additional activities from unit 5 - sdera.wa.edu.au · give each male student three red dots and...

ADDITIONAL ACTIVITIES FROM UNIT 5

ON THE ROAD

Activity 5.9 Safe SysteM

Towards Zero fi lm clip – cue the Keys for Life DVD

DVD player or computer

Activity sheet 5.9 Safe System – one per student

Activity sheet 5.9 What’s important? – cut up as cards

Internet access

WHAT YOU WILL NEED

1. Introduce the WA state road safety strategy for 2008 to 2020 by showing the fi lm clip

Towards Zero.

The strategy incorporates the Safe System which aims to improve road safety through four

cornerstones:

• Safe road use

• Safe roads and roadsides

• Safe speeds

• Safe vehicles.

Ask students to write two or three points of interest while watching the fi lm clip.

2. Students share and discuss information gained from viewing the fi lm clip.

3. Give each student a copy of Safe System.

4. Conduct a jigsaw (refer to page 303 or the Keys for Life DVD) to enable students to further

investigate the system and the four cornerstones. Suggest that students view the entire

strategy on the Offi ce of Road Safety website at http://www.ors.wa.gov.au/Research/

Strategies as part of their research.

5. When groups have completed researching one cornerstone of the road safety strategy,

form jigsaw groups to enable sharing of information.

6. Conclude with the suggested processing questions or by further discussing questions

generated during the activity.

• Is the title of the road safety strategy ‘Towards Zero’ a realistic vision for WA? Why?

• Do you believe the strategy cornerstones are achievable?

• Which cornerstones of the strategy target young drivers?

• The strategy highlights the need for a shared responsibility. Do you agree or disagree with

this, and why?

• If you were to meet with the Road Safety Council of WA, would there be any further

suggestions that you might make to reduce the crash involvement of young people?

ON THE ROAD

Variation

1. Place the cards on What’s important? around the room.

2. Ask students to stand next to the sign they believe will have the greatest impact on

saving lives (ie Safe road use; Safe roads and roadsides; Safe vehicles; and Safe speeds)

and then discuss their views with those that have chosen the same sign.

3. Encourage a class discussion by asking students to share their views with the whole

group.

4. Discuss using these suggested processing questions.

• Why is it helpful to listen to a range of attitudes and views about road safety?

• Is it important for people to know about the state road safety strategy? Why?

• How important is it for you to promote safer driving practices among friends?

• How would you convince a friend that speeding is unacceptable?

• Do you think that everyone should understand and comply with the road rules? Why?

5. Summarise by explaining that the most effective way to save lives is when everyone

takes responsibility for road safety – communities, families, schools, businesses,

organisations and individuals.

Activity sheet 5.9

Safe system Towards Zero, the WA road safety strategy for 2008 to 2020 incorporates the Safe System which aims to improve road safety through four cornerstones and key initiatives.(Visit www.ors.wa.gov.au)

Safe road use This is about integrating behaviour change programs with improved enforcement to address impaired driving (alcohol, drugs, fatigue and distraction), restraint use, graduated licensing and speed choice.

Safe roads and roadsides This is about investigating infrastructure improvements, by designing and maintaining roads and roadsides to reduce the risk of crashes and serious injury and by providing a transport system that supports safe outcomes.

Safe road use

What initiatives does this cornerstone focus on?

How will this cornerstone be achieved?

How will you be able to contribute to this cornerstone?

Safe roads and roadsides




Activity sheet 5.9

Safe system

Safe SPEEDS This is about enhancing speed enforcement and education. It is also about considering WA’s speed limits in relation to the features of the road and roadside, vehicle crash-worthiness, and the limits of the road user.

Safe VEHICLES This is about promoting safety features that reduce the likelihood of a crash and reduce the impact of the crash on vehicle occupants, as well as pedestrians and cyclists. It is also about encouraging the uptake of safer vehicles and safety features by consumers, and government and corporate fl eets.

Safe SPEEDS




Safe VEHICLEs




Activity sheet 5.9

What’s important?

Safe road use

Safe roads and roadsides

Activity sheet 5.9

What’s important?

