Road Safe: Learning objectives and key messages

Learning objectives

Years 0–3

  • Students will be able to identify types of traffic and know that it may be dangerous.
  • Students will recognise the different parts of the road and know how to behave on each.
  • Students will be able to identify the benefits of walking, as opposed to always being driven.
  • Students will have the skills and knowledge to cross the road safely.
  • Students will identify hazards on or near the road and be careful near these.
  • Students will demonstrate appropriate behaviours in and around a vehicle.
  • Students will be able to ask for help with a road safety problem.
  • Students will be familiar with the operation of School Traffic Safety Teams and will follow their instructions.
  • Students can identify safe places to play.
  • Parents, caregivers, school and community will work together to help their students be safe on, and around, the road.
  • Parents and caregivers will model safe behaviour on or near the road.

Years 4–6

  • Students can demonstrate safe pedestrian and passenger behaviour and encourage others to do the same.
  • Students can demonstrate safe cycling practices when learning to ride bikes in a controlled situation.
  • Students can identify potential hazards when walking or cycling in their local community and can use appropriate strategies to keep themselves safe.

Years 7–8

  • Students can identify safe and unsafe practices of pedestrians, passengers and cyclists.
  • Students demonstrate knowledge of traffic law relevant to them, and to other road users they may encounter.
  • Students develop skills to identify and respond to traffic hazards.
  • Students understand the importance of being a good role model to others when using the road.
  • Students describe safe ways to carry out leisure activities that take place on roadways.
  • Students identify their own risk-taking behaviour and its consequences.
  • Students can take an active role in assessing, and promoting change in, local roading systems.
  • Students can provide help to other road users in need of assistance.
  • Students can confidently and safely move further from their local area by themselves.
  • Students can demonstrate safe cycling practices.

Years 9–13

  • Students can identify with people involved in a drink-drive crash and recognise the far-reaching consequences.
  • Students can make an informed choice to comply with the drinking and driving laws.
  • Students can have skills and confidence to resist pressure from others who try to involve them in drinking and driving.
  • Students can identify strategies for getting home safely from occasions when alcohol is involved.
  • Students can know of the existence of SADD (Students Against Driving Drunk) and be prepared to discuss the SADD Contract with a responsible adult.
  • Students can communicate with family and friends about issues relating to drinking and driving.

Key messages

Years 0–3

  • I know what traffic is.
  • I know that traffic can hurt me.
  • I know I must be careful on the road.
  • I can help myself be safe on the road.
  • There are other people who can help me be safe on the road.
  • I know that walking is good for me and the environment.
  • I know the different parts of the road and how to behave on each.
  • I can cross the road safely with an older person.
  • I will stop, look and listen before I cross the road.
  • I can tell when it is safe to cross the road.
  • I can decide what to do to keep safe on the road in risky situations.
  • I use the safe way I worked out with my caregiver to get to and from school.
  • I know to get out of a vehicle on the footpath side.
  • I can make my safety belt ‘click’.
  • I can behave in ways that keep myself and others safe when I’m a passenger.
  • I can get on and off the bus safely.
  • I know why we have school patrols, traffic wardens and bus wardens and I will follow their instructions.
  • I will play in safe places.
  • I can decide what to do when I face a hazard on or near the road.

Years 4-–6

  • I know how to be a safe passenger.
  • I know how to be a safe pedestrian.
  • I can help others to be safe pedestrians and passengers.
  • I must wear a safety approved bike helmet, correctly fitted, whenever I ride my bike.
  • I must check my bike regularly to make sure it is safe.
  • Knowing the Cycle Road Code will help keep me safe.
  • I must ride my bike in a safe place and in a safe way.
  • I can spot traffic hazards and decide on safe strategies to manage them.
  • I can keep safe on my way home.
  • I know that roads aren’t safe places to play.
  • I am still learning skills to keep safe on the road.

Years 7–8

  • I know and will obey the traffic laws.
  • I am aware that there are penalties for not obeying the traffic laws.
  • There are traffic signs that cyclists, as well as other traffic, must obey.
  • I will be a safe cyclist.
  • I don't want to be a statistic.
  • I can change my unsafe behaviour on the road.
  • I can recognise and respond safely to a traffic hazard.
  • I will model safe road user behaviour.
  • I can have fun, look cool and still be safe.
  • I must weigh up the consequences before taking a risk.
  • I can plan a safe and successful trip.
  • I can take responsibility to help someone in need.
  • I can help influence local roading issues.

Years 9–13

  • If I, or my friends, choose to drink and drive, there could be far-reaching consequences.
  • I can make sensible decisions about drinking and driving.
  • I should respect other people’s decisions not to drink and drive.
  • I can influence others in their decision not to drink and drive.
  • My life is precious and so are the lives of others.
  • I need to plan ahead to keep safe.
  • Drinking and driving can kill and maim.
  • Death is final; being maimed is agony.
  • I should obey the laws relating to young people and drinking.
  • A SADD Contract could help keep me safe.