Trafﬁ c Safety Essentials - Transport Accident Commission · Trafﬁ c Safety Essentials is an ... the Victorian Essential Learning Standards ... presentation software. Driving

Traffi c Safety Essentials is an exciting new resource for secondary schools in Victoria.

The resource is designed to assist secondary schools to implement a core traffic safety education program at Year 10. It has been developed with direct links to the Victorian Essential Learning Standards (VELS).

There is a focus on helping young people to improve their decision making skills, develop an understanding of consequences and improve the

safety of themselves and their peers. It has links to the new Graduated Licensing System (GLS) that is being implemented in Victoria for young drivers.

Traffic Safety Essentials also provides ideas for related initiatives that secondary schools can undertake, and has information on other programs and resources available.

This resource has been developed by the Transport Accident Commission (TAC), in partnership with other key agencies in Victoria with an interest in road safety – VicRoads, Victoria Police,

Department of Education and Early Childhood Development (DEECD), Royal Automobile Club of Victoria (RACV), Department of Transport, Metlink and the Department of Justice.

Young people are at risk on our roads, particularly as passengers and when they begin driving. Traffic Safety Essentials is the key Victorian traffic safety education resource for secondary schools with a special focus on Year 10. The resource offers secondary schools: • Ideas for a range of road safety initiatives in your school – see page 6 for

details. • A comprehensive Year 10 classroom program.

The Year 10 classroom program takes an integrated approach to key road safety issues for young people at this critical point in their lives. It is around this time that they begin to learn to drive and also to travel more independently, often with their peers. Unfortunately young people can often be involved in tragic road crashes through poor decision making at critical times. The program takes this into account and features six units:

Unit 1Driving or just steering

Unit 2Focused or fractured

Unit 3Speeding and stopping

Unit 4Alcohol and other drugs

Unit 5Hoons or harassed

Unit 6Travel choices

All units contain a number of individual classroom activities, each of which are grouped into three sections that move students through a process, based around theories of behaviour change:

Links to the VELS are provided for each unit and teachers are encouraged to work across discipline areas in planning an integrated program for students.

Taking action

Problem solving

Problem recognition

Try out Traffi c Safety Essentials with your Year

10 classes. See the sample activities from each unit in

the following pages.

You can fi nd out more about Traffi c Safety Essentials and access free professional development through your regional DEECD Senior Program Offi cer (TSE).

For contact details visit the website:

www.education.vic.gov.au/studentlearning/programs/traffi c

TRAFFIC SAFETY ESSENTIALS14

Problem recognitionThe over representation of young people in road crashes

Discussion

InternetResearch

PresentFindings

The class will need access to the Internet to conduct research, or this can be done as a homework activity. Similarly they will need access to slideshow presentation software.

Unit 1 Driving or just steering


Unit 3 Speeding and stopping

Unit 4 Alcohol and other drugs

Unit 5 Hoons or harassed


www.atsb.gov.au www.nhtsa.dot.govwww.vicroads.vic.gov.au www.grsproadsafety.orgwww.tacsafety.com.au www.thinkroadsafety.gov.ukwww.arrivealive.vic.gov.au www.erso.eu

Preparation

A bit more info...

A bit more info...

Who are young people? Generally this is taken to include teenagers through to those aged 24 years.

What do these terms mean?In Victoria these terms are defined for crash data as: • Fatality – person is killed or

dies within 30 days of the crash.

• Serious injury – person is taken to hospital (not necessarily admitted).

• Other injury – person sustains injury that requires treatment but is not taken to hospital.

• Not injured – person sustains no injury.

Young people are at greater risk of being in a road crash.


Problem recognitionThe over representation of young people in road crashes

Each group should develop and make a slideshow presentation of their findings and deliver this to the rest of the class.

In small groups direct students to use the Internet to search for data that supports or disproves the statement. �ey should search for crash statistics and information for Australia and at least two other countries. Before they start discuss: What do we mean by ‘young people’? What is meant by the terms fatality, serious injury, other injury and not injured?

In their research they should look at: age groups gender road user types (driver, passenger,

pedestrian, cyclist, motorcyclist) types of crashes that young people are

involved in

injured and not injured.

�ey should focus on the following questions: How do young road users compare with

other road users? How do young Australians compare with young road users in other countries? What could explain this?

�e following websites will be good starting points:

Write this statement on the board:

Discussion

InternetResearch

PresentFindings

The class will need access to the Internet to conduct research, or this can be done as a homework activity. Similarly they will need access to slideshow presentation software.







www.atsb.gov.au www.nhtsa.dot.govwww.vicroads.vic.gov.au www.grsproadsafety.orgwww.tacsafety.com.au www.thinkroadsafety.gov.ukwww.arrivealive.vic.gov.au www.erso.eu

Preparation

In small groups direct students to use the Internet to search for data that supports

A bit more info...