Safe vehicles

Safe SPEEDS

ON THE ROAD

Activity 5.10 Buying a car

Activity sheet 5.10 Buying a car – one A3 photocopy

Red dot stickers – three per male student

Blue dot stickers – three per female student

WHAT YOU WILL NEED

1. Suggest to students that consumers often make their decision to buy a car after

considering a range of reasons. For example, some may consider the overall cost whereas

others may be more interested in the trade-in offer, engine size, make, colour or safety

features.

2. Ask students to imagine that they have won $20,000 and have decided to buy their fi rst car

using this money.

3. Give each student a copy of Buying a car. Read through the list and clarify any items, if

required.

4. Conduct a values voting (refer to page 307 or the Keys for Life DVD) to identify what

students currently believe is important when buying a car.

5. Give each male student three red dots and each female student three blue dots.

Alternatively, male students can use a red pen and female students a blue pen to indicate

their votes.

6. Ask students to choose the factors that would be at the top of their list. Students may

choose to place all three dots on one factor or two on one and one on another.

7. Discuss the voting results as a class. Have students justify their vote such as ‘Even though

I have $20 000 to spend, I would still look at value for money rather than the type of car or

colour.’



• Why did everyone have different reasons for choosing a car?

• Did males vote differently to females? What might be the reason for this?

• Were safety features a high priority? Why?

• What safety features would you expect to be standard in your ‘dream car’?

• Would you pay extra to have safety features? Why?

• Who could give you advice on vehicle safety? (Suggest that students refer to the

Australasian New Car Assessment Program website www.ancap.com.au and to the Used

Car Safety Ratings at http://www.ors.wa.gov.au/Road-Safety-Topics/Road-Issues/Vehicles)

• Who would you ask for advice when buying a car?

• What might stop a young person from buying a vehicle with a fi ve star safety rating?

• Do you think young people would buy a safer car if fi rst car buyer grants were available?

ON THE ROAD

Variation

Give each student a copy of Buying a car. Ask students to consider each of the factors and then

number these from 1 (highest priority) to 30 (lowest priority). Discuss students’ rankings as a class.

Important to me

Activity sheet Buying a car – one photocopy cut into cards

1. Ask students to draw up a T chart (refer to page 305 or the Keys for Life DVD )and label

‘important’ and ‘not important’.

2. Give each student one of the cards from Buying a car.

3. Ask students to decide if their card describes something that is important or not important to

consider when buying a car, and then place it on the appropriate side of the T chart.

4. Discuss the card placements as a group.

5. Highlight to students that safe vehicles offer occupants greater protection if involved in a

crash.

Extension

1. Have students devise and conduct a survey to identify what consumers consider a priority

when purchasing a vehicle. The survey could ask respondents to consider:

• A list of vehicles and indicate which they would prefer to buy

• A list of vehicles and choose those they believe to be the safest

• A range of factors they consider when purchasing a new or second-hand vehicle

• Whether or not they are aware of the two vehicle safety rating systems (ANCAP and UCSR).

2. Students should analyse their fi ndings and present their answers to the following questions

in a written report.

• Was safety identifi ed as a priority when purchasing a vehicle?

• How important was safety in comparison to other factors that vehicle purchasers consider?

• Why might some consumers not rank safety features highly?

• Did the survey show that people’s perception of safe vehicles was supported by the ANCAP

ratings and Used Car Safety Ratings system? (The ANCAP ratings describe the safety of

vehicles available in Australia and the Used Car Safety Ratings system describes the safety

of used vehicles in Australia.)

• What could be done to increase consumers’ understanding of vehicle safety in relation to

occupant protection?

Activity sheet 5.10

Buying a car

price manual

fuel economy engine size

space braking systems

performance air bags

purpose trade-in offer

Activity sheet 5.10

Buying a car

automatic roof racks

window tinting freedom

safetyrating

sound system

make safety features

size friends own one

Activity sheet 5.10

Buying a car

colour roo or bull bar

Australian made luxury

prestige leather seats

lifestyle advertising

comfort passenger capacity

ON THE ROAD

Activity 5.11 Influencing consumers

Vehicle advertisements from magazines or television – one per student

A3 piece of paper – one per group

WHAT YOU WILL NEED

1. Ask students to identify who or what might infl uence their decision when buying a vehicle

(eg friends, family, advertisements or price).

