Contents Section 1: 1.1 1.2
Page 5
The Vehicle
Page 13
Seatbelts Behaviour and Distractions Games
Section 4: 4.1 4.2
The Road
Green Cross Code Pedestrian Crossings How to choose a safe place to cross Walking across the road Explore!
Section 3: 3.1 3.2 3.3
Page 1
Using this pack Links to PSHE and Curriculum
Section 2: 2.1 2.2 2.3 2.4 2.5
Introduction
Risks
Page 20
Speed Concentration
Section 5:
Useful Contacts and Links
Page 25
Section 6:
Appendices
Page 28
Section 7:
Reference
Page 47
Written & Produced: Victoria Valentine, Road Safety Officer 2010
Section 1: Introduction Using this pack The London Borough of Hillingdon’s’ Road Safety Unit are encouraging young people to think about their personal safety on the road network and whilst travelling in vehicles; especially young people with Special Educational Needs (SEN) who have had no formal road safety training normally offered within the mainstream system. The purpose of this pack This pack addresses two common barriers to young people travelling safely on the road network: • The perception of their own safety whilst walking out and about • The perception of their own safety whilst in a moving vehicle The materials in this pack have been designed for you, to help your SEN teachers and coordinators to provide the children with a well rounded view of road safety and how it applies to them. The activities in this pack can be used for all age groups. SEN Road Safety Rules Please find enclosed two sets of rules to be photocopied and placed within classrooms, these will prove invaluable for all children with SEN as a daily reminder of how to stay safe on the road. Adaptable and easy to use Ties into the national curriculum The activities in this pack link closely to Personal, Social and Health Education (PSHE) and Citizenship. Each activity clearly states to which element of PSHE and Citizenship it corresponds. Many of the activities involve considering and discussing topics, which relates well to the skills of enquiry, communication and participation covered in Citizenship. Tried and Tested This will be the first year that these packs have been used in schools. To help us improve the pack we would really appreciate your feedback. We would like to hear your views, so please take a moment to email us on roadsafety@hillingdon.gov.uk.
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Section 1: Introduction
PSHE Framework In Key Stage 1 Children should be taught rules for and ways of keeping safe including basic road safety and about people who can help them to stay safe. In Key Stage 2 Children should be taught to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use. Planning road safety as part of the curriculum Road Safety education is most likely to be effective if it matches the age and developmental stage of the learner. Research has also shown that road safety education is most effective when it is part of an ongoing, spiral curriculum and not an isolated one-off event. While there may be key points in a child’s school experience to focus on particular skills and knowledge, road safety should be a regular part of the PSHE programme. Road safety education can help children to learn to be safe passengers in their parent’s cars or on public transport, to cross urban or rural roads safely and to be more aware of road hazards as cyclists or car drivers. Whatever the content, the formal and informal curriculum should offer children the opportunity to learn what they need to know, understand, and be able to do to keep themselves safe on the roads. Road Safety Team contact details: Postal Address: Road Safety Team Planning, Environment and Community Services (4W/05) Civic Centre High Street Middlesex UB8 1UW Email: roadsafety@hillingdon.gov.uk Tel: 01895 250950
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Section 1: Introduction
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Section 1: Introduction
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Section 2: The Road
2.0 The Road Introduction The purpose of this series is to introduce children to the concepts of safety on the road whilst travelling (pedestrian). Research shows that adults can help children to learn important road safety skills if they encourage children to solve real road crossing problems, such as how to choose a safe place to cross the road, how to cross between parked cars if there are no alternatives and what walking ‘straight across the road’ means, i.e. taking the shortest route across a road, but at a crossroads, crossing each arm of the crossroads separately, not walking diagonally across the junction. This series involves taking the children out of school to explore the roads near the school and you will need to brief the parents and other adults you invite to help you. Conduct a risk assessment and follow local authority guidelines.
