UNIT 5 OUT & ABOUT

In this unit you will investigate the issues associated with the health and welfare of young people related to road use. You will explore the relationships between health decisions, risk behaviours and the influences shaping them. You will suggest and judge strategies to enable young people to be supported to behave in healthy and safe ways through the road safety lens.

NAPLAN SPELLING LIST

Risks Safety Responsibilities

Hazard Behaviour Factors

Protecting Driver Vehicle

Influencing Consequences Reduce

Safe Driving Habits

Learning Intention: We will be able to propose safe driving strategies

Success Criteria:

- - List safe driver and passenger actions
  - Propose strategies to promote safe road-use attitudes and behaviours
  - Identify road hazards or risks

Activity 1

Download, save a copy and complete the Out and About - Safe Driving Habits Worksheet into your Google Drive
In your worksheet, complete the Think! Pair! Share!
- - Think: You have one minute to write down responsible driver and passenger behaviours.
  - Pair: Pair up to discuss your ideas with a partner and add to your list.
  - Share: Share your elements with the class and finish with a list of all the responsible driver and passenger behaviours.
As a class, rank the list from most to least important.

Activity 2 TEEL Paragraph

Continuing in your Out and About - Safe Driving Habits Worksheet and from the last activity, choose two responsible behaviours
This link to Transport for NSW Road Safety Campaigns might assist with information for writing your TEEL paragraphs.
For each behaviour write one TEEL paragraph to explain a strategy designed to promote safe road-use attitudes and behaviours
- - Topic sentence
  - Example
  - Explain
  - Link to topic sentence

Activity 3

Continuing in your worksheet, complete the diagram to show the positive knock-on effects of adopting safer road use behaviours for your:
- - - Local community
    - Overall wellbeing
    - Immediate family and friends

Activity 3 Think All Possibilities

- As a class, read the powerpoint Limiting Risk Protecting Lives
- For more current data/trends, explore the NSW Centre for Road Safety - Interactive Statistics. Here students can navigate the site Click on the Interactive Crash Statistics link to view and/or analyse Road use data:
  - - Gender and Region
    - Behavioural Factors
    - Environmental Factors
    - Fatality Trends by road users or region
    - Local Government area users, fatalities/injuries and crashes
- Complete the online Practice Hazard Perception Test
- Take the online Test Your Tired Self Test
- Continuing in your Out and About - Safe Driving Habits Worksheet:
  - - Using the information contained in the Presentation, Hazard Perception Test and your own prior knowledge, think about all the possible major causal factors in road and traffic related injuries.
    - Highlight your causal factors using three different colours for:
      - Human
        Environment
        Vehicle

Choose four of the hazards and complete the Hazard Reduction Table.

Gospel Values - Community & Common Good - Young people have the opportunity to learn about the possible hazards on our roads, so that they can care for other road users.

external Influences on Decision Making

Learning Intention: We will be able to analyse the impact of external influences on decision making behaviours of young drivers

Success Criteria:

Identify situational factors that influence road user behaviour
Identify a variety of prosocial behaviours related to safer road use
Identify a variety of risky behaviours related to road use
Show the links between prosocial behaviours and safer road use

Activity 1

There are a range of contextual or situational factors that can influence the way people, especially young people, behave when they are using the road.

- As a class, brainstorm a list of the different factors that could influence road user behaviour

Activity 2

- Working in small groups, one group member should download and share the Impact of Behaviour on Road Use Document. Using the brainstorm list and answering in the document:
  - - Each group is to identify whether these factors would more likely lead to:
      - prosocial behaviours - intended to help or benefit others/society in the road environment
        risky behaviours - activities that have the potential to be harmful or dangerous in the road environment

- - As a group, be ready to justify your responses.
  - As a class, discuss how engaging in risky behaviour in road and traffic settings is usually a part of a broader picture of risk-taking by people.

RAC What would you do? Interactive Scenarios

responding to challenging situations

Learning Intention: We will be able to formulate a realistic response to a challenging situation

Success Criteria:

Formulate a safety plan for a challenging situation
Plan, rehearse and practise a range of realistic responses to counter pressure to behave in unsafe ways

Activity 1

Using the blue button on left, view the RAC What would you do? Interactive Scenarios and decide on the action you would take
As a class, brainstorm any other everyday road use scenarios that occur for young people in their local community.

Activity 2

One member should download and share the Decision Tree Worksheet document with the other group members.
- Your class will decide on using 3-5 scenarios to explore in more detail.
- Using the Decision Tree Worksheet and for one of the road use scenarios from the brainstorm, complete the decision tree table by:
  - - Writing the scenario or decision to be made in the Decision column
    - Selecting two actions to follow to manage the scenario, record each in the Option1-2 boxes
    - For each option, record the possible outcomes for each option in the Consequence 1-2 boxes

Activity 3 (If time allows)

- Role play each of the different decisions that a person could make in each scenario and their potential consequences.
- After each decision rewind the scene and make a different decision and play out the consequences.
- As a class, discuss:
  - - Which decisions were realistic?
    - Which ones were common decisions and behaviours that young people might make in the local community?

