Contemporary Teacher Leadership

PROGRAM
EVALUATION

1696 4697
Health & Physical Education Stage 5
Road Safety
Table of Contents

Title Page Page 1

Table of Contents Page 2

Abstract & Introduction Page 3

Comparative Table of Unit Alteration Page 6

Reconstructed Program Documentation Page 8

Scope and Sequence Page 9

Concept Map Page 10

Assessment Task Page 11

Unit Outline Page 14

Lesson Changes Page 15

Professional Report Page 20

References Page 24

Original Program Documentation Page 26

2
Abstract
This report has been prepared for the Personal Development, Health and Physical Education
faculty to evaluate a Stage 5 unit that Year 10 students are undertaking. The basis for this
evaluation is due to the outdated information, changed context of students from mixed ability
to selective, as well as requiring more of a focus on Literacy, Numeracy, Ethical Understanding
and skills for all students. The students will develop Critical and Creative thinking skills and
the teachers can analyse the appropriateness of teaching and learning materials. The unit has
been re-designed focusing on the application of Understanding by Design (UbD), Threshold
Concept Development, Assessment, Sequencing and Inquiry-Based Teaching.

Introduction and background information

Whilst on my six-week practical block in a co-education high school, I completed a Stage 5
unit of work on Safe Road Use Behaviour. The year group being taught was Year 10 and the
class consisted of mixed ability students. The class consisted of 22 students, 12 males and 10
females. The ethnicity of the class consisted of majority Anglo-Saxon. The unit of work did
not have a scope and sequence, concept map or unit outline, however it did have a detailed plan
of the weekly content, activities and resources. There was one detailed assessment task
included within the unit of work, that students completed prior to arriving at the school for the
practical block. Therefore, the modified unit plan that has been recreated for the context of
selective students, including a scope and sequence, concept map, unit outline, updated activities
and resources for students and small changes to the assessment task, to reflect differentiation
and having effective and current teaching resources. The implementation of these
recommendations has been linked around future implementation of the Australian Curriculum,
specifically supporting General Capabilities, Critical and Creative Thinking, Personal and
Social Capabilities, Ethical Understanding and using Information Communication
Technology (ICT) (Australian Curriculum, Assessment and Reporting Authority, 2017). As
well as Cross-Curricular Priorities and General Capabilities, the updated unit of work will
highlight Threshold Concept Development, Assessment, Sequencing, Inquiry-Based
Teaching and UbD.

The strengths from the original program include a detailed week by week lesson plan, with the
topic being covered for each lesson, the resources required and the activities for teachers to
present to students. The program also included an assessment task, which had a very detailed
marking criteria. The resources and activities in each lesson plan were relevant to the topic,

3
however needed to be updated due to the recent RMS changeover and the current rules for
NSW licensing. There are constant licensing changes released by the RMS; for example, the
rules currently on their website being implemented from November 2017. Therefore; this
redesigned unit of work will need to be regularly updated to match the most current licensing
system. The recommendations included for the redesigned program improvement are based on
evidence-based research, to improve teaching and learning within the faculty and classroom.
To clearly identify the changes made, they will be highlighted in yellow. As future teachers,
we are always working with and towards improving student academic outcomes, wellbeing
and engagement in the learning process.

4
PART A:

COMPARATIVE
TABLE OF UNIT
ALTERATION

5
Comparative Table
Strengths
Threshold The student understands some
Concept threshold concepts more than
others as they grasp certain
Development concept of getting their learners
license whilst completing this
unit.
Assessment The original program included
an assessment task, requiring
students to compile a report. The
marking criteria included was
very detailed, breaking down
each section and where the
marks will be given. The
assessment was appropriate for
the audience as they are going
through their learners license
when this unit is delivered.
Sequencing The original program had a
detailed lesson plans and
resources. The topic, outcomes
achieved and resources required
were explicitly stated on the
beginning of each teacher copy
page.
Weaknesses
There were parts of the unit that
went into too much depth,
wasting valuable time and other
areas didnt go into enough
depth. There are factors more
important for students to learn
than others for example current
road licensing rules VS
revisiting DRABCD.
The original assessment only
allowed students two options to
discuss about Road Safety.
There was no section allowing
students to present critical and
creative skills. This can inhibit
students ability to gain better
marks.
The original program did not
have a scope and sequence;
therefore, the sequence of the
content was not delivered in an
effective way and inhibited
progress. The overall flow of
the unit was disjointed and did
not have any focus on building
literacy or numeracy skills.
New areas presented
showing improvements
1. Lessons will have a
stronger focus on
developing scaffolding
skills and significance 3.
2. Threshold concepts will
be delivered including
differentiation
3. Students prior knowledge
will be further supported,
focusing on specific
concepts.
1. More options to choose
for the assessment topic
2. Implement real-life
situations
3. Critical and creative
section added
4. Meeting a variety of
learning needs
4.
1. Create a scope and
sequence
2. Explicitly show the order
of outcomes and lessons
being delivered
3. Ensure fluidity of
concepts across all classes
4. Ensure that learning is not
a process of learn once
Implemented Changes
and Research
1. Students will complete independent study
2. Debate activity included with personal
opinions VS evidence
Quality teaching delivered through
increased scaffolding showing significance
(Walker, 2013)
4. Differentiation to explore threshold
concepts (Burch, Burch, Bradley & Heller,
2015)
5. Use of students prior knowledge for
further support (Walker, 2013)
1. Four options for the assessment topic
(Smith, Worsfold, Davies, Fisher &
McPhail, 2013)
2. Real-life situation will be included with
focus on the effects of a Road accident
3. Safety slogan or presentation, allowing
development of critical and creative
thinking (Smith, Worsfold, Davies, Fisher
& McPhail, 2013)
Update the licensing rules for current RMS
2017
1. Scope and sequence developed
2. Outcomes and lesson order stated
3. Logically sequence lessons to flow on to
the next (Ummels, Kamp, Kroon &
Boersma, 2015)
4. Develop literacy skills through sample
questions to show how to sequence an
academic response (Wiebke & Rogers,
2014)
6

