road atnight isnʼt a high risk activity.

Ask each corner to discuss their statement and identifytwo main points for the debate. These should includestrategies that the road user could put in place toreduce the risk of the activity. For example, being apassenger in a car with a 19 year old driver wouldnʼt bea high risk activity if the driver follows the road rules(e.g. hasnʼt been drinking or taking other drugs, isnʼtspeeding), everyone is wearing a seat belt and thepassenger doesnʼt distract the driver (e.g. talks quietly,doesnʼt play loud music).

Start the debate by asking the speaker for ʻcorner oneʼto support their statement. Other groups can then agreeor disagree with the speaker. Continue until groupshave listened to all sides of the debate.



• predictor - assess the risk and predict what is likelyto happen

• advisor - suggest strategies that may reduce therisk and minimise the road userʼs harm

• decider - choose the strategy that would be mosteffective in this situation.

To start, the ʻdeciderʼ shuffles each set of cards andplaces these in three piles (i.e. road user, location andenvironment). The decider then takes the top card offeach pile to create a ʻthree card scenarioʼ.

Each role as previously described, must contribute tothe discussion before the scenario is placed to oneside and the next three cards are turned over by thedecider.

Groups should swap roles after completing two orthree scenarios.

Discuss

• What strategies did you decide were most useful foravoiding or reducing the level of harm?

• Would you use these strategies if faced with thesame situation? Why or why not?

• Sometimes peers may contribute to your level ofrisk in traffic. What strategies can you use to handlethese situations?

• What would make you feel more confident to dealwith these situations? (Suggest to students thathaving a repertoire of responses to use in trickysituations and practising these responses is a goodidea.)

Assessing level of risk

Set up a continuum on the floor using the ʻhigher riskʼand ʻlower riskʼ cards.

Suggest to students that some of the ʻthree cardscenariosʼ discussed in the fortune teller activity maypose higher risk to road users than others. Ask groupsto review their scenarios and decide the level of riskfor each before placing the cards on the continuum.Groups at this stage should not compare theirrankings.

Each group then takes turns to describe theirscenarios and explain why some factors contributed tothe card being placed at the low or high end of thecontinuum. Other students then decide if they agree ordisagree with the risk assessment. Those whodisagree should justify their opinion.

Discuss

• Why do we have differing opinions about level ofrisk? (Influenced by experiences, family, gender,age, location, culture, religion...)

• When might your ability to assess risk be affected?(After drinking or taking other drugs, if youʼre

physically ill or tired, if peers are pressuring you, ordepending on your emotions.)

• Knowing that location can contribute to crasheswhat hazards and safer roads in our local area doroad users need to be aware of? Why?

Factors increasing risk

Place a card from Resource Sheet 6: Wild cards onone of the low to medium risk scenarios. Read out thefour cards and have students discuss if the ʻwild cardʼhas altered the level of risk for the road user and if sowhere the cards should now be placed on thecontinuum.

Discuss what strategies could be used to reduce thisrisk (e.g. ask a friend to call their parents for a lifthome; sleep over at a friendʼs house and donʼt drive;give your car keys to a sober friend).

Repeat this process with several of the scenarios tohighlight to students that alcohol and other drugs cancontribute to the level of risk and affect a personʼsability to make safer decisions in traffic. Highlight thatthere is a need for students to practise a range ofstrategies and prepared responses to keep them saferin traffic-related situations.

Discuss

• What skills or strategies do you have to help youdeal with situations similar to these?

• Have you talked to your parents about getting homeif you have been drinking or using other drugs? Ifyes, what have you agreed to do? What have yourparents agreed to do in this situation?

Activity 7: Identifying attitudesand behaviour intentions

RESOURCES:➤ Photocopy Resource Sheet 13: In the news – one

per student.

➤ Photocopy Resource Sheet 14: Haddonʼs matrix –one per student.

➤ Highlighters – 3 different colours per student(optional).