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Section 2: The Road 2.1 Green Cross Code For children to understand the Green Cross Code and know why it is important. Curriculum Links: PSHE and Citizenship – 1a, 2a, 2C, 3G 2.1.1 Activity 1 Resources: Felt ears Joke huge sunglasses / fake sunglasses Big stop sign Pedestrian crossings (provided by road safety team, if not already owned) Resources will be used to teach children the basics of Stop, Look and Listen as well as how to react when they are about to cross the road and there is still moving traffic. Role play can be an effective tool to deal with any issues such as crossing a busy road rather than waiting for traffic lights. Ask children to wear felt ears, sunglasses and carry the stop sign and talk about why they are wearing/carrying said items. How can these be related to crossing the road? Cross the pedestrian crossing in an unsafe manner and ask the children what you are doing wrong and what they would do. Wear the felt ears, sunglasses and stop sign, then cross the road in a safe manner. Ask children to do the same. Resources will reinforce the message of stop, look and listen. 2.1.2 Activity 2 Photocopy the Green Cross Code rhyme (Appendix 6.1) and give to the children, spend time reading through the rhyme and then practise singing the rhyme as a group. Host an assembly and get the class to talk about the Green Cross Code and then as a group, sing the rhyme to the school. In class, get the class in pairs to think up their own rhymes, the best rhyme in the class could be used in the assembly.
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Section 2: The Road 2.2
Pedestrian Crossings
For children to know about the different types of road crossings and how to use them safely and know how to cross the road safely where no crossing is available. Curriculum Links: PSHE and Citizenship – 1a, 2a, 2c, 3a, 3g • • • • • • • •
Pegasus Crossing Pelican Crossing Puffin Crossing Toucan Crossing Traffic Island Zebra Crossing Footbridge Subway 2.2.1 Activity 1
Refer to Appendix 6.2. Provide the children with colouring in pictures of each animal, get them to colour in the pictures and ask whether they know what they are, once this has been established, find out if anyone knows how that type of crossing is used. Talk about each crossing in turn, how they should be approached, what to look for, any hazards, how to use the crossing, crossing safely, and what to do when over the other side.
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Section 2: The Road 2.3 How to choose a safe place to cross For children to know how to cross the road safely where no crossing is available. For children to understand both safe and unsafe places to cross the road, and why certain places are safer. For children to understand what constitutes safe and unsafe behaviour for pedestrians and to know that unsafe behaviour often has serious consequences. Curriculum Links: PSHE and Citizenship – 1a, 2a, 2c, 2e, 3a, 3g Unsafe Places to cross the Road Following on from lesson 1.2 Pedestrian Crossings, which are the safer places to cross, look at unsafe places: • On a bend because you cannot see vehicles approaching. • Near parked vehicles because it is difficult to see approaching vehicles and there is the danger of vehicles reversing into pedestrians. • On the brow of a hill because you cannot see vehicles approaching. • At a road junction because it is difficult to check for vehicles approaching from all directions. • Crossing the road diagonally which is dangerous as opposed to straight across. They expose themselves to danger from several directions at intersections. 2.3.1 Activity 1: Refer to Appendix 6.3, identify every person on the map and ask children to answer whether the crossing is safe or unsafe and the reasons why, click on the “yes” or “no” and state whether the children are right or wrong. Discuss crossings once clicked. 2.3.2 Activity 2: With the aid of a whiteboard or flip chart, ask all children to come up with: • Safe Places to Play – Garden; Park; in your home; Swing Park; Football Pitch • Safe Places to Cross – Pedestrian Crossings; Lollipop persons; police; places where you can see clearly • Unsafe Places to Play – On the road; Driveways; Pavements; Car Parks • Unsafe Places to Cross – On a bend; brow of a hill; near parked vehicles; at a road junction Why are these safe/unsafe?
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Section 2: The Road
2.3.3 Activity 3: Baking activity – Make your very own Lollipop Person! This could be an excellent homework tool, ask the children to take home the recipe found in Appendix 6.4 and ask for them to bring in the following day.
