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.