Inquiry-Based The original program did have a
Teaching series of questions to ask
students in different lessons,
allowing students to take
responsibility for their learning
and to reflect on what they have
learnt.
Learning using The original program had
Understanding several appropriate lessons and
resources which matched the
by Design unit of work.
The original program did not
allow students to make sense of
the unit through inquiry. There
was limited reflection in the
unit, where students presented
what they have learnt. Limited
opportunity for critical and
creative thinking skills,
inhibiting student progress.
The original program did not
have a concept map, therefore
inhibiting the goals to plan for
assessment.
and move on (cognitive
and affective domains)
5. Focus on improving
literacy and numeracy
1. Allow students to inquire
about concepts,
transferring some
responsibility from
teacher to student
2. Generate excitement and
curiosity in students,
allowing them to be the
expert
3. Allow students time to
research information in
class, that way they can
ask the teacher for further
clarification if needed
4. Allow group work to
combine critical thinking
skills
1. Concept map needs to be
created to see the key
outcomes to be achieved
2. The desired results need
to be identified
3. Learning needs to engage
students, allowing
application beyond the
classroom
4. Link assessment task to
classroom content
5. Numeracy skills improved with focus on
mathematical equations for speed, distance
and reaction time
1. Students will complete their own research
in class time (Beck, Butler & Da Silva,
2014)
2. Students will attend a Safe Driving Course
to generate excitement and allow students
to learn and be experts in the field (Clark,
2014)
3. Reflection will be incorporated to
concluded what worked and what needs
improvement.
4. Presentation of what students learnt (Beck,
Butler & Da Silva, 2014)
5. Group work allowing students to find
solutions to a tiered problem (Beck, Butler
& Da Silva, 2014)
1. Concept map developed
2. Backwards mapping long term design
process in place (Wiggins & McTighe,
2005)
3. The goals, content and standards have been
decided to identify desired results (Wiggins
& McTighe, 2007)
4. Learning beyond the classroom is linked to
the Safe Driving Course
5. Assessment task is created prior to lessons
and resources, working towards students
achieving this (Wiggins & McTighe, 2011)
6. Lessons are planned with achieving goals
set (Wiggins & McTighe, 2011)
7. Reflection time to see if goals implemented
were achieved (Yurtseven & Atun, 2017)
7
PART B:

RECONSTRUCTED
PROGRAM
DOCUMENTATION

8
Scope and Sequence for Stage 5

Course Term 1 Term 2 Term 3 Term 4

Stage 5 Topic: Self and Relationships Topic: Movement and Skill Topic: Individual and Community Topic: Lifelong Physical
Performance Health Activity
Year 9 Syllabus outcomes:
5.1 A student analyses how they can Syllabus outcomes: Syllabus outcomes: Syllabus outcomes:
150 Hours support their own and others sense of 5.4 A student adapts, transfers and 5.6 A student analyses attitudes, behaviours 5.9 A student formulates goals and
self. improvises movement skills and concepts and consequences related to health issues applies strategies to enhance
to improve performance. affecting young people. participation in lifelong physical
Theory & 5.2 A student evaluates their capacity to activity.
Practical reflect on and respond positively to 5.5 A student composes, performs and 5.7 A student analyses influences on health
challenges. appraises movement in a variety of decision-making and develops strategies to 5.10 A student adopts roles to enhance
challenging contexts. promote health and safe behaviours. their own and others enjoyment of
5.3 A student analyses factors that physical activity.
contribute to positive, inclusive and 5.8 A student critically analyses health
satisfying relationships. information, products and services to promote Duration in weeks and hours:
Duration in weeks and hours: health.
10 Weeks 10 Weeks
Core: 37.5 hours Core: 37.5 hours
Duration in weeks and hours: Duration in weeks and hours:
10 Weeks 10 Weeks
Core: 37.5 hours Core: 37.5 hours

Stage 5 Topic: Supporting each other Topic: Human Machines Topic: Lets Drive Topic: The balancing act

Year 10 Syllabus outcomes: Syllabus outcomes: Syllabus outcomes: Syllabus outcomes:

5.2 A student evaluates their capacity to 5.4 A student adapts, transfers and 5.6 A student analyses attitudes, behaviours 5.9 A student formulates goals and
reflect on and respond positively to improvises movement skills and concepts and consequences related to health issues applies strategies to enhance
challenges. to improve performance. affecting young people. participation in lifelong physical
150 Hours activity.
5.3 A student analyses factors that 5.5 A student composes, performs and 5.7 A student analyses influences on health
Theory & contribute to positive, inclusive and appraises movement in a variety of decision-making and develops strategies to 5.10 A students adopts roles to enhance
Practical satisfying relationships. challenging contexts. promote health and safe behaviours. their own and others enjoyment of
physical activity.
Duration in weeks and hours: Duration in weeks and hours: 5.8 A student critically analyses health
information, products and services to promote Duration in weeks and hours:
10 Weeks 10 Weeks health.
Core: 37.5 hours Core: 37.5 hours 10 Weeks
Core: 37.5 hours
Duration in weeks and hours:
10 Weeks
Core: 37.5 hours

9
Concept Map: Lets Drive

10
Assessment Task:

Outcomes to be assessed:
Outcome 5.6 A student analyses attitudes, behaviours and consequences related to health
issues affecting young people.

Outcome 5.7 A student analyses influences on health decision making and develops
strategies to promote health and safe behaviour.

Weighting: 15%

TASK:

You will be required to produce a report and present it to the class on the current issues faced
by young drivers today.

You must choose one of the following areas to focus your report and presentation on:

- Speeding
- Drink driving
- Driver fatigue
- Driver distractions

Part A /20
Your report must include the following:

1) Outline current road statistics and trends associated with young drivers in NSW in
your chosen area. Include a range of current RMS user statistics (e.g. road fatalities
and road crashes) and gender comparisons. (3 Marks)

2) Describe a range of factors that influence the risk taking behaviours of young drivers
in your chosen area. (4 Marks)

3) Analyse a real-life risk taking behaviours associated with your chosen area. (Include
physical, social, legal, economic and emotional consequences) (8 Marks)

4) Propose ONE new strategy that could be implemented to improve the knowledge,
skills and attitudes of young drivers.
- Explain in detail what the strategy is and how it will work, who is responsible for
implementing the strategy and how you would promote the strategy. (5 Marks)

11
Part B / 10
Your presentation must include the following:

1. A representation of the consequences of the current issue facing young

drivers that you have chosen (can be pictures and text)

2. Current RMS statistics and trends associated with young people and their
driving behaviour

3. A representation of the risk factors that contribute to the risk-taking

behaviour on the road

4. An outline of the strategy you think could be implemented to improve the

knowledge, skills and attitude of young drivers.

Your presentation must be presented using either a poster OR ICT in either the
form of a Power Point presentation, Prezi or video clip.

Your presentation MUST be ready to present on the due date. Failure to

provide evidence that you are ready to present will result in a zero being
awarded.

12
MARKING CRITERIA PART A
Question 3 Marking Criteria:

Mark Criteria
7-8 Draws out and relates the implications of risk taking behaviours in a real-life
situation associated with the chosen area.
Uses relevant examples.
Presents ideas in a clear and logical way.
5-6 Attempts to relate the implications of risk taking behaviours in a real-life situation
associated with the chosen area.
3-4 Sketches in general terms some consequences in relation to risk taking behaviours
and the chosen area.
1-2 Provides some relevant information about the risk taking behaviours associated with
driving.
0 Non attempt or no relevant information.