HOW:Students will need to have completed Activity 1: Crashtheory (see Focus area 3, Unit 3.2 p142) beforeparticipating in this activity.

Haddonʼs matrix was designed as a framework toexamine the three phases of a crash - the pre-crashphase, crash phase and post-crash phase. Whenlooking at these phases, students will need to be aware



of the three main contributing factors – human, vehicleand environmental. Explain to students that in 90% ofcrashes, the driver is the major contributor.

• Human factors – the behaviour andcharacteristics of any people involved (e.g. failing togive way, speeding, crossing after the red light hasstopped flashing).

• Vehicle factors – features of any vehicle involved(e.g. condition, safety equipment, type, size).

• Environmental factors – features of the road andsurrounding area (e.g. type of road, weather, timeof day, road furniture such as bus stops, lightpoles).

Give each student a copy of Resource Sheet 13: Inthe news and Resource Sheet 14: Haddonʼs matrix.

Ask students to read one of the newspaper articlesand describe the contributing crash factors for eachphase on the Haddonʼs matrix sheet. It may helpstudents if they highlight the crash factors usingdifferent colours before transferring this informationonto the resource sheet.

Students who have selected the same newspaperarticle form groups and discuss the factors they havewritten on their resource sheet.

Explain a 90º thinking chart (see p304) then askgroups to identify strategies that may have avoided orreduced the injuries for the road user.

Discuss

• What was the greatest contributing factor in eachcrash – human, environmental or vehicle?

• Did the driverʼs actions or characteristics contributegreatest to the crash? Why or why not?

• How could the driverʼs actions have been avoided?

• What can a driver do to reduce the number oferrors made while driving?

• What can a driver do to ensure the drivingconditions and car does not contribute to a roadcrash?

• What can governments do to create a safer roadenvironment?

Reflection

Read the following statement for students to consider.Ask students to indicate their opinion by using a fist

of five (see p310) with five fingers being ʻstronglyagreeʼ down to closed fist representing ʻstronglydisagreeʼ. Give students the opportunity to share andjustify their opinion.

• Road safety campaigns should focus onstrategies to avoid crashes not what mighthappen to drivers if they do the wrong thing.

Discuss

• How has the Government tried to reduce the roadtoll?

• Why do you think road safety information oftenfocuses on the negative consequences of a roaduserʼs decision?

• How can road safety education help to reduce thenumber of crashes involving young people?

• What sort of road safety messages might influencea young person to act safely?

Activity 8: Factors influencingroad user intentions

RESOURCES:Photocopy Resource Sheet: My attitude my actions(see p 311) – one per student.

Photocopy Resource Sheet 14: Road safety issues –one per student.

HOW:Explain to students that although individuals may have afirm belief or attitude towards a particular road safetyissue, their behaviour may not always reflect this when aroad situation arises. For example, a person may believethat speeding causes crashes and has decided to nevergo over the speed limit. However, if faced with a medicalemergency the person may choose to speed in order toget themselves to a hospital or doctor. So their intentionto behave has been influenced by the situation.

Give students a copy of Resource Sheet: My attitudemy actions (see p311). This model will allow students toanalyse their attitudes in relation to the road safetyissues of speeding, alcohol and restraints.

Students select one of these issues and complete theʻattitudesʼ and ʻintention to behaveʼ columns on theresource sheet. It may help to give students an example.

Give students a copy of Resource Sheet 14: Roadsafety issues. Ask students to read the three situationsrelated to the issue they chose then decide what theywould do in each (i.e. what might their action be andwhat strategies would they use). These ideas should bewritten on the resource sheet in the ʻbehaviourʼ column.

In groups, students talk about how the ʻsituationʼ mayhave changed their intention to behave and if so whatstrategies they identified to reduce the risk.

Ask the groups to decide which ones they would use iffaced with a similar situation. For example: speedingsituation 1 - students may decide to stop and ring workto say they are running late or drive within the speedlimit and explain when they get there, hoping the bossdoesnʼt dock their pay.