A bit more info...

Who are young people? Generally this is taken to include teenagers through to those aged 24 years.

What do these terms mean?In Victoria these terms are defined for crash data as: • Fatality – person is killed or

dies within 30 days of the crash.

• Serious injury – person is taken to hospital (not necessarily admitted).

• Other injury – person sustains injury that requires treatment but is not taken to hospital.

• Not injured – person sustains no injury.

Discuss what this means and ask whether students believe it to be true.

Young people are at greater risk of being in a road crash.

Sample Activity

TRAFFIC SAFETY ESSENTIALS 27

Write the following as headings on the board:

In small groups research the three key distractions using the Internet:

1. Confirm the details of the brainstorm activity and locate any other responses to these issues in Victoria.

Australian states.

in other countries.

As a class share the findings. Discuss how effective these responses are and decide As a class share the findings. Discuss how effective these responses are and decide which may be more effective than others, and why.

Problem solvingHow have communities responded to the distraction issues?

Brainstorm







Preparation

A bit more info...Examples of responses of Victorian laws or enforcement 1. Mobile phone use while

driving: • is illegal under the

Graduated Licensing System as a learner or P1 driver

• is only allowed for other drivers when they use a phone hands-free. 2. Passenger restrictions apply

to P1 probationary drivers who have their Licence suspended.

3. Drivers are held responsible if they crash while fatigued, and commercial (truck) drivers must take rest breaks to avoid fatigue.

Students will need access to the Internet to conduct research in small groups. You will also need poster paper. Make copies of Activity Sheet 2.2: Key Distraction (page 33).

SmallGroup Work

AndInternet Research

Now brainstorm a list of any education or advertising campaigns, laws or other community responses students are aware of to address any of these three issues.

1. Mobile phone use while driving 2. Passengers distracting the driver 3. Fatigue (driving while tired)

Sample Activity


Problem solvingHow have communities responded to the distraction issues?

Brainstorm







Preparation

A bit more info...Examples of responses of Victorian laws or enforcement 1. Mobile phone use while

driving: • is illegal under the

Graduated Licensing System as a learner or P1 driver

• is only allowed for other drivers when they use a phone hands-free. 2. Passenger restrictions apply

to P1 probationary drivers who have their Licence suspended.

3. Drivers are held responsible if they crash while fatigued, and commercial (truck) drivers must take rest breaks to avoid fatigue.

Students will need access to the Internet to conduct research in small groups. You will also need poster paper. Make copies of Activity Sheet 2.2: Key Distraction (page 33).

SmallGroup Work

AndInternet Research

1. Mobile phone use while driving 2. Passengers distracting the driver 3. Fatigue (driving while tired)

TRAFFIC SAFETY ESSENTIALS 33TRAFFIC SAFETY ESSENTIALS

activity

sh

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activity

sh

eeee tt

2.2

KEY DiSTRACTiONSHow do you deal with these key distraction issues?

MOBILE PHONE USE WHILST DRIVING

PASSENGERSDISTRACTING THE DRIVER

FATIGUE

Sample Activity


Write this statement on the board:

Problem recognitionThe involvement of speed in crashes - reaction time

Discussion

Students will require access to the Internet. Students will also need enough 30cm rulers for one per pair or small group. Make copies of Activity Sheet 3.1: Research reaction time using a simple experiment (page 47), Activity Sheet 3.2: Testing your reaction time (page 48) and Activity Sheet 3.3: Testing your family’s reaction time (page 49).







Preparation

A bit more info...Which factors affect the distance in which you stop? • Reaction time. • Visibility. • Mechanical movement time. • Condition of tyres. • Condition of and type of

brakes. • Road surface condition (wet/

dry, loose surface, etc.). • Driver awareness/alertness. • Age of driver.

Discuss what this means and ask whether students believe it to be true.

Point out that the speed a vehicle is travelling has a significant impact on how quickly a driver can stop in an emergency. Brainstorm what factors, in addition to the speed of the vehicle, affect stopping distances.

As speed increases so does the severity of a crash.

Driver Reaction Time

Tyre Condition

Travel Speed

Key Factors in Stopping

Impact Speed

ReactionDistance

BrakingDistance

Coefficient of Friction(Wet or Dry)

Stopping Distance

Have the students research reaction time using a simple experiment. Working in pairs or small groups, each will need a 30cm ruler. Demonstrate the procedure to the class.

In pairs or small groups have students work through Activity Sheet 3.1: Research reaction time using a simple experiment and use Activity Sheet 3.2: Testing your reaction time to record their results.