MARKING CRITERIA PART B

Mark Criteria
9-10 Provides a detailed explanation of the factors affecting young drivers
Provides accurate and recent statistics
Uses a variety of visual representations of the consequences of the current issue facing
young drivers
Utilises excellent critical and creative skills in poster OR ICT skills in presentation
Excellent voice projection, speed and tone

7-8 Provides a good explanation of the factors affecting young drivers

Provides a range of recent statistics
Uses a variety of visual representations of the consequences of the current issue facing
young drivers
Utilises a high level of critical and creative skills in poster OR ICT skills in presentation
Good voice projection, speed and tone

5-6 Provides an explanation of the factors affecting young drivers

Provides statistics that reflect the issue of young people on the roads
Some visual representation of the consequences of the current issue facing young drivers
Utilises critical and creative skills in poster OR ICT skills in presentation
Good voice projection, speed and tone

3-4 Identifies the factors affecting young drivers

Provides minimal statistics that reflect the issue of young people on the roads
Some visual representation of the consequences of the current issue facing young drivers
Utilises some critical and creative skills in poster OR ICT skills in presentation
Shows some control in voice projection, speed and tone

1-2 Provides some form a presentation on the factors affecting young people on the roads
Utilises minimal critical and creative skills in poster OR ICT skills in presentation

0 Non attempt or no relevant information

13
14
Unit Outline
UNIT OUTLINE
PDHPE: Stage: 5 Number of Weeks: 10
Unit title: Lets Drive
Key Concepts/ Big Ideas The importance of this learning
Collecting, analysing and Students will collaboratively complete group work with peers
organising information The content taught will be related to their life relevance
Communication ideas and All lessons will be connected to previous lessons
information Enhance their sense of self, improve their capacity to manage challenging circumstances and develop caring and
Planning respectful relationships
Working with others and in teams Move with confidence and competence, and contribute to the satisfying and skilled performance of others
Problem solving Take actions to protect, promote and restore individual and community health
Participate in and promote enjoyable lifelong physical activity
Working with a range of
technologies Develop and apply the skills that enable them to adopt and promote healthy and active lifestyles .

Unit context within Scope and Sequence Targeted Syllabus Outcomes

Students build on previously developed knowledge, understanding and skills in relation to mental health, healthy food habits, drug 5.6 A student analyses attitudes, behaviours and consequences
use, sexual health and road safety. Students identify and evaluate the broad range of factors that have the potential to impact on the related to health issues affecting young people.
health decisions and behaviours of young people. They apply their understanding of these influencing factors as they continue to
identify and practise strategies to minimize harm to themselves and others in relevant and meaningful contexts. 5.7 A student analyses influences on health decision-making and
develops strategies to promote health and safe behaviours.
Students continue to develop their skills of critical literacy as they examine how health knowledge has changed and propose strategies
to deal with future changes. They specifically identify common sources of health information and services used by young people, and 5.8 A student critically analyses health information, products and
analyse the appropriateness of these and reasons why young people may not take advantage of some support services. services to promote health
Literacy Targets Numeracy Targets ICT Targets CCP/ GC Assessment
Comprehend texts Calculation Effectively and safely Focuses on the importance of treating The assessment task
Navigate, read and Estimation access online health others with respect, integrity, fairness focuses on they key
view learning area Measurement to collect Develop their and compassion, and valuing themes of Lets Drive
texts and make sense of understanding diversity and equality for all. Formative assessment
Interpret and analyse information related to Ethical online behaviour Students develop will be their assessment
learning area texts Fitness Respectful their ability to think logically, mark
introducing specific Navigation in the communication critically and creatively in response to Summative assessment
terminology outdoors or various skill Develop personalised a range of health and physical issues, will be measured during
performances plans ideas and challenges the unit

15
Worksheet - Speeding, Reaction time and Stopping Distance

Students need to calculate the reaction time, breaking distance and total
stopping distance.

16
 1. What is the probability of a fatal injury at 20km/h? _______________________
2. What is the probability of a fatal injury at 30km/h? _______________________
3. What is the probability of a fatal injury at 40km/h? _______________________
4. What is the probability of a fatal injury at 50km/h? _______________________
5. What is the probability of a fatal injury at 60km/h? _______________________
6. What is the probability of a fatal injury at 70km/h? _______________________
7. What is the probability of a fatal injury at 80km/h? _______________________
8. What is the probability of a fatal injury at 90km/h? _______________________
9. What is the probability of a fatal injury at 100km/h? _______________________

Using the classroom IPad access the following:

Test your reaction time:

http://cognitivelabs.com/mydna_speedtestno.htm

Test your reaction time in a different setting:

http://faculty.washington.edu/chudler/java/dottime.html

17
Excursion - Learning Beyond the Classroom:

18
Individual Research Task

CONSEQUENCES OF ROAD TRAUMA

Consequences of road trauma may be immediate or ongoing, and affect
the individual and community. Considering this, identify and list the
consequences of road trauma, under each of the following categories:

ECONOMIC:

EMOTIONAL:

LEGAL:

PHYSICAL:

19
SOCIAL:

20
PART C:

PROFESSIONAL
REPORT ON
RECOMMENDED
ALTERATIONS

21
Recommendations to Faculty

The current Stage 5 program for Road Safety has been evaluated to allow for best practice,
provide feedback, implement strategies to improve performance and to manage the limited
resources available within the school. A new program has been developed and as a faculty,
collectively we need to assess the program, assess the changes to student learning and discuss
the benefit for student achievement. The original unit of work was delivered for all students at
mixed ability level. The newly developed program has been created to deliver to selective
students, with a focus on high achievement, enrichment and meaningful activities. There are
several small changes made to the unit of work including the introduction of a scope and
sequence and concept map, updates to the assessment task and unit outline with Australian
Curriculum specific outcomes attached. Changes have also taken place within the lesson
activities and resources, ensuring that Threshold Concept Development, Assessment,
Sequencing, Inquiry-Based Teaching and UbD have been integrated to implement and reflect
change. These changes will have a larger impact on students academic achievement through
developing critical and creative thinking, using pedagogical models to teach literacy, numeracy
and ethical understanding and ensuing that teaching and learning materials are age appropriate.

The first area for improvement in the original unit of work, requires a focus on threshold
concept development. Certain lessons covered too much content on topics that students already
knew about and not enough time on other key concepts to further extend their knowledge. To
improve students threshold concept development, the redesigned unit of work has
implemented lessons where students complete independent study, there is a debate about
personal opinions VS evidence, scaffolding showing significance of concepts, differentiation
within lessons to meet a variety of learning needs and using students prior knowledge.
Recreating these lessons will allow students to academically achieve and excel in this topic.
Teachers within the faculty will be able to create and deliver appropriate lessons, allowing
students different ways for understanding and stimulated learning. Research that supports these
solutions include Walker (2013), finding that threshold concept development is a state of
understanding and knowledge. Threshold concept development allows for deep learning and is
a process allowing students to transform their knowledge of a subject area. Burch, Burch,
Bradley & Heller (2015) agree with the importance of students grasping threshold concepts as
transformative thinking and adequately understanding concepts that can be transferred into
other subjects.

22
The second area for improvement in the original unit of work, requires a focus on the
assessment given. Overall the assessment task was detailed, however lacked options for
students to select. Students were not given the chance to present critical and creative skills,
which can inhibit their ability to gain marks. The solutions created to extend students and be
relevant to a selective cohort, included the assessment task containing four options to choose
from, including a real-life situation, presentation of a safety slogan and updating the
information to reflect the 2017 Roads and Maritime Services website. These solutions have
been put in place to allow students the opportunity to obtain a better mark in their assessment,
through catering to a variety of learning needs, not just mixed ability. The teachers within the
faculty will be able to collaborate their students findings as a reflective tool for the unit. Smith,
Worsfold, Davies, Fisher & McPhail (2013) have published research that supports these
solutions, with the key focus of all assessments being improving student academic
achievement. With the additional changes and subject options made, students understand the
expectations and can process the work that is required.