1. If Iʼm in the back seat itʼs okay not to wear a seat belt.

2. I tell others when Iʼm worried about my safety.

3. People who drink and drive are criminals.

4. Parents are responsible for the safety of their children.

5. Speeding is okay on open roads in the country.

6. You should be able to make your own mind up about wearing a helmet.

7. Wearing a seat belt can reduce injuries in a road crash.

8. I am always careful when I cross the road and use pedestrian crossings.

9. Walking on the footpath is safer than walking along the side of the road.

10. I make my own decisions in traffic (e.g. I wait and cross with the greensignal not race across on the red).

11. Itʼs safe to get in a vehicle with a driver who has had two or three beers.

12. Young people are better at driving than older drivers.

13. All people using the roads have a responsibility to ensure the safety ofthemselves and others.

14. Waiting until the railway warning signals have stopped before crossingthe tracks is safer.

15. Overcrowding a vehicle wonʼt cause a crash.

16. Being a passenger in a car is a high risk situation for a person my age.

17. Only some young people take risks in the traffic environment.

18. The community blames all young people for causing road crashes.

19. I am looking forward to learning to drive.

20. Cyclist behaviour is the cause of many crashes.

21. I consider myself to be a socially responsible person.

22. Penalties for drivers who injure or kill other road users are not severeenough to deter them from offending again.

23. The system for getting a driverʼs licence should be more stringent.

24. I act responsibly in the traffic environment.

25. Speeding at 5km/h over the posted limit is unacceptable.

26. Skateboarders and scooter riders shouldnʼt have to wear helmets butshould have to wear protective gear.

27. Most young people want to stay safe.

Strongly

disagree

Disagree

Undecided

Agree

Strongly agree

Unit 4.2

Resource Sheet 1

Time to think


Unit 4.2

Resource Sheet 2

What if?

What if… you are a P-plate driver and

your friends want you to do burnouts in the

local shopping centre just because they are

drunk or stoned and donʼt seem to care

what you want?

What if… you are in a car with five

other people, thereʼs only enough seat

belts for five, itʼs late and no one has

money for a taxi?

What if… youʼre a getting a lift home with

a mate and stopped at the traffic lights when

someone you know pulls up alongside and

dares your mate to have a drag?

What if… youʼre walking home late at

night with a friend who has been drinking

and your friend keeps playing ʻchickenʼ with

the traffic?

What if… your mate asks you to give

them a dink on your bike?

What if… you need a lift home but you

think the driver has been drinking?

What if… your friends are doing

skateboard tricks on the road and

everyone is urging you to have a go too?

What if… youʼre in the car with

someone you know well, they are driving

dangerously and youʼre worried about

them having a crash?

What if… you are a passenger in a

car and everyone else is urging the

driver to go fast?

What if… your friend dares you to

run across the tracks in front of an

oncoming train?

✁

✁

✁

✁

✁

✁

✁


Unit 4.2

Resource Sheet 3

Get the picture

1. How do you think most young people are injuredor killed on WA roads (e.g. not wearing a seat beltas a passenger; riding their bicycle or crossingroads)? Write these in order in the first column.

2. Check the crash statistics for your age group atwww.officeofroadsafety.wa.gov.au. Write these inorder in the second column. Compare these withyour list.

3. Using the statistics, check the number of injuriesand fatalities, differences between male andfemale statistics, and compare these with theother age groups (i.e. 0-12 yrs and 17-24yrs).

Type of road crash involvement(e.g. speeding, alcohol, not wearing

a restraint or cyclist)

Column 1 Column 2

Number (orpercentage) of

injuries andfatalities

Male andfemale

statistics

M F

Comparison toother age

groups

• In comparison to other age groups, I am more at risk .

• As a male/female I am more at risk .

• I can stay safer as a passenger by .