Have the students conduct the same experiment at home with their families (Activity Sheet 3.3: Testing your family’s reaction time). Compare students’ scores with those of parents/carers. Have the students record the results in a spreadsheet and create a graph of the results

Experiment

Sample Activity


Problem recognitionThe involvement of speed in crashes - reaction time

Discussion

Students will require access to the Internet. Students will also need enough 30cm rulers for one per pair or small group. Make copies of Activity Sheet 3.1: Research reaction time using a simple experiment (page 47), Activity Sheet 3.2: Testing your reaction time (page 48) and Activity Sheet 3.3: Testing your family’s reaction time (page 49).







Preparation

A bit more info...Which factors affect the distance in which you stop? • Reaction time. • Visibility. • Mechanical movement time. • Condition of tyres. • Condition of and type of

brakes. • Road surface condition (wet/

dry, loose surface, etc.). • Driver awareness/alertness. • Age of driver.

As speed increases so does the severity of a crash.

Driver Reaction Time

Tyre Condition

Travel Speed

Key Factors in Stopping

Impact Speed

ReactionDistance

BrakingDistance

Coefficient of Friction(Wet or Dry)

Stopping Distance

Experiment


activity

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activity

ssshh

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3.1

RESEARCH REACTiON TiME USiNG A SiMPLE EXPERiMENT

Work in pairs or small groups. Each pair or group will need a 30cm ruler.

Do the following:One person holds the ruler near the 30cm mark and lets it hang vertically.1.�e test subject places their thumb and index finger either side of the 0cm mark ready to 2.catch it when it falls. �eir fingers shouldn’t touch the ruler, but should be very close.Without warning the person holding the ruler lets go and the subject tries to catch the ruler 3.as soon as possible. To prevent guessing, vary the time before letting go of the ruler.�e level (in cm) just above the subject’s first finger where the ruler was caught is recorded.4.�e same person should be tested 5 times and then the mean (average) of their results 5.calculated (add all five numbers together and then divide by five).

Use the following table to convert the mean scores into milliseconds (1/1000th of a second).

Catch Distance (cm)

Reaction Time (milliseconds)

Catch Distance (cm)


1 50 16 1802 60 17 1853 70 18 1904 80 19 1955 90 20 2006 100 21 2057 120 22 2108 130 23 2159 138 24 22010 144 25 22511 150 26 23012 156 27 23513 162 28 24014 168 29 24515 174 30 250

Try some variations on the experiment and see if you can predict the results.Try the experiment in dim light. Does the reaction time increase, decrease or stay the same? oCan you explain your results? Compare boys with girls. On average, are the boys or girls faster? oCompare different ages by testing some younger students. Who is fastest?...�e older ostudents or younger students? Compare the scores after some time for practice. Does reaction time improve with practice? oDoes performance vary if you are tired? In what way?o

REACTION TIME CONVERSION TABLE

Rate the performance using the following reaction times:


Rating

0-50 very fast51-130 fast131-175 very good176-200 good201-240 average241-250 fair

251+ a little slow

Sample Activity


activity

sh

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activity

ssshh

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3.2 Testing yourreaction time

Title:

Equipment:Equipment:

Aim:

Method:

Conclusions:

Conditionse.g. bright light

Reaction timeAttempt 1 Attempt 2 Attempt 3 Attempt 4 Attempt 5 Average

Sample Activity


activity

sh

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3.3

TESTiNG YOUR FAMiLY’S REACTiON TiME


activity

sh

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3.2 Testing yourreaction time


activity

sh

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activity

ssshh

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3.3

TESTiNG YOUR FAMiLY’S REACTiON TiME

Title:

Equipment:Equipment:

Aim:

Method:

Conclusions:

Conditionse.g.

bright light

Reaction time

Attempt 1 Attempt 2 Attempt 3 Average

Name of family member

Sample Activity


Remind students that the legal limit for learner and probationary drivers is zero BAC. Whilst some medications, mouth washes and other preparations may have a small amount of alcohol in them it is usually insufficient to register as a

excuse that can be used!

Explain to students that many organisations provide advice on the approximate number of standard drinks that can be consumed before exceeding the BAC limit. �ey use a standard drinks measure.

Taking action How much can you drink?

Explanation







Preparation

preparations may have a small amount of alcohol 1 standard drink (containing 10 grams of alcohol) is approximately: • 375 ml of light beer • 285 ml of heavy beer • 100 ml of wine • 60 ml of fortified wine • 30 ml of spirits.

Examples of difficulties which may occur with standard drinks • Drinks perceived to be the

same can be of different strengths. Why?

• Some drinks, such as champagne, can be absorbed quicker than other alcoholic beverages. Why?

• The rate of absorption and metabolism can vary in the same person from day to day. Why and how?

A bit more info...

Things that need to be kept in mind: • The standard drinks measure

is only an estimate. • For the first hour after drinking

has stopped the BAC will continue to increase as the alcohol is absorbed into the bloodstream. Any estimation of a reduction in BAC should only commence in the second hour after stopping drinking.