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Section 2: The Road
2.4 Walking across the road For children to identify safe or dangerous places. For children to understand drivers intentions. Curriculum Links: PSHE and Citizenship – KS1 - 1a, 2a, 2c, 2e, 3g, 4b. KS2 – 1c, KS3 – a, d The key messages to be delivered to the children are as follows: • • • • • • • • What • • • •
Identifying safe or dangerous places Understanding why a place is safe or dangerous Understanding why crossing diagonally is dangerous Choosing a safe route, even if it is slightly longer than a more dangerous one Understanding why they should look right, left, right again and then all around before crossing. Ignore irrelevant things around them, such as other pedestrians, ice cream vans, dogs, children at play. Predicting drivers intentions – indicating and turning; reversing, 3 point turns, u-turns, emerging from driveways; traffic lights, zebra crossings, overtaking For children to know the importance of wearing bright/fluorescent clothing (daytime) and reflective materials (at night). to do when: There are more distractions The traffic gaps get smaller There is more traffic Vehicles start to speed up, slow down and overtake 2.4.1 Activity 1
Show students map at Appendix 6.3, tell children you need to cross the road and to get to a certain house, ask children to show you how they would cross. If they cross diagonally, ask if this is safe? If they cross in a straight line then change direction on the pavement, praise them and reinforce the message that crossing in a straight line is safest. Also, look at the map and ask children how they can resist pressure from friends to behave in an unsafe way near traffic? Discuss what the children will do and talk about a variety of different scenarios.
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Section 2: The Road 2.4.2 Activity 2 Ask children what they have noticed about their journey to and from school as autumn turns into winter. Talk about how early it gets dark and cars using their headlights, the streetlights being switched on earlier. How are the children’s cloths different from what they were throughout the summer? Can these clothes put us at risk from traffic? Also, are certain types of winter clothing dangerous? Can the children see if they had their hood up? Ask children to design the ideal summer outfit to keep you safe and the ideal winter outfit. What are the differences between the two? Hold a poster competition and the best design can win a prize. Contact your local Road Safety Officer for prize ideas or even provide you with a prize.
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Section 2: The Road 2.5 Explore! For children to put into practise on the road all safety lessons learnt so far. Curriculum Links: PSHE and Citizenship – 2d, 3g, 4b, 5e This session lasts approximately an hour and will be run in conjunction with Road Safety Team. Pedestrian Trainers will come to the school and start the lesson with a short talk in the classroom, this will be to talk about what the children are about to do and also reinforce the safety messages that have been delivered by yourselves. This is then followed by practical training out on the roads under supervision and riskassessed conditions. Each pupil will also receive a highway code for young road users entitled ‘Tales of The Road’. Each school shall be risk assessed before training using the approved assessment forms. The risk assessment will take in to account the suitability of training in the vicinity of the school. Risk assessments to be revised every 2 years. Training To be conducted by road safety officers and casual pedestrian trainers. The recommended ratio of instructor to pupils should be no more than 3 to 1. It is also recommended that at least 1 representative per child is present during the training. This will be discussed on an individual basis with the school and Pedestrian Trainer. This will need to be booked in advance.
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Section 3: The Vehicle
3.0 The Vehicle The purpose of this series is to introduce children to the concepts of safety in a vehicle. Research shows that children are aware that one of the ways they learn to be safe road users was through watching their parents, this applies within the vehicles. Many children claim to always use a seatbelt when in a car, but a remarkable number said they did not wear one in some circumstances, such as if they were uncomfortable, on short journeys, when the car was overcrowded and when the police were unlikely to be around. This series involves looking at ways to keep children safe whilst in the car, wearing seatbelts and not taking them off, and addressing behaviour.