• I can stay safer as a pedestrian by .

• I can stay safer as a cyclist by .

1 1

2 2

3 3

4 4

5 5


Unit 4.2

Resource Sheet 4

Do you pick up crocodiles?

Many years ago a young man was wandering through the bush nearwhere his family lived when he heard a crackly voice calling him.

He looked down and saw a crocodile who spoke to him and asked,ʻWould you please pick me up and carry me back to the ocean? I amlost and I need to go back to the water so that I may live.ʼ

The young man replied, ʻI know what you are. If I pick you up you willbite me and maybe eat me.ʼ

The crocodile assured the young man that if he helped him he wouldnot harm him.

So the young man picked up the crocodile and carried it severalkilometres back to the ocean.

He carefully lowered the crocodile into the ocean. Suddenly it leapt backout and snapped its jaws into the man.

Surprised, the dying man said to the crocodile, ʻYou promised youwouldnʼt harm me.ʼ

The crocodile replied, ʻYou knew what I was when you picked me up.ʼ

Adapted from Would you pick up a snake? VicRoads, Choices: Alcohol and Road Safety.


Unit 4.2

Resource Sheet 5

Risk ranking

Whatʼs the risk?

Wheels

Riding a bike on abusy road that hascars parked along

both sides.

Whatʼs the risk?

Wheels

A cyclist riding abike not fitted withlights late at night.

Whatʼs the risk?

Wheels

Riding in wetweather and not

wearing lightcoloured clothing

Whatʼs the risk?

Passenger

Travelling in anovercrowded car.

Whatʼs the risk?

Wheels

Holding onto amoving bus while

riding a skateboard.

Whatʼs the risk?

Wheels

Giving a person a ʻdouble dinkʼ on

a bike.

Whatʼs the risk?

Wheels

Doing a trick at thelocal ramp after justpurchasing your first

skateboard.

Whatʼs the risk?

Passenger

Travelling in theback of a ute on a

gravel road.

Whatʼs the risk?

Wheels

Wearing a helmetthat has not been

AustralianStandardsApproved.

Whatʼs the risk?

Wheels

Riding a scooterand wearing

headphones tolisten to music.

Whatʼs the risk?

Wheels

Riding a friendʼsfour-wheeler for the first time on

their farm.

Whatʼs the risk?

Passenger

Travelling in a cardriven by a family

member who has onlyhad their P plates for

eight months.

Whatʼs the risk?

Wheels

A cyclist whodoesnʼt know the

road rules riding ona city street.

Whatʼs the risk?

Wheels

Overtaking a parked car on a

bike.

Whatʼs the risk?

Wheels

A cyclist in a line oftraffic intending to

turn right at anintersection.

Whatʼs the risk?

Passenger

In a car with adriver who is

travelling 10km/hover the posted

speed limit.

✁

✁

✁

✁

✁

✁ ✁ ✁


Unit 4.2

Resource Sheet 5

Risk ranking

Whatʼs the risk?

Passenger

Sharing a seat beltwith a mate

because yours isbroken.

Whatʼs the risk?

Passenger

A crying young childsitting in the back

seat of the car,distracting the

driver.

Whatʼs the risk?

Pedestrian

Walking through thecity listening to

music withheadphones on.

Whatʼs the risk?

Pedestrian

Walking alone atnight along a road

without streetlighting.

Whatʼs the risk?

Passenger

Getting a lift homewith a friend on their motorbike.

Whatʼs the risk?

Passenger

Travelling in a carwith a driver who

has just broken upwith his girlfriend.

Whatʼs the risk?

Pedestrian

Starting to cross theroad when the

ʻdonʼt walkʼ sign isflashing.

Whatʼs the risk?

Pedestrian

Crossing the roadbehind the bus.

Whatʼs the risk?

Passenger

In a car with aparent who hasconsumed threebeers in the last

two hours.

Whatʼs the risk?