The third area requiring improvement in the original unit of work is sequencing. The original
program had several lesson plans with resources, however they were not being delivered in a
specific sequence. As there was no sequence to be followed, the learning of the students was
inhibited and the overall flow of the unit was disjointed. The solutions created to address this
include creating a scope and sequence with the correct outcomes listed, lessons that are ordered
and flow onto the following, literacy skills are enhanced though practice questions and
numeracy is improved with a focus on mathematical equations relating to distance, speed and
reaction time. These improvements will allow selective students to see the fluidity between
lessons, build on previous content and focus on constant cognitive and affective learning. The
staff within the faculty will all be teaching the same lessons and outcomes as all other classes,
which will assist in marking assessments as student samples can be measured from each class.
Ummels, Kamp, Kroon & Boresma (2015) has released research showing that lesson
sequencing should aim to promote coherence, practicability and reflect the students learning
outcomes. The above solutions have also been supported by Weibke & Rogers (2014), stating
that lesson plans need to follow a successful sequence, showing progress and promoting
effective learning. The sequencing of lessons needs to build on students prior experiences and
be a process of constant cognitive and affective learning (Weibke & Rogers, 2014).

23
The fourth area within the original unit of work that needed improvement is the focus on
inquiry-based teaching. Within the original program, there was not a lot of opportunity for
students to make sense of the units concepts through inquiry or even allow reflection of what
they have learnt. Therefore, there are areas of improvement with a focus on including inquiry-
based teaching. Examples include allowing students to inquire about concepts and research
their own answers, students attending a Safe Driving Course, incorporating reflection on what
students enjoyed and needs improvement, allowing research to be presented and working in
groups to find solutions to tiered issues. Incorporating these solutions into the new unit of work
allows selective students to be excited and become experts in the field of Road Safety, whilst
allowing responsibility for their learning to transfer from the teacher to the student. Research
supporting these solutions have discussed inquiry-based teaching has links to improve student
learning through the skills developed during inquiry and carrying out research (Beck, Butler &
Da Silva, 2014). Research has been detailed about inquiry-based teaching, allowing the learner
to engage in questioning, respond to evidence, formulate explanations and justify research
(Clark, 2014).

The fifth and final amended in the original program is utilising the principles from
Understanding by Design. Within the original program, there was no evidence of backwards
mapping. The unit did not have a concept map and the unit outline was outdated, therefore
preventing goals to appropriately plan for assessment. The amended unit program now includes
UbD principles through backwards mapping the long-term student goals, identifying the
desired results, enhancing and updating the assessment task, creating a concept map, updating
the unit outline, learning beyond the classroom and planning lessons with the goals of the
assessment decided. The implementation of these solutions will allow selective students to
actively construct meaning with concepts and apply their knowledge to new situations.
Teachers within the faculty will be able to coach and given students feedback to facilitate their
learning process. Wiggins & McTighe (2011) have created a three-stage approach; naming the
desired results, determine assessment evidence and plan learning experiences. Applying the
UbD principles, allows for continual understanding, increasing academic achievement and
making learning meaningful (Wiggins & McTighe, 2005). Incorporating different teaching
methods and techniques to address individual learning needs, creates an enjoyable learning
environment for students (Wiggins & McTighe, 2007).

24
In summary, the above strategies detailed have explained how the evaluation of the new
program will vastly improve and cater to selective student achievement. The evidence has been
collected and summaried for your benefit, pointing out the clear connections with threshold
concept development, assessment, sequencing, inquiry-based teaching and UbD. The
recommendations for change have been well researched and when implemented effectively
will have a larger impact on selective students academic achievement, develop critical and
creative thinking, create pedagogical models to teach literacy, numeracy and ethical
understanding and ensuing that our passion for teaching and learning is age appropriate.

25
References

Australian Curriculum, Assessment and Reporting Authority. (2017). Cross curriculum

priorities. Retrieved from https://www.australiancurriculum.edu.au/f-10-

curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-

and-cultures/

Beck, C., Butler, A., & Da Silva, K. (2014). Promoting inquiry-based teaching in laboratory

courses: Are we meeting the grade? CBE Life Sciences Education, 13(3), 444-452.

doi: 10.1187/cbe.13-12-0245

Burch, G.F., Burch, J.J., Bradley, T.P., & Heller, N.A. (2015). Identifying and overcoming

threshold concepts and conceptions. Journal of Management Education, 39(4), 476-

496. doi: 10.1177/1052562914562961

Clark, M. (2014). Assessing student achievement through inquiry-based instruction. The

Agricultural Education Magazine, 87(1), 17-19. Retrieved from

https://search.proquest.com/docview/1660147597?accountid=36155&rfr_id=info%3

Axri%2Fsid%3Aprimo

Smith, C., Worsfold, K., Davies, L., Fisher, R., & Mcphail, R. (2013). Assessment literacy

and student learning: The case for explicitly developing students assessment

literacy. Assessment and Evaluation in Higher Education, 38(1), 44-60.

doi: 10.1080/02602938.2011.598636

Ummels, M.H.J., Kamp, M.J.A., Kroon, H.D., & Boersma, K.T. (2015). Designing and

evaluating a context-based lesson sequence promoting conceptual coherence in

biology. Journal of Biological Education, 49(1), 38-52.

doi:10.1080/00219266.2014.882380

26
Yurtseven, N., & Atun, S. (2017). Understanding by design (UbD) in EFL teaching:

Teachers' professional development and students' achievement. Educational Sciences:

Theory and Practice, 17(2), 437-461. doi:10.12738/estp.2017.2.0226

Walker, G. (2013). A cognitive approach to threshold concepts. Higher Education, 65(2),

247-263. doi:10.1007/s10734-012-9541-4

Wiebke, H., & Rogers, M. (2014). Transition to science teacher educator: Tensions

experienced while learning to teach lesson sequencing. Studying Teacher Education,

49(1), 1-17. doi: 10.1080/17425964.2014.949657

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA:

ASCD

Wiggins, G., & McTighe, J. (2007). Schooling by design: Mission, action and achievement.

Alexandria, VA: ASCD

Wiggins, G., & McTighe, J. (2011). Understanding by design framework. Alexandria, VA:

ASCD

27
PART D:

ORIGINAL
PROGRAM
DOCUMENTATION

28
 Teaching Program Subject: PDHPE

TITLE: SAFE ROAD USE BEHAVIOUR LENGTH: 14 WEEKS YEAR: 10 TERM: 3

Syllabus Outcomes
MAJOR:
5.6 A student analyses attitudes, behaviours and consequences related
to health issues affecting young people.
5.7 A student analyses influences on health decision making and
develops strategies to promote health and safe behaviours.
MINOR:
Values & Attitudes outcomes
A. STUDENT:
5.12 Adapts and evaluates communication skills and strategies to justify
opinions, ideas and feelings in increasingly complex situations.
5.16 Predicts potential problems and develops, justifies and evaluates
solutions.