2. Suggest to students that advertising companies often try to infl uence specifi c target

audiences when promoting vehicles. For example, a high powered utility is often depicted

as a ‘dream car’ for young males whereas a luxury sedan or 4WD may target families with

young children.

3. Have groups analyse a vehicle advertisement then construct a mind map (refer to page

304 to 305 or the Keys for Life DVD) that shows the different elements of the advertisement.

Some headings that could be used in the mind map include:

• Target audience

• Features (luxury, price, safety, power, lifestyle, freedom, colour, shape)

• Gimmicks (humour, location, gender, cartoon style, graffi ti)

• Safety features (airbags, braking systems, stability control)

• ANCAP rating.

4. As a class, discuss each of the advertisements that target young drivers and decide if they

would infl uence a young person’s decision to purchase a vehicle.



• Do you believe that advertising companies have a responsibility to focus on the safety

aspect of vehicles? Why?

• Why do you think many advertising companies do not promote the safety features of a

vehicle?

• Should safety features be standard in all vehicles and not considered as ‘extras’?

• What could be done to shift the focus of vehicle advertising to safety?

Extension

1. Have students create a vehicle advertisement that targets young people. The advertisement

should promote vehicle safety features, used car safety ratings and the ANCAP rating, as

well as an appropriate slogan for the target audience.

ON THE ROAD

KEYS FOR LIFE 256www.sdera.wa.edu.au

Activity 5.12 Car costs

Activity sheet 5.12 Car costs – photocopy one per student

Strategy sheet 2 Choose a corner (refer to page 311) – one set of cards

Task 9 Safety check – Behind the wheel page 29

WHAT YOU WILL NEED

1. Students brainstorm (refer to page 302 or the Keys for Life DVD) the range of costs that are

either one-off or ongoing when owning a vehicle. These could include:

• Repayments and interest on loan (if used)

• Transfer fees (for used car)

• Stamp duty (for new and used car)

• Registration fees (yearly or six monthly)

• Motor vehicle insurance (depending on type)

• Road assistance

• Servicing and repairs

• Running costs (eg fuel, oil, tyres)

• Parking costs

• Driver licence fees.

2. Students use the activity sheet Car costs to identify the costs associated with owning a

vehicle that has an initial purchase price of $9,000. For example, registration and transfer

fees.

3. Discuss the costs associated with purchasing the vehicle and students’ responses to the

questions on the activity sheet. Ask students to decide if the benefi ts of owning a car

outweigh the costs.

4. Highlight that increasing use of public transport is a principle of the Safe System approach

in the WA road safety strategy, Towards Zero.

Conduct a choose a corner (refer to page 306 or the Keys for Life DVD) using the following

statements to give students the opportunity to discuss their views on public transport.

1. Young people don’t use public transport because it doesn’t go to places they want to go.

2. Increased public transport will reduce congestion and vehicle emissions.

3. There would be fewer death and serious injury crashes if more people used public

transport.

4. Public transport is not used because of safety concerns by young people.

ON THE ROAD



• Do young people understand the implications of owning their own vehicle? Why?

• What planning will you need to put in place if you intend to buy a car when you get a

driver’s licence?

6. Have students complete Task 9 Safety check in their Behind the wheel journal. Clarify the

task if required. In this task, students complete a safety check of a vehicle using the POWER

approach – Petrol, Oil, Water, Electrics and Rubber (tyres).

Extension

1. Show students how to check and maintain a vehicle using the POWER method (ie petrol, oil,

water, electrics and rubber).