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Section 3: The Vehicle
3.1 Seatbelts For children to understand the importance of seatbelts, and why they should be worn. Curriculum Links: PSHE and Citizenship – KS1 – 2a, 2c, 2d, 3a, 3g, 4b KS2 – 1a, 2e, 3a, 3e, 3f , KS3 – a, d Seat belts and child restraints save lives. In an accident, unrestrained passengers are thrown about inside the vehicle, injuring themselves and other occupants, and possibly being ejected through a window. It is now a legal requirement (with few exemptions) to wear a suitable restraint. A number of children sometimes don’t sit in a car seat, this is sometimes due to unawareness of the parent, so I have attached relevant information in appendix 6.5. 3.1.1 Activity 1 What you will need Hard boiled egg A suitable wall to throw the egg at Or Two small teddy bears Two large toy cars Activities Find out who has travelled to school that day by car. Ask if they wore a seat belt or restraint. Record how many wore a seat belts and how many didn’t. Now, ask the whole class to be honest about when they wear seat belts. Always On long trips On short trips When reminded Never Record the results. Talk about what happens in a road accident. All those wearing restraints will be held securely in place. Anyone not wearing a seat belt will continue to travel at the same speed the car was travelling before impact. For example, if the car was travelling at 30mph, any unrestrained passenger would continue at 30mph until something stopped them. This could be the person in the front seat or the windscreen. To demonstrate this ask one of the children to come to the front of the class and throw the hard boiled egg at the wall as hard as they can. Ask them to describe to the
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Section 3: The Vehicle others what has happened to the egg. Explain that because they are soft, like the egg, they too would be hurt in an accident. You could also alternatively experiment with the use of two small teddy bears and toy cars big enough for the bears to sit in. Place both bears into the toy cars, belt one of the bears with ribbon and leave the other bear as it is. Carry out experiments using slopes and obstacles to demonstrate that the teddy who doesn’t wear a seat belt can fall out and get hurt. 3.1.2 Activity 2 Refer to Appendix 6.6 and photocopy. Provide each child with a copy and split the class into two groups. Ask them to conduct a survey noting which car occupants are not wearing seat belts and where they are sitting in the car. The surveys are best suited to take place when pupils arrive or as they leave. Group 1 – Give each child a copy of Appendix 6.6. Ask them to conduct a survey (either as pupils arrive or as they leave) noting which car occupants are not wearing seat belts and where they are sitting in the car. Group 2 – The children to ask every child in the school about when they wear seatbelts: Always On long trips On short trips Never When reminded When both groups are back in the class discuss the results from both groups and compile a graph. Teacher – Prepare an assembly where the results of the children’s work can be revealed and talk about the importance of always wearing a seatbelt. Encourage them to find out about seat belt safety and ask for a member of each group to participate. Day after assembly – Repeat activities but switch groups.
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Section 3: The Vehicle
3.2
Behaviour & Distraction
For children to understand how their behaviour can influence the drivers standard of driving. For children to understand why it’s important not to distract others whilst travelling. Curriculum Links: PSHE and Citizenship – KS1 – 2d, 3g, 4a, 4c KS2 – 1a, 3a, 3e, 3f, KS3 – a, d Many teachers can encounter challenging behaviour from children with SEN, and this can be evidenced whilst children are travelling. The London Borough of Hillingdon’s SEN transport team have stated that a number of incidents that occur on their transport are due to: • Boredom – trips can be lengthy at times • Not enough room on the minibus • Being placed with children they’re not normally friends with • Route changes With this in mind, the theme for this session will be “adjustment”. 3.2.1 Activity 1 Have a Stop watch ready, place the children in pairs and on the command of 1, 2, 3 get the children to start staring at each other, the minute one of the children breaks eye contact tell them their time. The winner should have managed to not break eye contact for the whole duration. It has been found that many children have no real understanding of personal body space and have a tendency to stare at people which can be intimidating. The outcome of this activity is to show children that staring at somebody can make that person feel uncomfortable. This will become apparent when the child is travelling with other people. 3.2.2 Activity 2 With the use of the internet, show the children a local map and ask if anyone can talk about the route they take to get to school. Once this route has been established then ask what would happen if the route was to change, try and ask the children to come up with new routes. Some children can feel anxious when the route has changed and this is a good opportunity to show that there is nothing to be afraid of.
