Heriot Watt Research Park (North)
Riccarton
Currie
Edinburgh
EH14 4AP t
0131 472 9200 f e
0131 472 9201 enquiries@roadsafetyscotland.org.uk
www.roadsafetyscotland.org.uk
www.streetwiseguys.co.uk
www.jrso.com
www.streetsense2.com
RR Donnelley B49761 3/07
2
www.streetsense2.com

The government of Scotland wants to improve road safety. We are committed to achieving a
40% reduction in the number of people killed and seriously injured in road accidents in the period to 2010. We also aim to reduce by half the number of children killed and seriously injured in that period.
Road Safety Education (RSE) has a vital role to play in establishing current good practice to ensure that children and young people stay safe on the roads. Making judgements and taking decisions are an important aspect of RSE that can lead to a life skill that has wider implications.
Road Safety Scotland is implementing a national strategy for RSE, to be delivered in all schools in
Scotland, covering early years, primary, secondary and additional learning needs. Positive attitudes to road safety formed at primary school are reinforced throughout a young person’s education.
STREETSENSE2 is an important part of the national strategy for RSE. Developed with the help of primary teachers, it supports the original Streetsense resource and makes links to the National
Guidelines for a Curriculum for Excellence.
We believe that STREETSENSE2 will help to promote an informed and positive attitude to road safety issues and commend its widespread use within Scottish primary schools.
Stewart Stevenson
Minister for Transport, Infrastructure and Climate Change
STREETSENSE 2 www.streetsense2.com

Road Safety Scotland Education Sub-committee
Road Safety Education Strategy Steering Group
Margherita Still, Road Safety Education Development Officer, City of Edinburgh Council www.streetsense2.com
STREETSENSE 2

CONTENTS
Introduction
Level A Activities and Teachers’ Notes
Street Furniture
Think, Stop, Look, Listen
Crossing Safely
Traffic Trail
Level A Record Sheet
Level A Useful Words and Their Meanings
Level A Flashcards
Level B Activities and Teachers’ Notes
The Green Cross Code
Traffic is Dangerous
Plan a Safer Route
Streetwise Guys
Level B Record Sheet
Level B Useful Words and Their Meanings
Level B Flashcards
Level C Activities and Teachers’ Notes
Peer Pressure
Safe and Unsafe Behaviour Near Roads
Vehicles are Dangerous
Travelling Safely
Arrive Alive
Level C Record Sheets
Level C Useful Words and Their Meanings
Level C Flashcards
Level D Activities and Teachers’ Notes
Stopping Distances
Peer Pressure
Level D Record Sheets
Level D Useful Words and Their Meanings
Level D Flashcards
STREETSENSE 2 www.streetsense2.com
CONTENTS
88 – 91
93 – 100
101 – 104
105 – 111
112 – 118
119 – 130
131 – 137
138
139
140 – 142
143 – 145
146 – 151
152 – 154
155
156
157 – 158
41 – 43
45 – 47
50 – 56
57 – 60
61 – 79
80 – 85
86
87
1 – 6
7 – 12
13 – 20
21 – 31
32 – 34
35 – 38
39
40

www.streetsense2.com
STREETSENSE 2

PAGE
1
INTRODUCTION
INTRODUCTION
Why is road safety necessary?
Some facts
Road traffic accidents cause the majority of accidental deaths for children and young people in Scotland.
More young people in the 0 – 19 age group die accidentally in road accidents than through drugs or drowning.
Accidental deaths chart
Accidental deaths for 0-19 age group in an average year in Scotland.
(excluding deaths where the cause was undetermined)
Road Traffic Accidents (82%)
Drowning (11%)
Drugs (7%)
(The Registrar General for Scotland) 82 %
Road safety and the curriculum
Road safety education is vital and it deserves a place in the curriculum. Room should always be made for road safety.
Road safety can easily be enjoyable and integrated into the curriculum.
STREETSENSE 2 www.streetsense2.com