Evidence of Learning Enrichment Activities

STUDENT WILL BE ABLE TO: E.G. EXCURSION
- Recognise responsible driver and passenger behaviour.
- Evaluate the various factors that influence a persons road use
behaviour.
- Analyse the major causal factors in road and traffic related injury.
- Explain the consequences of unsafe road use behaviour.
- Recognise the skills and attitudes that support safe road use
behaviour.
- Analyse the influences on health decision making and risk
behaviours.

SCHOOL TOUCHSTONES
ASSESSMENT RESOURCES LITERACY NUMERACY ICT STUDY SKILLS

29
 - DEVELOPING A - ACTIVE - LESSONS 2, - LESSONS 4,5,& 8 - ALL LESSONS FACULTY MODULE
CAMPAIGN TO OUTCOMES 2 TEXT 3,4,5,7,8 & 9 - STUDY RESPONSIBILITY:
JOURNAL - MIND MAPS: LESSONS 2 & 4
PROMOTE SAFE ROAD & TEACHER - STUDY JOURNAL
BEHAVIOUR BY RESOURCE / STUDY JOURNAL
YOUNG PEOPLE - JUMP INTO PDHPE - NOTETAKING: LESSONS 3
TEXT & TEACHER &8
- FORMATIVE RESOURCE
ASSESSMENT - PDHPE ZONE Other Modules:
THROUGHOUT UNIT STAGE 5:
INDIVIDUAL &
COMMUNITY
HEALTH
- RTA ROAD WHYS
KITS
- SYDNEY MORNING
HERALD
- DAILY TELEGRAPH
- TITAN EDUCATION
RESOURCE STAGE 5
- NOVEL: THE STORY
OF TOM BRENNAN
- WEBSITES
Appendices of original documents

30
 UNIT TWO: Safe Road Use Behvaiour
YEAR: 10
UNIT LENGTH: 14 LESSONS

OUTCOMES:
5.6 A student analyses attitudes, behaviours and consequences related to
health issues affecting young people.
5.7 A student analyses influences on health decision making and develops
strategies to promote health and safe behaviours.
5.12 Adapts and applies decision making processes and justifies their
choices in increasingly demanding contexts.
5.16 Predicts potential problems and develops, justifies and evaluates
solutions.

Students Learn About: Students Learn To:

Road safety Propose and present strategies

- Responsible driver and passenger
behaviour
- Factors influencing road use
behaviour
- Major causal factors in road and
traffic related injuries, eg human
(speeding, drug use, fatigue,
occupant restraint), environmental,
vehicular
- Consequences of unsafe road use
behaviour
- Skills and attitudes that support
safe road behaviour, hazard
perception, road sharing and
tolerance
Influences on health decision
making and risk behaviours
designed to promote safe road use
attitudes and behaviours
Use simulation software to make
health decisions and solve
problems relevant to young
people, eg determining strategies
that promote safe road use
Describe priority actions and first
aid management in the case of
road injury and trauma
Recognise that health decisions
and risk behaviours are not simply
an individual responsibility but are
shaped by a range of influences

31
 - Individual factors, eg values and
attitudes
- Sociocultural factors, eg family,
peers, gender, culture
- Political factors, eg laws and
regulations
- Economic factors, eg personal and
community
- Environmental factors, eg
pollution, weather, built
environment
Empowering individuals and
communities
- Individual action
- Community action
- Developing personal skills, eg
adversity
- Developing supportive
environments
Analyse the range of influences
that impact on an individuals
ability to behave in healthy and
safe ways in relation to:
- Drug use
- Road use
- Personal safety
Propose and evaluate strategies
that take into account influences
on health decision making, and
support young people to behave in
healthy and safe ways
Identify a key issue for individual
or group action. Raise awareness
and gather support for the issue
using ICT skills including a mail
merge

RESOURCES:
Buchanan, D. Dawe, B. Nemec, M. Watt, A. (2004). Jump Into PDHPE Stage 5
(2nd Ed). Macmillan Education: Australia
Buchanan, D. Dawe, B. Nemec, M. Watt, A. (2004). Jump Into PDHPE Stage 4 &
5 Teacher Resource Book (2nd Ed). Macmillan Education: Australia
Cox, S. Maher, M. Hayes-Williams, K. McKeen, K. Pearson, P. Sutton, W.
(2004). PDHPE Zone Stage 5: Individual and Community Health. Heinemann:
Australia.
Harper, K. Proctor, K. Ruskin, R. (2005). Active Outcomes 2: PDHPE Stage 5.
John Wiley & Sons: Australia.
Harper, K. Proctor, K. Ruskin, R. (2005). Active Outcomes 2: PDHPE Stage 5
Worksheets. John Wiley & Sons: Australia.
Wright, G. (2005). Stage 5 PDHPE Teacher Resource Guide. Titan Education:
Australia.
NRMA/RTA: Shifting Gears Stage 5 CD Rom
RTA Road Whys Kits: Speeding, Drink Driving
Sydney Morning Herald
The Daily Telegraph
The Story of Tom Brennan: J.C. Burke
Websites: Australian Bureau of Statistics, Road Traffic Authority (RTA), Simple
Plan, TALE (Teaching & Learning Exchange)

32
Unit Title: Safe Road Use Behaviour
Lesson 1: Responsible Driver and Passenger Behaviour
Content Learning Experiences Resources Reg.
- Responsible - In pairs complete the table with - Teacher Notes
driver and guidelines for a driver and a passenger
passenger to follow to ensure their safety on the
behaviour road. Each pair can share their - Student work
guidelines with the rest of the class so books
students can add to their tables.
- Student work
-Brainstorm as a class the influences books
and barriers to responsible driver
behaviour when travelling to and from
- Student
a party
writing
books
-Students then complete the questions
in their writing booklets and discuss
their responses as a class

Assessment
Homework Task 1: Extended response

33
Unit Title: Safe Road Use Behaviour
Lesson 2: Factors Influencing Road Use Behaviour
Content Learning Experiences Resources Reg.
- Factors - Teacher Notes
influencing Watch the following you tube clip on
road use how to be a safe driver
behaviour https://www.youtub
https://www.youtube.com/watch?v= e.com/watch?v=hC
hC2Zsv_LyP4 2Zsv_LyP4

Then brainstorm factors that

influence road use behaviour.
Discuss as a class

- Using the factors from their

brainstorms, students are to
decide whether these factors are
social, cultural, financial or
political influences

Using the factors from their

brainstorms students determine
whether they have a positive or
negative influence on road use
behaviour and place them around
the appropriate picture on the
following page. Discuss.

Assessment
- Complete homework task 2

34
 Teachers Sample Answers

Social Influences:
To look cool
Show off
Because everyone else is doing it eg speeding, drink driving drag racing
To impress someone

Cultural Influences:
Family values and attitudes
Societal influences
Media eg movies
Culture

Financial Influences
More money = better car maybe a faster car
Less money may be less likely to take risks cant afford repairs
Cant afford fines
Not caring about money
Making sure car is regularly serviced and safe

Political Influences
Laws and legislation on driving

MAKE SURE YOU ELABORTAE ON THESE POINTS AND ADD AS MANY

OTHERS AS POSSIBLE

35
 TEACHER NOTES: POSITIVE AND NEGATIVE
FACTORS INFLUENCING ROAD USE
BEHAVIOUR

Many factors will influence the way you behave on the road. Family attitudes to
road use behaviour and peer influence are both important influences.