Activity 4

Select four students to model this activity to the whole class or divide the class into groups of four. Within the group, allocate a student to each of the following roles:
- - an inexperienced driver
  - friend 1
  - friend 2
  - friend 3.
    - - Using the Under Pressure Role Statements, those performing the role play develop a role play for the driver and friends 1, 2 and 3:
        Read and familiarise themselves with the role.
        The group then enacts the script with the driver reacting to each instruction or scenario as it arises.
        Remaining students can observe the role play and note their observations
        After acting out the scenario, students discuss the following questions:
        How successful was each character in getting their opinion across to the others?
        Why is this important?
        What strategies could friend 2 use to ensure they don’t take the risk?

responding to challenging road incidents - drsabcd

Learning Intention: We will be able to formulate a realistic response to a challenging road incident situation

Success Criteria:

Plan and practise responses to road use emergencies, using DRSABCD

Activity 1

- Using the Resuscitation Dummies, you will learn, through practice, how to respond using first aid in trauma situations.
  - - Watch the YouTube video, DRSABCD Action Plan Explained
    - Download the DRSABCD Flow Chart of DRSABCD and save it in their drive.
    - As a class view and discuss DRSABCD slides and watch the youtube clips within. Students will need to complete the DRSABCD worksheet.

DRSABCD

DRSABCD Worksheet

Activity 2

Using the resuscitation dummies, your teacher will guide you through learning and practising the DRSABCD procedures.

- Your teacher to model the steps of DRSABCD
- Working in pairs/groups, perform the DRSABCD procedures together. Ask any questions of the teacher and class members around you to clarify the steps.
- Perform the DRSABCD procedures whilst your teacher goes around assisting and providing explicit feedback.
- Complete the DRSABCD procedures on your own
- Your teacher will assess your performance.

bstreetsmart - What to do if you are in a crash

Transport NSW - After the Crash

AFTER A CRASH

Learning Intention: We will be able to plan and practise responses to emergencies by explaining priority actions

Success Criteria:

Identify the steps to take following a road use crash
Analyse priority actions after a road use crash
Plan and practise responses to road use emergencies, using DRSABCD

Activity 1

- View the bstreetsmart video - Episode 1 Crash Scenario (start at about 3:00 minutes) a demonstration of a real life car crash scene and response
  - - - You might also use the documents in the blue buttons to guide your responses for the worksheet below.
- Download, save a copy and complete the Crash Scenario Worksheet to:
  - - - Outline the initial steps to take at a crash scene
      - Outline possible first procedures and safety points of concern
        DRSABCD
      - Identify emergency personnel and their roles at a crash scene
      - Explain the need for debriefing and/or counselling following experiencing a serious crash scene

Activity 2

- Log into Kahoot It and follow your teacher's instructions to play the Kahoot Quiz - After the Crash

safety strategies and initiatives

Learning Intention: We will be able to evaluate road safety strategies that aim to enhance health, safety and well being of young people

Success Criteria:

Identify road safety strategies used in NSW
Categorise road safety strategies
Analyse the NSW Mobile Drug Testing strategy

Activity 1

As a class, brainstorm some of the strategies that target safe road use amongst young people.
- - Feel free to access the Internet to identify any additional strategies and ideas to include.

Activity 2

In small groups, create and share a Google Doc titled Road Safety Strategies then work together to categorise the brainstorm road safety strategies into like groups. In your document, create a table using the following column headings:
- - - - Education initiatives
        Law and policy strategies
        Awareness raising initiatives
        Road environment strategies
        Enforcement strategies
        Community safety initiatives

Activity 3 Problem Solving

In your Unit 5 folder, create a new Google Doc titled, Numeracy and PMI.
Using the Newman’s Prompt scaffold and in this new document answer the following problem:

Since the start of random breath testing in 1982, road deaths per 100,000 population have dropped from about 23 to 4.4 in 2019. What has been the percentage decrease in road deaths per 100,000 population since 1982?

Activity 4

- Watch the YouTube video, YouTube: Transport for NSW: Mobile Drug Testing Educational Video

Transport NSW - Drug Driving

Activity 5 - 3 Level Reading Guide

- Download and save a copy of the 3LRG - Drug Testing document and complete the 3LRG questions using the Transport NSW -Drug Driving website and YouTube video - Stop it...or Cop it - Drug Driving

Level 1

What is road side drug testing?
What drugs are tested?

Level 2

What is the testing procedure?
What are the penalties for driving under the influence of drugs?
How does cannabis affect your ability to drive?
How long after using cannabis can THC be detected?
How long after consuming ecstasy or methylamphetamine can these drugs be detected?

Level 3

What could be the impact of drug influenced passengers?
How will this legislation impact on me?

feedback

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