PAGE
2
INTRODUCTION
The equivalent of a class of young people is killed on Scotland’s roads, in an average year. Many more children and young people are involved in road traffic accidents with serious consequences for themselves and their families.
Mistakes and/or careless behaviour on the roads are the most common and needless cause of road accidents involving young people.
Young people can be helped to use the roads more safely.
www.streetsense2.com
STREETSENSE 2

PAGE
3
INTRODUCTION
There is good news about the effect of road safety activities. The government has set child casualty reduction figures for 2010 and in Scotland we are, at the moment, meeting these figures.
Progress to date
Children killed and seriously injured by mode of transport
Years: 2001 to 2005
400
300
200
100
0
600
Children killed and seriously injured casualties
500
2001 2002 2003 2004 2005
Pedestrian
Pedal Cycle
Cars
All modes
Other
If we wish this trend to continue, we must support and encourage road safety education in schools.
Children should be given adequate and appropriate road safety education from the earliest age.
This input should cover key aspects of using the roads and should be taught regularly. Occasional reminders about road safety given by class teachers or a head teacher at assembly are not sufficient in themselves.
Children should be made aware of the many sources of danger on the roads and at the same time learn ways of coping safely with these.
Parents, carers, teachers, road safety officers and the pupils themselves should work together to ensure a coordinated and appropriate approach to road safety education.
STREETSENSE 2 www.streetsense2.com

PAGE
4
INTRODUCTION
Streetsense can help
Streetsense, which was developed in 2003, to link to the 5-14 curriculum, is the key road safety education resource for primary schools in Scotland.
The main aim of Streetsense is to provide all primary children with a minimum core of road safety education during their primary education.
Streetsense provides a structured and progressive programme for road safety education.
The activities link to the RSE Guidelines developed by Road Safety Scotland.
The revised Streetsense package (Streetsense2)
Recent research has allowed us to revise Streetsense in line with how teachers wanted to use it.
The research found that teachers and Road Safety Officers viewed Streetsense very positively.
It was described as:
> >
Easy to use
> >
Well-presented
> >
Teacher friendly
> >
Providing a good choice of activity
Streetsense2 takes the findings of the research into account.
Streetsense2 brings the resource in-line with the national guidelines for A Curriculum for Excellence .
Cross curricular planning sheets provide links at every level throughout the resource. These can be used to provide evidence of working across the curriculum. Streetsense can be fully utilised in this way, equipping young people with the four capacities to be a:
> >
Confident individual
> >
Responsible citizen
> >
Effective contributor
> >
Successful learner
Its aim is to help teachers:
> >
Identify core road safety teaching appropriate for each stage of the primary school,
> >
Link road safety work with other parts of the curriculum
> >
Make road safety education challenging and rewarding www.streetsense2.com
STREETSENSE 2

PAGE
5
INTRODUCTION
Using Streetsense2
Streetsense2 offers a structured programme for teaching road safety education. The learning activities within this pack are also available at www.streetsense2.com
Each section follows a basic structure
Activities for each level
Teachers’ notes
Suggested lesson plans
Pupil worksheets (these are graded and it is not expected that all pupils will do all worksheets)
Parent/guardian Information/Task sheets are included to help promote consistency between school and home
List of words used and their meanings
Flash cards – these can be used to promote discussion and understanding of road safety terms
Information about resources
Level E, available in the original package, has not been included in this version. Pupils who are working at Level E can be given material from the original Streetsense package.
How to implement Streetsense
Each school will have its own ideas as to how to implement Streetsense. Whichever way this is done, it is vital that all activities from A-D be completed .
Links can be made between Streetsense and most curricular areas (including Health Education,
Language and Information and Communications Technology).
In addition, Streetsense may also be used to support events such as a “Safety Week”, “Health Week” or “Road Safety Week”.
Streetsense can also help meet the objectives of Health Promoting Schools http://www.healthpromotingschools.co.uk
and Eco Schools.
http://www.ecoschoolsscotland.org
Wherever possible it is important to encourage parents’ and carers’ interest and to share road safety information between home and school.
STREETSENSE 2 www.streetsense2.com