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Section 3: The Vehicle 3.3
Games
Games are an excellent way of getting the road safety message across in a fun way. The following games are to be used whilst in a vehicle and could be passed onto parents or even used on school trips in the minibus. Games can be found in appendix 6.7. 3.3.1 Slow Down, Speed Up (Appendix 6.7.1) Can you spot all the speed signs? A full set consists of: 20, 30, 40 and 50 and the National Speed limit sign (for cars, this means 70 on dual carriageways or 60 on single carriageway roads). Tick each sign as you see it.
However, a spotted sign does not count if the driver of your car is driving faster than the speed on the sign. Ask them what speed they are going. This will reinforce the message of speeding vehicles. 3.3.2 Belt up, Shut up Look out for people in cars and vans not wearing seat belts. As soon as one is spotted call out ‘Belt up’ and score one point for every person in that car not wearing a seat belt. (Remember to check everyone in your own car too!). Also look out for drivers using mobile phones whilst driving. Call ‘Shut up’ and score 10 points. See how many points you can score in 30 minutes. This will reinforce the message of never taking your seatbelt off. When you are in the car it could save your life.
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Section 3: The Vehicle 3.3.3 I Spy (Appendix 6.7.2) Here’s a list of things you can see on a car journey. Tick each one if you see it and score a point. The winner is the person who spots all the items on their lift first or who has the most points by the end of the journey. • A zebra crossing • A roundabout • A bus stop • A police car • A variable message sign • A traffic warden • A speed hump • A traffic light • A bus lane • A safety camera When someone has ‘spyed’ something on the list, ask them if they can explain what the item is used for and why. 3.3.4 Shhhhhhhhhh! The aim of the game is to see who can be the quietest for the longest period of time. If you laugh, giggle or do anything that makes noise, you’re out. The game ends when the last person in the car makes a noise, making them the winner! If you are shouting or messing about in the back of the car you will distract the driver and could cause an accident. 3.3.5 What’s wrong? (Appendix 6.7.3) The aim of this is to spot 10 safety things wrong in the picture. You will need to put a circle around each one. when the children have got all 10, discuss together what they have found and why they are wrong. 3.3.6 Road Sign Bingo! (Appendix 6.7.4) Choose a bingo card each and tick off the road signs as you see them. Do you know what they all mean? The first person to complete their card should call out ‘Bingo!’ to win.
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Section 4: Risks
4.0
Risks
The purpose of this series is to introduce children to the concepts of hazard perception and how to identify risks to both themselves as a passenger and a pedestrian. This series involves looking at ways for the children to understand the concepts of speeding vehicles, stopping distances and overall concentration.
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Section 4: Risks 4.1
Speed!
For children to learn about the different speeds vehicles can travel at. For children to understand their vulnerability on the road. Curriculum Links: PSHE and Citizenship – KS1 – 2c, 3g, 4a, 5d KS2 – 2a, 3e, KS3 – a, d Speeding cars is a big worry for any parent or teacher and it is imperative that children understand the notion that cars travel at quite fast speeds. Children’s perception of speed develops as they get older so in this section you will find activities to help provide awareness. 4.1.1 Activity 1 Show pupils the stopping distances found in appendix 6.8. With the use of a tape measure, and acting as a car, ask the children to stand somewhere close enough to you where they feel safe. Ask for one child to measure everyone’s distance from the teacher. Tell the children that were too close they would have been run over and congratulate the other children that chose safe places. Repeat this exercise weekly to reinforce the message. 4.1.2 Activity 2 With the aid of a ball, ask each child to take it in turns to roll the ball from a set distance towards a wall. Mark out a set distance from a wall, place a child here with a ball, place another child approx in the middle. This is to set out the road! On the command of 1-2-3 get the child with the ball to roll the ball along the floor, it is up to them how slow or fast they do this. Ask the child in the middle to start crossing the road when they think it is safe i.e. they won’t be hit by the ball. This will reinforce the message that concentration is important when judging safe times to cross the road. 4.1.3 Activity 3 With the aid of sandpaper, wet paper, smooth paper and a toy car, ask the children what would happen if the car has to stop suddenly on the different surfaces, how far would it go before it stops, etc. Try and see if any of the children would know what would happen on an icy surface. Get children to roll the car down the respective sheets of paper.