Peer influence: Comments or pressure by friends can lad to rules being

disobeyed and unnecessary risks being taken. Peer influence can work
negatively, particularly among males, leading to speeding, overcrowding of cars,
drink driving and other risk taking behaviour, which can result in injury and death.

Perceived level of risk: Young people do not perceive particular driving

behaviours as having the same degree of risk that adults perceive. At the same
time, some young people feel invincible and have the attitude that it wont
happen to me.

Laws and regulations: Legislation about the compulsory wearing of seatbelts

and drink driving laws, the installation of speed cameras and red light cameras,
and the introduction of heavy fines have had a positive influence on the driving
behaviour of some people.

Media: Graphic images and explicit messages about the consequences of

unsafe driver behaviour have changed some peoples driving behaviours.
However, other messages conveyed through the media continue to encourage
reckless and high risk driving, particularly by males. Movies, television shows
and even some car commercials focus on car stunts, speed and thrill seeking
behaviour behind the wheel.

Social and cultural expectations: Being able to control a powerful vehicle

driven at high speed is often perceived as an important part of being masculine.
The chance that young men will behave aggressively and impulsively when
driving with male friends is higher than if the passengers are females or older
adults.

Stress: Stress can also have an influence on how you behave on the road.
Being in a hurry, under pressure or angry or upset about something all tend to
make us behave more impatiently and aggressively. This can be dangerous.
Being aware of this tendency means you can counteract it and calm yourself
down while behind the wheel.

36
Unit Title: Safe Road Use Behaviour
Lesson 3: Safe Driving Skills
Content Learning Experiences Resources Reg.
- Safe driving Watch you tube clip on texting whilst
skills driving and discuss what is required of
a safe driver https://www.yo
utube.com/watc
https://www.youtube.com/watch?v=O h?v=OVnRcIXE
VnRcIXEqaU- qaU-

Read through safe driver skills in Student

students workbooks workbooks

In pairs brainstorm skills that are

needed to be a safe driver and complete Student
worksheet in student work books workbooks

Complete the less risky to most risky Student

continuum in workbooks. Make sure workbooks
students justify why they placed the
scenarios in the order they placed them
in.

Assessment
- Complete Homework task 3

37
Unit Title: Safe Road Use Behaviour
Lesson 4: Safety Scenarios
Content Learning Experiences Resources Reg.
- Assertivenss
- Watch the you tube clip https://www.youtu
https://www.youtube.com/watch?v be.com/watch?v=R
=RVOlwxvxhbY VOlwxvxhbY

Then discuss as a class what students

would have done if they were in that
situation. Focus on the fact that it
was very unsafe what the students in
the clip did and that it is important
they use ASSERTIVNESS in those
situations

Read through Assertiveness Student workbooks

Brainstorm how can I be assertive

when faced with peer pressure and
driving situations

In pairs students to complete tables Student workbooks

on being assertive. They must focus
on how to positively get themselves
out of each situation without using
aggression or passiveness

Assessment
- Complete homework task 4

38
Unit Title: Safe Road Use Behaviour
Lesson 5: Major factors in road and traffic accidents
Content Learning Experiences Resources Reg.
- Facors
affecting car Read through information on major Student workbooks
accidents casual factors in road related
accidents as a class

Issue students with copies of

newspaper articles, they must read Newspaper articles
three each and complete the three see staff data drive
worksheets in their booklets on each.

Go through responses after and

discuss each scenario

-
Assessment
- Complete Homework Task 5

39
MAJOR CAUSAL FACTORS IN ROAD AND TRAFFIC RELATED
INJURIES

The major contributing factors to road and traffic related

injuries include human factors, environmental factors and factors
associated with the vehicle.

Human factors: Human factors are those factors

associated with driver attitudes, behaviours and
characteristics. Factors that contribute to the majority of
crashes have been identified as excessive speed, fatigue,
failure to obey road rules, failure to wear seatbelts, drink
driving and inexperience.

Environmental factors: The weather, poor lighting or bad
roads can contribute to a hazardous driving environment.
E.g. Does the sun blind the road? What is the time of day?
Pot holes on the road.

Vehicle factors: Is the car safe? Do the tyres contain
sufficient air pressure? Will the brakes allow sufficient
stopping time in an emergency?
Are all the lights and indicators in
good working order? Is the
windscreen clean? Equipment
failure or poor performance from a
lack of car maintenance can
contribute to car crashes.

40
Unit Title: Safe Road Use Behaviour
Lesson 6: Speeding
Content Learning Experiences Resources Reg.
- Speeding
Access the following website and http://www.tmr.qld.
complete the questions in students gov.au/Safety/Drive
writing books r-
guide/Speeding/Sto
http://www.tmr.qld.gov.au/Safety/Dr pping-distances
iver-guide/Speeding/Stopping-
Student workbooks
distances and writing books

Access the next website and answer http://www.tmr.qld.

the questions in students writing gov.au/Safety/Drive
books r-
guide/Speeding/Ab
Students are to read through tables out-speeding
on stopping distances on wet and dry
roads and discuss why there are such Student workbooks
large differences as the speed and writing books
increases by 10kmh in the wet and
dry situations

Brainstorm the distractions that Student workbooks

occur in teenage drivers and students and writing books
are to justify the consequences of
these actions once speed is involved

Assessment
- Complete Homework Task 6

Read through as a class and discuss what are your thoughts on

stopping distances both on dry and wet roads

41
Read through as a class
The size of the problem
In NSW speeding is a factor in about 40 per cent of road deaths. This means around
200 people die each year from speeding in NSW. Speeding was a factor in the deaths
of 874 people over the five years 2004 2008. In addition to those killed, more than
4200 people are injured in speed-related crashes each year.
The cost of speeding is not only a human one. Speed-related fatalities cost the
community around $290 million each year.

Year Total road Speeding Speeding

deaths deaths deaths as
% of road
toll
2002 561 256 46
2003 539 209 38
2004 510 195 38
2005 508 190 37
2006 496 197 40
2007 435 140 32
2008 374 152 41
Five 466 175 38
Year
Average
(2004 -
2008)
2009* 460 213 46

(*2009 crash data is provisional and may change upon the results of further Police or Coronial Investigations.)

There are three reasons that small reductions in speed make such a large difference to
risk.
1. Small differences in speeds mean differences both in time to collision and ability to
avoid a crash.
Even if a vehicle cannot be stopped in the available distance, the collision can still
sometimes be avoided. When a driver is speeding there is less time for both that
driver and any other road user (either a pedestrian or another driver) to:
Recognise danger
Decide on an evasive action (brake, swerve)

42
 Complete the evasive action
Furthermore, a vehicle travelling at a higher speed is more difficult to manoeuvre.

2. Small differences in vehicle speeds, before braking begins, can result in large
differences in impact speeds.
The diagram below shows the relationship between speed, stopping distance and
impact speed. For each travelling speed both the stopping distance for vehicles
travelling 50 km/h to 90 km/h are shown and the impact speeds for vehicles travelling
faster than 50km/h at the point where the vehicle travelling at 50 km/h would have
stopped (i.e. at 29m).
The following example illustrates how impact speed can differ between two cars with
only a 10 km/h difference in travelling speeds:

...consider two cars travelling side by side at a given instant, one car travelling at
50 km/h and the other overtaking at 60 km/h. Suppose that a child runs onto the road
at a point just beyond that at which the car travelling at 50 km/h can stop. The other
car will still be travelling at 44 km/h at that point2.
3. Even small differences in impact speed make a large difference to the probability of
serious injury.
The reason for this difference is that the force of the crash varies with the square of
the impact speed. For example, a 70 km/h collision has about twice the force of a
50 km/h collision.