Passenger

Sitting in the frontseat not wearing a

seat belt.

Whatʼs the risk?

Pedestrian

Running along theedge of the road inthe same directionas the traffic flow.

Whatʼs the risk?

Pedestrian

Wearing dark coloured clothing

at night.

Whatʼs the risk?

Passenger

In a car with adriver who is trying

to impress you.

Whatʼs the risk?

Passenger

Getting off the busbefore it has come

to a completestandstill.

Whatʼs the risk?

Pedestrian

Stepping out onto apedestrian crossingwithout checking for

traffic.

Whatʼs the risk?

Pedestrian

Crossing a railwayline that doesnʼt

have signals.

✁

✁

✁

✁

✁

✁ ✁ ✁


Unit 4.2

Resource Sheet 5

Risk ranking

Whatʼs the risk?

Pedestrian

Crossing a widebusy street with

cars parked on bothsides.

Whatʼs the risk?

Future driver

A young driver withthe attitude that

they can handle anysituation.

Whatʼs the risk?

Future driver

A learner driver whohas stalled at traffic

signals.

Whatʼs the risk?

Future driver

Driving after havingone alcoholic drink.

Whatʼs the risk?

Future driver

Trying to change aCD while driving in

busy traffic.

Whatʼs the risk?

Future driver

Driving at leastthree car lengths

away from the car infront of you.

Whatʼs the risk?

Future driver

A P-plate driver who has never

experienced drivingin the rain.

Whatʼs the risk?

Future driver

Driving with a carload of noisy and

intoxicatedpassengers.

Whatʼs the risk?

Future driver

Trying to find anaddress in a suburb

or country townyouʼve never been

to before.

Whatʼs the risk?

Future driver

Driving home onSunday morning

after doing the nightshift at a localservice station.

Whatʼs the risk?

Future driver

A P-plate driver whohas not experienced

country driving atnight.

Whatʼs the risk?

Future driver

Not being sure of theroad rules that applyto driving through aset of traffic lights

that arenʼt working.

Whatʼs the risk?

Future driver

Driving using amobile phone

ʻhands freeʼ set.

Whatʼs the risk?

Pedestrian

A pedestrian whobelieves they havethe right of way andtraffic has to stop.

Whatʼs the risk?

Pedestrian

Walking with agroup of three or

four friends.

Whatʼs the risk?

Pedestrian

Crossing at trafficsignals that donʼthave pedestrian

phasing.

✁

✁

✁

✁

✁

✁ ✁ ✁


Unit 4.2

Resource Sheet 6

Wild cards

Wild card

smoked a joint

Wild card

2 mid strengthbeers

Wild card

3 vodkas and mixer

Wild card

3 beers and a shotglass of vodka

Wild card

3 full strength beers

Wild card

1 bottle of wine

Wild card

1 amphetamine

Wild card

cough suppressantand a couple of

beers

Wild card

1 glass of wine

Wild card

3 doses of coughmixture

Wild card

2 cocktails

Wild card

hayfever tablets anda glass of wine

Wild card

1 ecstasy tablet

Wild card

2 pain relievers

Wild card

3 glasses ofchampagne

Wild card

4 shots of Tequila

✁

✁

✁

✁

✁

✁ ✁ ✁


Wild card

feeling angry

Wild card

just broken up withgirlfriend/boyfriend

Wild card

running late

Wild card

worried about being late

Wild card

had an argumentwith a friend

Wild card

has a headache

Wild card

feeling worried

Wild card

seeking thrills

Unit 4.2

Resource Sheet 6

Wild cards

✁

✁

✁

✁

✁

✁ ✁ ✁Wild card

only had 3 hourssleep

Wild card

feeling sick

Wild card

feeling upset

Wild card

hasnʼt slept for 18 hours

Wild card

thinking about aproblem

Wild card

extremely excitedand energetic

Wild card

just been sackedfrom part-time job

Wild card

just heard somebad news about a

family member


Unit 4.2

Resource Sheet 7

Hypothetical situations

• Road Safety Council member

• Main Roads

• Minister for Police and EmergencyServices

• Environmental scientist

• Doctor

• Young male driver

• Employment officer

• Car yard owner

• Police officer

• Parent

• Driving school instructor

•

•

As young people aged 17 to 24 are over represented in crash statistics thegovernment are increasing the legal driving age to 25 years.