PAGE
6
INTRODUCTION
Assessment
In keeping with current guidance on assessment in the Curriculum for Excellence , it is recommended that assessment for each level of this resource be based on the assessments that form part of the
Teachers’ Notes. This assessment, based on the completion of worksheets and general class activities, would meet the objective that greater emphasis should be placed on professional judgements made by teachers, which could be based on a range of evidence.
Resources
This Streetsense folder contains some resources and advice on where to find other appropriate resources to support road safety work in school.
Contents of Streetsense2
Section Stage Topic
C4
C5
D1
D2
B4
C1
C2
C3
A4
B1
B2
B3
A1
A2
A3
P5
P6
P7
P7
P3
P4
P4
P5
P2
P2
P3
P3
P1
P1
P1
Street Furniture
Think, Stop, Look, Listen
Crossing Safely
Traffic Trail
The Green Cross Code
Traffic is Dangerous
Plan a Safer Route To/From School
Streetwise Guys
Peer Pressure
Safe and Unsafe Near Roads
Vehicles are Dangerous
Travelling Safely
Arrive Alive
Stopping Distances
Peer Pressure
The table above provides suggestions as to when the core activities in this revised Streetsense material could be covered. It takes account of the flexible nature of the primary curriculum, and allows scope for consolidation and reinforcement of road safety topics across primary stages and levels.
www.streetsense2.com
STREETSENSE 2

STREET SENSE 2
LEVEL
A

PAGE
7
LEVEL A ACTIVITIES
LEVEL A
Level A Activities
A1
A2
A3
A4
P1
P1
P1
P2
Street Furniture
Think, Stop, Look, Listen
Crossing Safely
Traffic Trail
CROSS-CURRICULAR YEAR PLAN P1 Level A
Attainment
Outcome
LISTENING
TALKING
HEALTH
EDUCATION
EXP. ARTS
ART & DESIGN
DRAMA
PSD
PE
IT
Strand
: for information, instructions and directions
: in groups
: in groups
: about experiences, feelings and opinions
: physical
: emotional
: social
: creating and designing
: communicating
: investigating and experimenting
: observing, listening, reflecting, describing and responding
: using movement and mime
: self awareness
: independence and interdependence
: see gym cards
: using IT
TERM
A1
Street
A2 A3
Think, stop Crossing
Furniture look, listen safely
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
LEVEL
A
STREETSENSE 2 www.streetsense2.com

PAGE
8
LEVEL A ACTIVITIES
CROSS-CURRICULAR YEAR PLAN P2 Level A
Attainment
Outcome
LISTENING
TALKING
HEALTH
EDUCATION
PE
EXP. ARTS
ART & DESIGN
PSD
IT
Strand
: in groups
: in order to respond to texts
: in groups
: about experiences, feelings and opinions
: about texts
: physical
: emotional
: social
: using the body
: creating and designing
: communicating
: self awareness
: independence and interdependence
: using IT
TERM
A4
Traffic
Trail
✓
✓
✓
✓
✓
LEVEL
A www.streetsense2.com
STREETSENSE 2

PAGE
9
LEVEL A ACTIVITIES Street Furniture
A1: Street Furniture
Curricular links
Attainment outcome: Taking responsibility for health
LEVEL A
STRAND
Physical health
This strand explores physical factors in relation to our health and looking after ourselves.
ATTAINMENT TARGET
Show an awareness of simple ways of keeping safe.
RSE GUIDELINES
Street furniture.
Teaching background information
This introduces children to the street environment and the street vocabulary including words such as traffic, pavement and kerb. Encouraging young people to widen their use of language when discussing ways to stay safe on the road is a good way of developing an understanding of the dangers that are present in the street environment. Young people are observant and can be encouraged to describe the best way to stay safe both in word and in picture.
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
10
LEVEL A ACTIVITIES Think, Stop, Look, Listen
A2: Think, Stop, Look, Listen
Curricular links
Attainment outcome: Taking responsibility for health
LEVEL A
STRAND
Social health
This strand explores the interaction of the individual, the community and the environment in relation to health and safety.
ATTAINMENT TARGET
Show simple ways of avoiding incidents e.g. crossing the road safely.
RSE GUIDELINES
Road skills
– Think, Stop, Look, Listen.
Teaching background information
It is very important that children understand the “Think, Stop, Look and Listen” sequence in relation to crossing the road safely.
Children under the age of eight should be reminded of the dangers that traffic presents and that they should always be careful near the road.
Pupils should be provided with the opportunity to discuss and understand the importance of using the kerb (identify it as the safest place to stop before crossing the road).
Involve the children in discussing why they should walk rather than run across the road (danger of falling over, taking risks).
LEVEL
A www.streetsense2.com
STREETSENSE 2