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Section 4: Risks 4.2 Concentration! For children to learn that concentration is important at all times when travelling. Distractions and concentration have already been covered in the first part of the park under the “road” chapter, however, in this section we will be looking at how important concentration is overall. Curriculum Links: PSHE and Citizenship – KS1 – 3g, 5f KS2 – 2a, 3a, 3e, 3f, 5d, 5i, KS3 – a, d 4.2.1 Activity 1 Show either of the two film clips detailed in appendix 6.9. Awareness Test: This is an excellent film clip to be shown at least 2-3 times, ask the children to watch the film clip then discuss what they have just seen. At this point, it would be doubtful anyone would have seen the moon-walking bear! Ask the children if they had seen this. Play the film clip again and ask for the children to look for the moon walking bear. Once the bear has been found, reinforce the message that the reason the bear wasn’t initially found is due to only concentrating on one area, the children have to know that anything or anybody can seemingly appear from nowhere and it is important that children understand that when they are concentrating on a task, be it crossing the road they should not just concentrate on one small part but look all around them for any hazards that could appear. Whodunnit?: Similar to above, this is another excellent film clip which really asks viewers to concentrate. Ask the children to watch the film clip and count how many changes they can see. Once the film has finished, ask the children to detail what changes they saw and write these down. Show the film clip again and see whether the children are correct and also see if there are many more changes. As above, this reinforces the message that a hazard can appear out of nowhere or there could be a permanent change made in an area they are very much used to. This should give them the idea that they can never take for granted that everything it as it seems.
4.2.2 Activity 2
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Section 4: Risks Place the children in pairs and number and provide each pair with the cards found in appendix 6.10. Number all the children 1 & 2 so there is a 1 & 2 in each pair. With the aid of a stop watch get the children at the same time to action what is written on the cards provided. Give 2 minutes for this activity. Once the 2 minutes is up ask each pair how they did, was the activity difficult? Why was it difficult? Switch cards and get the children to redo the activity. What have they learnt? This should reinforce the message that it is easy to get distracted. A lot of children will listen to their friends, music or their phone and will not be able to hear what is happening all around them. Ask the children if they felt they struggled completing the activity and why they struggled.