Road safety agencies and experts believe this will dramaticallyreduce not only the number of young people killed or injured as a result of road crashes but will reduce the number of overall crashes.

Environmentalists are supporting the move as fewer cars on the roads will contribute to lowering carbonemissions especially in the city.

Expert panel

• Road Safety Council member

• Minister for Police and EmergencyServices

• Police officer

• P&C president

• Department of Health rep

• Emergency department doctor

• Health and Physical Education teacher

• Yr 10 student

• Cycle shop owner

• Cycling club rep

• Department for Sport and Recreation rep

•

•

Since the introduction of compulsory helmet wearingin 1992, there has been a steady decrease in thenumber of cyclists on our roads, especially for 12 to18 year olds.

Health authorities are campaigning to have the lawdropped stating that obesity in young people isincreasing and that traffic-related deaths and injuriesof cyclists only occur because drivers show a lack ofawareness and courtesy towards these road users.

Expert panel


Unit 4.2

Resource Sheet 8

Rank the risk

✁

✁

✁

✁

✁

✁

✁

✁

✁

✁ ✁

driver aged 35-55yrswho has had onealcoholic drink

P-plate driver withtwo passengers

jaywalker attraffic signals

intoxicatedpedestrian crossing

railway lines atnight

motorcyclist inwet weather

cyclist onlocal road

crossing the roadbehind a bus

young drivertravelling for 5 hours

without a break

small child sitting infront seat of a carwearing a seat belt

pedestriancrossing with the

traffic lights

rollerbladingalong the sideof busy road

riding a scooter onthe footpath and

wearingheadphones

skateboarder doingtricks in busy

shopping centrecar park

learner driver inbusy traffic

passenger travellingwith a P-plate driver

back seatpassenger not

wearing a seat belt

scooter rider standingbetween parked cars

ready to cross the road

bus passengerwith hand outthe window

riding a fourwheeler off-road

jogger onshared path

pillion passenger whohas never been on a

motorbike before

cyclist notwearing a helmet

pedestrian walking atnight on a country

road

motorcyclist ridingon freeway with sun

in eyes


Unit 4.2

Resource Sheet 9

Road user cards

✁

✁

✁

✁

✁

✁

✁

✁

Skateboard rider listening tomusic on MP3 player.

17 year old who has justgot their P plates and is

very excited.

Cyclist who has onlyjust got their new bikeand is riding home for

the first time.

19 year old who hasworked all night at the

local service station andis walking home.

18 year old who has justgone onto a full driverʼs

licence and is feelingextremely confident.

Teenager walking home atnight after being at party.

A group of studentsplaying with a basket ball

at the bus stop.

P plate driver from thecountry who feels very

confident.

17 year old who has just lefta party after breaking upwith their partner and is

feeling very angry.

Teenager wearing darkclothing and riding hisbike home after footy

training.

Teenager cycling to school because

he slept in.

Two young cyclistspractising for anupcoming race.


10

Unit 4.2

Resource Sheet

Location cards

✁

Busy city street

Main business area whichhas pedestrian traffic at

all hours of the day

Local road near homewith roundabouts atbusy intersections

New road with no line markings

Gravel road

City street which has a high volume of traffic at

all hours of the day

Long line of traffic due to road works

Winding, narrow coastal road

Railway line with nocrossing signals

Busy intersection

Traffic parked down both sides of the road

Local road

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Unit 4.2

Resource Sheet 11

Environment cards

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Strong winds and raining heavily

Foggy weather anddifficult to see ahead

No street lighting

Friends are encouragingyou to take a risky

behaviour

Bushes and trees close to edge of road

Wet and slipperyconditions

Thunder, lightening andstarting to hail

Glare directly into eyes

Road changes fromsealed to gravel

Friends are behaving unsafely

Road works Raining


12

Unit 4.2

Resource Sheet

In the news

Two teenagers were burnt to death when a car driven by

a P-plate driver rolled and burst into flames.