Crossing Safely
PAGE
11
LEVEL A ACTIVITIES
A3: Crossing Safely
Curricular links
Attainment outcome: Taking responsibility for health
LEVEL A
STRAND
Social health
This strand explores the interaction of the individual, the community and the environment in relation to health and safety.
ATTAINMENT TARGET
Show simple ways of avoiding incidents e.g. crossing the road safely.
RSE GUIDELINES
Road skills
Crossing the road safely.
Teaching background information
This lesson extends and reinforces Activity A2. Additional support material can be found in the original Streetsense pack Level A Activities. If pupils are taken outside to practise crossing the road, it is important that they are well supervised, and that appropriate permission is obtained.
Crossing the road safely is a progressive process that all young children should develop through gradual reinforcement. Pupils should be made aware of:
> >
Crossing under supervision (of people such as parent/carer or school crossing patroller)
> >
Thinking
> >
Stopping at the kerb
> >
Holding hands
> >
Looking out for traffic when crossing road
> >
Listening for traffic when crossing the road
> >
Walking straight across to the other side of the road
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
12
LEVEL A ACTIVITIES Traffic Trail
A4: Traffic Trail
Curricular links
Attainment outcome: Taking responsibility for health
LEVEL A
STRAND
Social health
This strand explores the interaction of the individual, the community and the environment in relation to health and safety.
ATTAINMENT TARGET
Show simple ways of avoiding incidents e.g. crossing the road safely.
RSE GUIDELINES
Pedestrian skills training
(e.g. traffic trail).
Teaching background information
The aim of the Traffic Trail is to provide opportunities for pupils to:
> >
Gain more knowledge about features of their environment
> >
Develop and exercise skills required to cope with traffic
> >
Develop a positive and informed attitude towards their environment
> >
Become more aware of problems facing road users (e.g. drivers, pedestrians, other groups such as the disabled)
Any adults involved in the Trail should be familiar with the area before taking pupils out. Those involved should be trained in accordance with Local Authority Guidelines. The adults should be introduced to the children well before taking part in the Traffic Trail.
Many accidents involving children take place within a short distance of their homes, so it would be advisable to concentrate on areas local to the children taking part.
Identifying danger points in their own school area raises children’s awareness of hazardous features such as parked vehicles and busy roads.
You might like to use Gym Card 5: Physical Activity A4 Traffic Trail before carrying out the Traffic Trail.
Additional advice on organising Traffic Trails can be obtained from your local Road Safety Unit.
LEVEL
A www.streetsense2.com
STREETSENSE 2