• Everyone differs in their metabolism, and several factors will impact on how quickly alcohol leaves the system, such as gender, the health of the liver, general levels of health, presence of food, fatigue and fitness levels, levels of dehydration and tolerance to alcohol.

A bit more info...

Further information about alcohol and standard drinks can be found at:www.alcohol.gov.au.

Sample Activity


Taking action How much can you drink?

Explanation







Preparation

1 standard drink (containing 10 grams of alcohol) is approximately: • 375 ml of light beer • 285 ml of heavy beer • 100 ml of wine • 60 ml of fortified wine • 30 ml of spirits.

Examples of difficulties which may occur with standard drinks • Drinks perceived to be the

same can be of different strengths. Why?

• Some drinks, such as champagne, can be absorbed quicker than other alcoholic beverages. Why?

• The rate of absorption and metabolism can vary in the same person from day to day. Why and how?

A bit more info...

Things that need to be kept in mind: • The standard drinks measure

is only an estimate. • For the first hour after drinking

has stopped the BAC will continue to increase as the alcohol is absorbed into the bloodstream. Any estimation of a reduction in BAC should only commence in the second hour after stopping drinking.

• Everyone differs in their metabolism, and several factors will impact on how quickly alcohol leaves the system, such as gender, the health of the liver, general levels of health, presence of food, fatigue and fitness levels, levels of dehydration and tolerance to alcohol.

A bit more info...

Further information about alcohol and standard drinks can be found at:www.alcohol.gov.au.


To get a better understanding of attitudes to the hoon driver problem in their To get a better understanding of attitudes to the hoon driver problem in their community, have students in small groups develop, conduct and analyse a survey community, have students in small groups develop, conduct and analyse a survey about hoons.

Have each group share and use the results of the survey work to build understanding about hoon driving and the laws relating to this, by developing a report using graphs, tables and written summaries of responses.

Publish reports in the school newsletter or make a display for senior students in the school.

Students will need to be able to make copies of their surveys, or they will need access to computers and the Internet if they develop an online survey.

Problem recognitionFinding out what the community thinks

PresentFindings







Preparation

Understanding hoon drivers. • Establish what people think a

hoon is. • Identify what driving

behaviours are considered to be hoon behaviours.

• Establish knowledge about Victorian anti-hoon laws and their fairness or adequacy.

• Identify how young people view hoons compared with older people.

• Identify differences between males and females in their attitudes towards hoon drivers.

• Establish how older people perceive young drivers.

• Seek suggestions about what should be done about the hoon driver problem.

A bit more info...Working in small groups students should:

online)

age groups (students can survey family members and friends)

conclusions.

SurveyFriends

andFamily

Sample Activity


Taking action Being assertive

Explain to students that to ensure they remain safe and travel in a way that is the best way for them, they must learn to be assertive. Ask what assertiveness means to them. Sometimes assertiveness is mistaken for aggressiveness, but this is wrong.

As a class develop some scenarios similar to the examples below.As a class develop some scenarios similar to the examples below.







Example scenarios to allow students to practise being assertive

Kyle has his Learner Permit and his folks are away. Their car and keys are available and you all are at his house and want pizza. There is no home delivery service. He insists on driving down to pick it up.

You decide you will ride your bike to the end of year break-up party. Everyone picks on you and laughs at the possibility of you turning up with a helmet on and riding gear.

You are at a mate’s house and it’s time to go home. He wants to give you a lift, but you think he may have had too much to drink and it would be better if you walked. It’s only 2kms.

Chris, your best mate, offered to drive you to and from the party. You notice that he didn’t drink any alcohol, but you saw him take ecstasy.

When a person acts assertively they know what they want and have the facts and reasons at hand. They anticipate other’s responses to them. They prepare and use good questions to challenge the other person’s ‘arguments’. They make their decision and can’t be persuaded.

A bit more info...UnderstandingAssertiveness

RolePlaying

Explain the key elements of assertive communication: You need to express your own thoughts,

feelings and needs clearly. You can make reasonable requests of

other people, but need to accept they have the right to say ‘no’.

You should stand up for your own rights, and be prepared to say ‘no’ to requests You should stand up for your own rights, and be prepared to say ‘no’ to requests from others without feeling guilty.

Consideration should be given to body language (non verbal communication), Consideration should be given to body language (non verbal communication), and that the verbal and non-verbal messages match.

�e verbal message, your intended action and why, needs to be clearly stated, �e verbal message, your intended action and why, needs to be clearly stated, and not said aggressively.

Be prepared to hear new facts but not easily persuaded from your original Be prepared to hear new facts but not easily persuaded from your original position.

Sample Activity

Documents

Trafﬁ c Safety Essentials - Transport Accident Commission · Trafﬁ c Safety Essentials is an ... the Victorian Essential Learning Standards ... presentation software. Driving