43
Unit Title: Safe Road Use Behaviour
Lesson 7: Teenagers and Distractions
Content Learning Experiences Resources Reg.
- Distracted
Driving Students are to use the 6 scenarios Student workbooks
involving teenagers and driving and
are to create strategies on how each
of them can avoid distraction and get
out of dangerous situations when it
comes to teenage driving behaviour.
This may be done in pairs.

Ensure plenty of class discussion

occurs and that students understand
the seriousness of what can happen
in each situation that they may be
faced with in the future and what
they can do about it.

This is about students empowering

themselves to stay safe!

If there is time students can access

the RMS website and familiarise Student workbooks

44
 themselves with what is required of
them to achieve their licence before
next lesson, otherwise this is an
activity for them to complete at
home.

Assessment:

Complete homework task 7

Unit Title: Safe Road Use Behaviour

Lesson 8: Licencing Rules and Regulations
Content Learning Experiences Resources Reg.
- L and P Plate
rules Students are to complete do you Student workbooks
know your licensing rules
worksheet in their writing books

In pairs students are to use the RMS RMS website

website to complete the table Student workbooks
outlining the differences between L
and P Plate licenses

45
Assessment:
Complete Homework Task 8

46
47
48
Unit Title: Safe Road Use Behaviour
Lesson 9: Impact of driving behaviour
Content Learning Experiences Resources Reg.
- Impact of
teengae attitudes Watch the clip on Only a Mate
on driving https://www.youtube.com/wat https://www.youtub
behaviour e.com/watch?v=QB
ch?v=QBI-6jQUsgs I-6jQUsgs
Answer the questions in student Student workbooks
workbooks

Complete the deeper thinking Student workbooks

questions

On their own students are to

complete 4 mind maps on the impact
of an accident on the following: Student workbooks
Personally
Socially
Legally
Economically

Answers in staff
Complete True / False activity data drive lesson 9

Emphasis of this lesson is that it can

happen to anyone and students need
to think about how to make the right
choices as they receive their license

Assessment:
Complete Homework Task 9

49
Unit Title: Safe Road Use Behaviour
Lesson 10: Speeding
Content Learning Experiences Resources Reg.
- Speed
Watch the clip on Sunday Night
Teenage Deadly Road Crash https://www.youtub
13mins e.com/watch?v=Y6
J5tyWvhMs
https://www.youtube.com/watch?v=
Y6J5tyWvhMs

Discuss their thoughts and feelings

after watching the story

Fill in table in workbooks Student workbooks

In groups pf four students are to

devise a series of slogans that Student workbooks
teenagers can relate to that will
encourage them to slow down and
follow the road rules

Assessment:
Complete Homework Task 10

50
Unit Title: Safe Road Use Behaviour
Lesson 11: Mobile Phone Use and Fatigue
Content Learning Experiences Resources Reg.
- sMobile phone
us and fatigue Watch the clip on dangers of texting
whilst driving https://www.youtub
e.com/watch?v=wg
https://www.youtube.com/watch?v= yTBYjc0j8
wgyTBYjc0j8

Discuss their thoughts and feelings

after watching the advertisement

Fill in table on dangers of mobile Student workbooks

phone use whilst driving in
workbooks https://www.youtub
e.com/watch?v=KC
Watch the following clip on fatigue M4TuOBJjA

https://www.youtube.com/watch?v= Student workbooks

KCM4TuOBJjA

http://roadsafety.tra
Access the following website either nsport.nsw.gov.au/s
on IPADS or on the board tayingsafe/fatigue/s
toprevivesurvive.ht
http://roadsafety.transport.nsw.gov.a ml
u/stayingsafe/fatigue/stoprevivesurvi
ve.html

Fill in table on dangers of fatigue Student workbooks

whilst driving in workbooks

Assessment:
Complete Homework Task 11

51
Unit Title: Safe Road Use Behaviour
Lesson 12: Drink Driving
Content Learning Experiences Resources Reg.
- Alcohol and
driving Read through section in students Student workbooks
workbooks on drink driving

Watch the following clip and discuss https://www.youtub

students thoughts on the effect of e.com/watch?v=W
alcohol on the body and how this can MQddOpSm2o
affect driving ability

https://www.youtube.com/watch?v=
WMQddOpSm2o

Complete close passage drink Student workbooks

driving laws and regulations

Use the table on the affect BAC has

on driving behaviours and answer
question in student workbooks

Watch the following two clips and Student workbooks

students are to answer questions in
their workbooks
Talking to mum

https://www.youtube.com/
watch?v=4NP2q-7ekqg
Will never see her again

https://www.youtube.com/
watch?v=otR8V7rlnjA
Assessment:
Complete Homework Task 12

52
 YOUNG DRIVERS AND DRINK DRIVING

Even small amounts of alcohol can affect judgement and skill on the road,
while also increasing confidence and aggression. Drink driving is defined as
driving with a BAC (Blood Alcohol Concentration) that is above the legal limit.
The standard legal blood alcohol limit is 0.05, but for some drivers (such as
learners, P plate drivers or those under 25 years of age who have had their
licence for less than three years), the blood alcohol limit is zero- no alcohol
at all.
The body generally takes one hour to break down one standard drink, so it is
important to realise that the more alcohol a person drinks, the longer it will
take for the BAC to return to zero. After a night of drinking, a persons BAC
can still be over the limit the next morning.
Driving while under the influence of other drugs other than alcohol is also
illegal. Drugs such marijuana, speed and ecstasy affect a persons ability to
drive. Even some medications can affect driving skills because they can make
you feel drowsy and less alert.

- Drink driving is a factor in about one in every five crashes in NSW

where someone loses their life. Of the people who are killed, 88 per
cent are men and 75 per cent are under the age of 40.
- Drink driving is a factor in about 18 per cent of all fatal crashes in
NSW.
- The figure is even higher (27 per cent) in country areas. In fact, 70
per cent of all fatal drink drive crashes happen in the country.
- The majority (90 per cent) of drink drivers in fatal crashes are men.
- One third of all drink drivers in fatal crashes are aged 17-24 years
(despite making up only about one-seventh of all licensed drivers).
- One quarter of all drink drivers in fatal crashes are aged 30-39 years.
30 per cent of all fatal drink drive crashes occur between 9 pm and 3
am on Thursday, Friday and Saturday nights. (RTA NSW)

DRINK DRIVING LAWS AND REGULATIONS

BAC stands for: Blood Alcohol Concentration

The standard legal blood alcohol limit is: 0.05

53
 The blood alcohol limit for a learner or P plate driver is: 0.00

The blood alcohol limit for those under 25yrs who have had a licence for
less than three years is: 0.00

The body takes1 hour to break down one standard drink.