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Section 5: Useful Contacts and Links
5.0 Contacts The SEN team are officers who manage the statutory assessment process of special educational needs. The team support schools in the implementation of the SEN Code of Practice. The team also ensure the fair and efficient use of resources when meeting the needs of children with statements. Special Education Needs team Education & Childrens Services Department 4E/05 Civic Centre High Street Uxbridge UB8 1UW The SEN Transport team transport approximately 650 children with varying complex needs, this can result in one vehicle transporting one child in a wheelchair that cannot physically verbally communicate to another child having the condition of epilepsy, diabetes or ADHD. The team can also have over 20 children on a coach being transported to a school where they are picked up at pick up points opposed to a home to school pick up. Carol Appleton Transport & Risk Assessment Officer SEN Transport Team 128 Harlington Road Hillingdon UB8 3EU The Travel Training programme aims to give young people with special educational needs the opportunity to develop the skills to travel to/from school/college independently, either as a pedestrian or by using public transport. The project supports young people aged 14-19 years with all ranges of special educational needs. Currently pupils that are eligible for referral are those with a Statement of Educational Needs, young people already using home to school transport or young people who are receiving some form of travel assistance. Carol Boyd, Independent Travel Trainer Block B, 128 Harlington Road, Uxbridge UB8 3EU Telephone: 07956 258728
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Section 5: Useful Contacts and Links
The Disablement Association Hillingdon (DASH) is a Charity that provides advice, support and information that will enable disabled people to make choices about how they live their lives. DASH, Wood End Centre, Judge Heath Lane, Hayes, UB3 2PB Tel: 0208 848 8319 Contact the Road safety team to see what can be offer in the way of cycle training best suited to your pupils. The road safety team has 18 fully accredited and CRB checked cycle instructors that can offer courses ranging from cycling for fun courses to Bikeability levels 1- 3 starting with basics, moving to on road training. Please contact for more information and to discus what course would best suite your students. Road Safety Team 4W/05, Civic Centre High Street Uxbridge Middlesex UB8 1UW Tel: 01895 250484 Email: roadsafety@hillingdon.gov.uk
Sports Disability Club A fun multi sports club for young people with special needs. Sports include trampolining, football, basketball, kurling and boccia. And‌. West London disability athletics event This is an annual event hosted by Hillingdon Sports Development for young people across west London with mild learning disabilities (MLD) and severe learning disabilities (SLD).
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Section 5: Useful Contacts and Links
The 2010 event took place on Thursday 29th April at Hillingdon Athletics Stadium. Over 100 young people had the opportunity to represent their school in a range of throwing, running and jumping events. Six schools took part with Pield Heath, Meadow High School and Hillingdon Manor representing Hillingdon. For further information, contact the Sports Development Officer. Yolanda Edwards Sports Development Officer Leisure Services 3S/07 Civic Centre High Street Uxbridge UB8 1UW Tel: 01895 277372
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Section 6: Appendices
6.0 Appendix 6.1 Road Safety Rhyme Stop look and listen Before you cross the street Use your eyes And Use your ears Before you use your feet! 6.2
Pedestrian Crossings
Please find colouring in pictures for the following animals: • • • • •
Toucan Pegasus Pelican Zebra Puffin
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Section 6: Appendices
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Section 6: Appendices
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Section 6: Appendices
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Section 6: Appendices
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Section 6: Appendices
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Section 6: Appendices
6.3
Safe Places to Cross
The URL for this website is: http://www.dft.gov.uk/think/education/early-years-and-primary/media/safest_place
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Section 6: Appendices
6.4
Make your very own Lollipop Person!
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Section 6: Appendices 6.5
Seatbelts – The legal Requirements! • • • • •
By law, adults must wear a seat belt in cars, vans and goods vehicles where one is fitted. It is an offence to drive with a passenger under 14 years of age who does not wear a seat belt of child restraint (as appropriate) in the front or back seat. Children can use a seat belt when travelling in the front or back seat of any car, van or goods vehicles once they reach their 12th birthday. Younger children can also use a seat belt when they reach 135cm (4’5”) tall. Any other child must use a car seat / booster appropriate to their weight – see the label on the seat.
It is important that children always use the correct car seat / booster for their weight. In buses and coaches with seat belts fitted, passengers aged 14 years and above must use them. Those under 14 ears are strongly advised to use them.
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Section 6: Appendices This table shows in detail the law around seat belts and car seats / boosters in case parents ask you any questions. PERSON Driver
FRONT SEAT
BACK SEAT
Seat belt must be worn if fitted
WHO IS RESPONSIBLE Driver
The correct child restraint must be used. If one is not available in a licensed taxi / private hire vehicle, the child may travel unrestrained. Child up to three years of age
Correct child restraint must be used
Where seat belts are fitted, the correct child restraint must be used. The child must use an adult belt in the back seat if the correct child restraint is not available either: -
Child from third birthday up to 135cm in height or Correct child restraints 12th birthday, whichever must be used is reached first
-
Driver
in a licensed taxi or private hire vehicle for a short distance in an unexpected necessity if two occupied child restraints prevent fitting of a third.