Jason (16) and Michelle(14) were in a Hyundai Getz

driven by their 18 year old friend, when the car rolled

over on Brand Highway around 7pm yesterday.

The two teenagers were burnt to death in the wreck

which rolled after hitting a tree.

Witnesses reported the Hyundai was travelling at high

speed when it suddenly veered off the road, hit a tree and

rolled several metres before bursting into flames only

seconds later.The male driver was able to climb out of the wreck but

his friends were trapped inside and died at the scene.

One witness reported that the flames were intense and

other motorists were not able to get to the trapped

teenagers.Brand Highway was closed for four hours while police

and emergency services cleared the wreckage.

The driver was taken to Geraldton Regional Hospital

with minor injuries including burns to his hands and face

suffered trying to free his trapped mates.

Police said the crash was on a stretch of road with an

80 km/h speed limit. The driver had a BAC of 0.00.

‘It’s difficult to say why this crash happened,’ Sgt Ross

Miller said. ‘This stretch of road is windy and a downhill

run. It’s hard to estimate how fast the car was travelling.’

Crash investigators will spend time at the scene this

week trying to find out what actually happened.

It is still not known where the friends had been or

where they were heading when the crash happened.

A 5-year-old girl was runover by a 4WD on CharlesStreet yesterday as she walkedhome from school. The girlwas taken to PrincessMargaret Hospital but diedlater that night.

The young girl was usingthe children’s crossing nearthe local school, when a redMazda hit her. The trafficwarden had both flags outand had indicated to the girlthat it was safe to cross.‘The car just came out of no

where. The driver tried tostop but the road was wetand she was doing more than40 km/h,’ Bill Yates the localtraffic warden said. ‘Ithappens all the time. Driversjust don’t slow down andtake the time to look.’The school principal said he

has already asked roadauthorities to allocate twotraffic wardens to the crossing

and increase the signage asthere have been near missesbefore. ‘Drivers forget thateven though it’s a main roadthey still have to slow downto 40km/h during schoolhours.’

Witnesses said there werelots of cars parked along theside of the road and theMazda seemed to changelanes to avoid these and wastravelling at a high speed.Police indicated factors such

as speed and heavy raincontributed to the crash.

The driver of the Mazdawas unhurt and will facecharges of reckless drivingand manslaughter.The girl’s parents demanded

authorities to increasepenalties for drivers who actirresponsibly on our roads.

‘We don’t want any otherfamily to have to go throughthis,’ they said.

A parent’s worst nightmare became

a reality when their 16-year-old

daughter was killed in a car crash

early Sunday morning.

‘Mia and David had been at the

Year 12 ball. I knew they were

going to the ‘afters’ but she told me

they were going to catch a taxi

home,’ said a distraught Mrs

Rydges. Mia was in a V8 Commodore

when it hit a light pole on West

Coast Highway around 2am on

Saturday. She was thrown from the

vehicle and was killed immediately.

Police suspect that speed and

alcohol were the cause of the crash.

Witnesses told police the vehicle

was travelling at over 100km/h

along the highway and had missed

hitting an oncoming vehicle. ‘The

driver swerved to miss the car and

lost control,’ said a 70-year-old local

resident who was first at the scene.

‘I couldn’t do anything to help the

young girl. She was already dead.

The young bloke was in a bad way.’