Driving under the influence of other drugs other than alcohol is illegal. True

The legal consequences of drink driving include:

Loss of licence, Fines, Demerit Points, Jail time

54
 Unit Title: Safe Road Use Behaviour
Lesson 13: Skills and Attitudes
Content Learning Experiences Resources Reg.
- Skills and
attitudes Read through information sheets as a Student workbooks
supproting safe class and discuss what other skills
road use they may need to be safe drivers
behaviour

Creative Activity

In pairs students are to create a

billboard demonstrating on important
skill/ attitude that supports safe road
use behaviour

Assessment:
Complete Homework Task 13

TEACHER NOTES: CONSEQUENCES OF UNSAFE

ROAD USE BEHAVIOUR
Unsafe road use behaviour is a leading cause of morbidity (injury) and mortality
(death) in Australian youth. Unsafe behaviours on the road have numerous
consequences for both the individual and the community. The most significant
consequence of unsafe behaviour is death to the driver, passengers, pedestrians
or other road users. A further consequence is that the mental health of those who
survive will be compromised through a period of grief and guilt, and the worry of
impending criminal charges.
Many people involved in accidents will suffer physical injury or impairment. This
may be permanent or temporary, but in all cases will impact on the persons
quality of life. Many conditions associated with an accident will leave sufferers in
chronic pain and unable to lead a productive and fulfilling life. This will also affect
income and relationships of those involved. The cost of hospital treatment,
rehabilitation and time away from work means that these road crashes represent
a significant financial expense for the community.
Other consequences are the cost of repairs to vehicles, and, for drivers at fault,
heavy fines, loss of licence and the possibility of jail terms. Insurance costs,
which are already high for young drivers, are also likely to increase following a
crash.

55
Unit Title: Safe Road Use Behaviour
Lesson 13: Skills and Attitudes
Content Learning Experiences Resources Reg.
- Skills and
attitudes Read through information sheets as a Student workbooks
supproting safe class and discuss what other skills
road use they may need to be safe drivers
behaviour

Student workbooks
Creative Activity

In pairs students are to create a

billboard demonstrating on important
skill/ attitude that supports safe road
use behaviour

Assessment:
Complete homework task 13

56
TEACHER NOTES: SKILLS & ATTITUDES THAT SUPPORT
SAFE ROAD USE BEHAVIOUR

To reduce the chance of crashes occurring and ensure everyones safety,

take note of the following advice:
Learn to accurately identify and assess possible hazards- consider
factors such as weather, the time of day, the type of road surface,
the number of people in the car, the speed of oncoming cars and the
amount of road and pedestrian traffic.
Pre-plan to avoid or minimise risk factors- make sure you have a good
nights sleep before a long drive, arrange a designated driver who will
not consume alcohol, organise transport to and from home before
going out, decide how many friends you can safely carry in your car
and try not to drive at times when you are normally asleep.
Be considerate and tolerant of others on the road- frustration leading
to aggression can occur when drivers show a lack of consideration for
others. Cutting off other drivers, disobeying road rules, driving too
slowly in the right hand lane and unnecessarily using the horn are
examples of behaviours that may cause conflict. At the same time, it
is not acceptable to react aggressively or violently to careless or
selfish driving by other motorists. These actions are often termed
road rage, and behaving in this way increases the risk of a crash. You
can avoid potential cases of aggressive driving by adopting defensive
driving techniques, following at safe distances and using indicators.
Be aware of all road users- pedestrians, motorcyclists and cyclists all
have a right to share the road.
Keep a safe distance from the car in front when driving at speed-
tailgating increase the likelihood of a crash because it does not allow
enough time and distance to brake.
Devote all your attention to driving at all times- eating, reading,
talking on the phone, getting dressed or putting on make up are
examples of activities that distract drivers attention from the road.

57
Unit Title: Safe Road Use Behaviour
Lesson 14: First Aid
Content Learning Experiences Resources Reg.
- DRSBCD
Using the following website students Student workbooks
are to complete the questions in their
workbooks

http://www.rms.nsw.gov.au/geared/y
our_driving_skills/car_crashes/anato Student workbooks
my_of_a_crash.html

Read through website on common

injuries in car accidents are to
complete questions in their
workbooks

http://caraccidentinfo.org/car-
accident-basics/common-injuries

Watch you tube clip (very simple

version) of DRSABCD then Student workbooks
complete worksheet as a class

Read through general principles of Student workbooks

casualty management

Work through the steps of

DRSABCD with a partner, students
are to practically use their
knowledge (without actually
performing CPR)

Read through the scenario in Student workbooks

workbooks on determining a priority
action plan for treating injuries in a
road accident.

Assessment:

58
Complete homework task 14
DRSABCD
Assessing an emergency scene means first looking for danger. This is the
first priority of casualty management and part of the DRSABCD plan.
THINK REMEMBER
D Danger can cause further injury
or accidents; avoid danger to
yourself and protect others
R Response from a casualty means
they are conscious; no response
means the person is unconscious
S Send for help
A Airway of a casualty must be
open and clear of objects
B Check if casualty is breathing
C Give CPR (Cardiopulmonary
Resuscitation)
D Attach a defibrillator
ACT
Check for danger:
- To you
- To others
- To casualty
- Ask the casualty for their name
- Gently squeeze casualtys shoulders
- Ask casualty to squeeze your hands
- Ask bystander to call an ambulance
Put casualty into recovery position
and ensure the airway is clear by
clearing any foreign objects
Check if the casualty is breathing by:
- Looking if the chest is rising and
falling
- Hearing or feeling air from the
mouth and nose
- If no breathing, give 2 initial
breaths
- If no signs of life, give CPR (30
compressions followed by 2 breaths)
Attach defibrillator and follow the
voice prompts
59
 GENERAL PRINCIPLES OF CASUALTY
MANAGEMENT

If more than one person is involved, a priority order of

treatment has to be determined until emergency help
arrives.
Use the DRSABCD procedure (danger, response, send,
airway, breathing, CPR and defibrillation) to assess and then
treat life threatening injuries before helping people with
less serious wounds.
Determine ways of contacting help. You may have a mobile
phone or be in a public place where you can easily call out
for help. A bystander may contact emergency services for
you.
Access first aid equipment. If no first aid equipment is
available, newspapers, shirts and other clothing may be used
to secure injuries or stop blood flow until specialised help
arrives.
Involve bystanders to divert traffic, collect details about
the accident, contact emergency services and treat les
serious injuries. The most competent person at the scene
should attend to the more serious casualties following the
DRSABCD plan to determine if cardiopulmonary
resuscitation is required.

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EXAMINATION OF AN UNCONSCIOUS CASUALTY

CHECKLIST

Danger Response Send Airway Breathing CPR Defibrillation

Manage Send for

any external medical aid
bleeding

Monitor
Level of consciousness Breathing Signs of circulation Temperature

Carry out head to toe examination

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 Manage any other injuries

Check
Pockets, wallet for
Ask Record
ID, medication,
bystanders all
Medic Alert observations
what
bracelet, or
happened
necklet, etc

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63