2. Invite the RAC to give a presentation on buying a car. Information is available at several

websites including:

http://www.choice.com.au/ (go to cars, and vehicle safety),

http://www.mynrma.com.au/motoring.htm,

http://www.howsafeisyourcar.com.au/,

http://rac.com.au/news-community/road-safety-and-transport/safe-cars# ,

http://www.commerce.wa.gov.au/sites/default/fi les/atoms/fi les/buyingacarbuyerschecklist.pdf

3. Students research and identify the number of vehicles currently in use in WA and compare

this to a decade ago. Discuss the impact of the increase in vehicle numbers on road trauma

and the environment.

Activity sheet 5.12

Car costs

These websites can help you to work out some of the costs.

• www.transport.wa.gov.au (stamp duty, transfer and registration fees, licensing fees)

• www.rac.com.au (insurance, road assistance)

• http://www.commerce.wa.gov.au/sites/default/fi les/atoms/fi les/buyingacarbuyerschecklist.pdf

Buying your fi rst car usually means freedom, independence and excitement. It also brings responsibility, obligations and ongoing expenses.

Let’s imagine that you’re going to buy a second hand car for

What costs were one-off payments?

What costs would be payable each year?

Would any costs reduce or increase each year?

How would owning this car compare cost-wise to using public transport for a year?

What would be the benefi ts of owning your own car?

What would be the benefi ts of using public transport?

Item Cost

Purchase price $9,000.00Stamp duty $Transfer fees $Registration $

TOTAL $

ON THE ROAD

Activity 5.13 Vehicle insurance

Activity sheet 5.13 Vehicle insurance – photocopy one per student

Internet access to www.icwa.wa.gov.au (Insurance Commission of Western Australia) and

other motor vehicle insurance companies

WHAT YOU WILL NEED

1. Explain that young drivers under 24 are commonly thought to be the most risky vehicle

insurance prospects and so, insurance policies premiums may refl ect higher excesses.

2. Explain to students the different types of insurance offered for vehicle owners which include:

• Fully comprehensive – covers the vehicle for accidental damage, theft and fi re, and

liability cover for damage caused to someone else’s vehicle or property.

• Third party only – covers the damage a vehicle causes to someone else’s vehicle or

property where damage is the fault of the insurance holder. It does not cover damages to

the insurance holder’s vehicle or property.

• Third party fi re and theft – provides the same cover as third party but also covers the

insurance holder’s vehicle and property for accidental damage, theft and fi re.

• Compulsory Third Party – is combined with a motor vehicle’s registration papers. The

premium is collected for the Insurance Commission of WA by the Department of Transport.

It provides unlimited cover (subject to compliance with conditions and warranties) against

claims for personal injury caused to another person, as a result of negligent driving

(failure to take reasonable care). It does not cover damage to vehicles or property.

3. Give each student a copy of Vehicle insurance. Read the scenario then ask students to

investigate three insurance companies, in order to decide which policy would best suit Gill.

Information should be recorded in each column of the table. For example:

• Payment options (eg monthly, quarterly, yearly)

• The age excesses (eg the amount paid when a claim is made on a policy)

• When less cover will be paid (eg if driver or passenger were not wearing a seat belt)

• When the insurance will not be paid (eg when a warranty or condition is breached such as

driving a vehicle under the infl uence of alcohol or without a driver’s licence).

Suggest that students refer to http://www.canstar.com.au/car-insurance/ which compares car

insurance value, policy features and benefi ts with star ratings. Products offering outstanding

value are awarded fi ve stars.

ON THE ROAD

4. Have students make recommendations to use a specifi c insurance company to the class

based on their fi ndings, including the products on offer for vehicle insurance for new

drivers.

Ensure that students also share the different information sources they found useful,

when trying to fi nd and make a comparison between companies.



• Which insurance company provides the best cover for new drivers aged 17 to 25? Why?

• When you buy a vehicle will you use the same insurance company as your family? Why?

• When might a young driver and their vehicle not be covered by insurance?

• What do young drivers need to know about vehicle insurance?

Activity sheet 5.13

Vehicle insurance

In

sura

nce

Type

C

ost

and

Age

Po

licy

Polic

y Si

tuat

ions

whe

re

com

pany

of

insu

ranc

e pa

ymen

t op

tions

ex

cess

co

vers

do

esn’

t co

ver

polic

y w

ill n

ot p

ay o

ut

Wha

t w

ebsi

tes

did

you

fi nd

use

ful?