A child three years an over may travel unrestrained in the back seat of a vehicle if seat belts are not fitted in the rear. Child 12 or 13, or over 135cm. Passengers aged 14 years and over
Seat belt must be worn if Seat belt must be worn if fitted fitted Seat belt must be won if Seat belt must be worn if fitted fitted
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Driver Passenger
Section 6: Appendices 6.6
Seat Belt Survey!
Survey of non-seat belt wearers on ………..…(date) at ……………(time) Driver
Adult passenger front seat
Adult passenger back seat
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Child Passenger Child passenger back front seat seat
Section 6: Appendices 6.7
Games!
6.7.1
Slow Down, Speed Up! Cut out and laminate
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Section 6: Appendices 6.7.2 I Spy! Cut out and laminate!
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Section 6: Appendices
6.7.3
Answers:
What’s wrong? Cut out and laminate!
Mum not wearing seat belt Mum on mobile phone Dad leaning out the window Child getting out of car into the road Child standing up and not wearing seat belt Dog loose in the car Broken wing mirror Flat Tyre Cyclist not wearing cycle helmet Cyclist riding on the pavement
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Section 6: Appendices
6.7.4 Road Sign Bingo! Cut out and laminate! Choose a bingo card each (up to 4 players) and tick off the road signs as you see them. Do you know what they all mean? The first person to complete their card should call out ‘Bingo!’ to win.
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Section 6: Appendices 6.8
Stopping Distances!
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Section 6: Appendices
6.9
Concentration! (part 1)
The url for this website is: http://www.dothetest.co.uk/basketball.html
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Section 6: Appendices
The url for this website is: http://www.dothetest.co.uk/whodunnit.html
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Section 6: Appendices 6.10 Concentration! (part 2) Cut out each question pair and laminate!
Q1 Count down in 7’s from 210 Q1 Find out about the persons last holiday
Q2 Say the alphabet backwards Q2 Find out about the persons pets and favourite animals
Q3 Do you 13 timetables up to 17x13 Q3 Find out about the persons family and friends
Q4 Count down in 11’s from 330 Q4 Find out what the person did at the weekend
Q5 Count up missing any number with an I in there spelling Q5 Find out what the persons favourite and least favourite foods are
Q6 Say what you have had for dinner each day for the last 2 weeks Q6 Find out about the persons favourite sports and activities
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Section 7: References
7.0 Reference Brake, the road safety charity, Key Stage 1 lesson ideas; Key Stage 2 lesson ideas; Road Safety for pupils with Special Educational Needs; Organising practival roadsaide road safety training for pupils with SEN, http://www.brake.org.uk/infant-primary DfT (2008). Road Safety Research Report No. 102. Child-Parent Interaction in Relation to Road Safety Education: Part 2 – Main Report DfT Research Database, Project: Road Safety of Disable Children and Adults, http://www.dft.gov.uk/rmd/project.asp?intProjectID=10082 DfT, THINK! Education, http://www.dft.gov.uk/think/education/ early-years-and-primary/ DfT (2003). Out of school care: Activity Pack Hertfordshire Road Safety Unit. Road safety games for boring car journeys. Road Safety Scotland, Safer Places to Cross the Road, http://www.roadsafetyscotland.org.uk/downloads/resources/streetsense-level-b-booklet--assesment-worksheet/ RoSPA. ESOL Key Stage, Road Safety Resource, Teacher’s Guide RoSPA (2005). Rural Road Safety: A Resource for Key Stages 1 & 2 Standards Site, Science at key stage 3, http://www.standards.dfes.gov.uk/schemes2/secondary_science/sci07k/?view=get DfT (2009). Tales of the Road: A highway code for young road users
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