The 18-year-old driver, who had

only just completed his first six

months on P-plates, received

serious injuries and is in Royal

Perth Hospital. Police and emergency services

attending the crash scene were

visibly distressed. Sgt Morrison who attended the

crash, said Mia’s death was tragic. ‘As

with most young kids, her day

probably started off full of fun with

not a care in the world.

Unfortunately young drivers

underestimate their driving ability.

Mix alcohol with that and you have

a ‘lethal cocktail’.’

Road safety experts have

considered vehicle power

restrictions for new drivers however

the Police Commissioner said, ’No

matter what shape or size the cars

are, it ultimately comes down to

drivers, their experience and the

choices they make.’

Struggling to find the words to

describe the tragic waste of their

daughter’s life, Mrs Rydges said that

Mia’s death should send a clear

message that more needs to be done

to save young lives on WA roads.

The male driver is still in

intensive care.

Speed and alcohol cocktail after ball

Girl dead after hit by 4WDCar fireball kills two


Unit 4.2

Resource Sheet 13

Haddonʼs matrix

1. Describe the contributing factors for each phase of a crash.

pre-crash

crash

post-crash

humanthe behaviour andcharacteristics ofpeople involved

environmentfeatures of the road andsurrounding area,weather and time of day

vehiclefeatures of anyvehicle involved

2. Use the 90º degree thinking chart to identify strategiesthat may have prevented the crash or reduced the levelof injury for vehicle occupants.

strategies to avoid harm

cont

ribut

ing

fact

ors


14

Unit 4.2

Resource Sheet

Road safety issues

Situation 2Your sporting team is meeting in town at10am and taking a bus to the recreationground in the next town. Youʼre alarm didnʼtgo off and itʼs 9.50am. You live about 15minutes out of town.

Situation 3You and your little brother are camping out in the bush.Suddenly you hear your little brother scream. Heʼs fallenoff some rocks and has broken his arm. The nearesthospital is 30 minutes away. Heʼs in a lot of pain andkeeps yelling at you to drive faster.

Road safety issue: Restraints

Situation 1Your friend is picking you up to go to the movies. When he arrives you notice that there are alreadyfive people in the car and there isnʼt a seat belt available for you to wear. Your friend tells you tosqueeze in the back.

Situation 2Itʼs the last day of school and everyone is going to the beachto celebrate the start of the holidays. Your friend offers you alift but itʼs in the back of their van.

Situation 3Your uncle has picked you up from school on his way toanother appointment. When you get in the car you find that theseat belt isnʼt working properly. Your uncle starts to pull out ofthe parking area before you can tell him about it.

Road safety issue: Speeding

Situation 1Youʼre working on the weekend at a takeaway store about 10 kilometres away. Your boss isreally strict about being on time and will dock your pay if youʼre not there right on the dot.Youʼve left plenty of time to get to work but just after leaving home you get stuck in a line oftraffic at road works and have to detour around the area. Youʼre worried about being late.


Unit 4.2

Resource Sheet 14

Road safety issues

Road safety issue: Alcohol

Situation 1Youʼve been at a party, had a few drinks andare feeling tired. You realise youʼve missed thelast bus that goes to your suburb. You liveabout 5 kilometres away and decide to walkbut youʼre not sure which way to go.

Situation 3Youʼve had a couple of beers at the local sportingclub to celebrate your teamʼs win. Finally itʼs timeto go home but you notice that your ʻskipperʼ ishaving difficulty putting the key in the ignition andis slurring his words. Your parents have onlyallowed you to stay out until midnight and itʼsalready 11.45pm.

Situation 2Your parents have gone away for the weekend. You invite a few friends over to have pizza, afew beers and watch a movie. Your friends have organised for someone to pick them up butitʼs getting late and their lift hasnʼt arrived. One of your friends asks you to take them home.

Documents

Focus Area 4 Predicting and responding to road use risks and … · 2018-07-31 · Focus Area 4: Road user risks and harm reduction strategies201 Focus Area 4: Road user risks and