Wha

t ot

her

sour

ces

of in

form

atio

n he

lped

you

to

mak

e yo

ur d

ecis

ion?

Gill

is 1

8 ye

ars

old

and

wan

ts t

o in

sure

his

4 c

ylin

der

aut

omat

ic c

ar t

hat

was

man

ufac

ture

d in

20

06. H

is c

ar is

in g

ood

con

dit

ion.

Gill

has

nev

er h

ad a

cra

sh o

r b

een

char

ged

wit

h a

dri

ving

off

ence

. He

is a

P p

late

dri

ver.

Dec

ide

whi

ch c

omp

any

will

off

er G

ill t

he b

est

insu

ranc

e fo

r hi

s ca

r.

ON THE ROAD

Activity 5.14 Intention to stay safe

Three: the choices you make – cue the Keys for Life DVD to Dane’s story

Fact sheet 5.14 P plate drivers – photocopy one per student.

WHAT YOU WILL NEED

1. Draw the model (shown below) on the board.

2. Use the model to explain how a person’s belief and attitude forms their intention to behave.

However, when a certain situation arises, this intention can be challenged and the resultant

behaviour may not refl ect an intention.

3. Read the following scenario to students. Ask students to identify Ben’s belief, attitude and

intention in relation to drink driving and how the situation described in the scenario affected

his intention to behave.

Ben has been invited to his mate’s 18th birthday party on Friday night. He plans to drive himself

to the party so he can come home early because he is playing in the footy grand fi nal the next

day. When Ben gets to the party he is surprised that most of his footy team are there. They have

all been drinking. Someone puts a shooter in Ben’s hand and his mates start yelling ‘skoll’. Ben

says ‘no’ but everyone starts giving him a hard time so Ben skolls the drink. Ben hasn’t taken any

money for a taxi and his parents have gone away for the weekend. He decides to drive home.

4. Watch Dane’s story on the Keys for Life DVD and allow time for students to share their opinions

and feelings about the fi lm clip. Conclude with the suggested processing questions.

• What factors contributed to Dane’s crash?

• Could any of these have been avoided?

• What other options did Dane have?

• How would Dane’s friends have reacted if he had chosen not to get in the car?

• How would you react after the crash if you were one of Dane’s friend?

5. Give each student a copy of the fact sheet P plate drivers to take home and discuss with their

family.

Believe it is

dangerous

to drink and

drive.

Drink driving is

unacceptable.

I won’t

drink and

drive.

Mates

pressure

Ben to drink

shooters.

Drive

home after

drinking

shooters.

Belief Attitude Intention Situation Behaviour

P plate drivers

FACT SHEET 5.14

• P plate drivers must plan ahead.

• P plate drivers must drive below or to the posted speed limit, and adapt to driving conditions such as heavy traffi c, rain and corrugated roads.

• Be aware that night time is when many young driver crashes occur.

• Gradually increase the number of passengers in the car when on green P plates.

P plate drivers are still very new to driving so continue encouraging their safe driving.

Getting home safely

Before going out and particularly when partying, spend some time talking with your teenager about about options for getting home safely.

Some ideas:

• Leave the car at home.

• Take enough money to pay for a bus, train or taxi fare.

• Catch a train or bus. Check timetables to avoid waiting at stations or bus stops.

• Share a taxi with a friend.

• Stay overnight with a friend.

• Arrange to be dropped off and picked up by a parent or other responsible adult.

• Take a mobile phone and make sure it is charged.

• Have a list of emergency phone numbers in either a mobile phone or wallet.

Talk about ways your teenager can deal with pressure from friends to drive unsafely or to get into a car with a driver who has been drinking alcohol or using other drugs.

Adapted from Parent fact sheet: Helping teenagers become safer drivers, Youthsafe, NSW (2007)

Keys for Life is a pre-driver education program for young people and their parents that aims to develop positive attitudes towards driving.

!

Stay calm and drive safely.

additional activities from unit 5 - sdera.wa.edu.au · give each male student three red dots and...

Documents