Street Furniture
PAGE
13
ACTIVITY A1
SUGGESTED LESSON PLAN
Aim
> >
To introduce and explain the words kerb, traffic, pavement and road.
Learning Outcomes
> >
Understand the meaning of the words kerb, traffic, pavement and road.
Resources
> >
Street Furniture picture sheets. A1(A), (B) and (C).
> >
Worksheets A1(D), (E) and (F) – Street Furniture.
> >
Gym Card 1: Physical Activity A1a – Street Furniture.
> >
Gym Card 2: Physical Activity A1b – Street Furniture.
> >
Words and their meanings.
> >
Word Flashcards.
Suggested Timing
> >
30 minutes.
There are a number of ways to teach this lesson. This is one method.
> >
Show the picture sheets A1(A), (B) and (C) one at a time with the writing covered up.
> >
Ask the children what they can see in the picture.
> >
Through discussion ensure that pupils understand the words in bold .
> >
Once all three cards have been used, recap the words and distribute either Worksheet A1(D),
1(E) or 1(F) as appropriate.
> >
Allow time for completion of the worksheet.
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
14
ACTIVITY A1 Street Furniture
SUGGESTED LESSON PLAN (cont.)
Assessment
> >
Correct completion of the worksheet.
Curricular Links
> >
English Language – Talking: Talking in groups.
> >
English Language – Listening: Listening in groups.
Follow-up/Homework Activities
> >
Gym Card 1: Physical Activity A1a – Street Furniture.
>>
Gym Card 2: Physical Activity A1b – Street Furniture.
> >
Draw or paint a picture of a street scene to include some or all of these words.
> >
Ask someone at home to help the child draw or paint a picture of the street where they live and include some or all of the words learned.
LEVEL
A www.streetsense2.com
STREETSENSE 2

Street Furniture Picture Sheet
PAGE
15
ACTIVITY A1 REF A1(A)
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
16
ACTIVITY A1 REF A1(B) Street Furniture Picture Sheet
LEVEL
A www.streetsense2.com
STREETSENSE 2

Street Furniture Picture Sheet
PAGE
17
ACTIVITY A1 REF A1(C)
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
18
ACTIVITY A1 REF A1(D)
Name: Date:
Street Furniture
TASK 1. Cut out the words at the bottom and stick them in the right space.
2. Colour the picture.
Remember to stop at the kerb before crossing the road.
traffic road kerb pavement

Street Furniture
Name:
PAGE
19
ACTIVITY A1 REF A1(E)
Date:
TASK 1. Fill in the missing words.
2. Colour the picture.
STREETSENSE 2
Remember to stop at the kerb before crossing the road.
www.streetsense2.com
LEVEL
A

PAGE
20
ACTIVITY A1 REF A1(F)
Name:
TASK
1. In each box draw a picture and write a sentence about your picture. Use the words given.
Date:
Street Furniture
2. Now colour your pictures.
LEVEL
A
Remember to stop at the kerb before crossing the road.
www.streetsense2.com
STREETSENSE 2

PAGE
21
ACTIVITY A2 Think, Stop, Look, Listen
TEACHERS
’
NOTES
A Child
’ s Development in Relation to Road Safety 1
In order to understand exactly why children are frequent victims in road accidents, it is necessary to examine a child’s mental, emotional and social development. During their early development we can discover their problems and therefore their needs.
Peer Group Pressure
Children play in groups where their social skills are already being exercised. They indulge in games such as pushing and daring where they may feel pressure to conform to their friends’ wishes.
Immaturity
Children act on impulse and without thought. They are easily distracted and often live in a fantasy world of limited attention spans.
Eyesight
This is not fully developed until aged 16. Their peripheral vision is poor, so a direct line of vision is needed. Focusing is slow and not significantly improved until children are aged 8.
Hearing
This is not fully developed until later years. Also locating direction of sound is difficult for children.
Speed
Young children have neither the skill nor ability to understand the concept of speed and cannot make their own judgements.
Stature
A young child is too small to see over parked cars and also too small to be seen by drivers in a busy street.
Memory
Children have poor short term memory and can quickly forget the last image they saw.
Useful Website www.hedgehogs.gov.uk
1
A Road Safety Guide (Traffic and Road Safety Services, Sandwell)
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
22
ACTIVITY A2 Think, Stop, Look, Listen
SUGGESTED LESSON PLAN
Aims
> >
To encourage children to develop an understanding of the basic skills needed to cross a road.
Learning Outcomes
> >
Understand the meaning of the words think, stop, look and listen.
> >
Understand the importance of think, stop, look, listen when crossing the road.
Resources
> >
Four Corners Game resource cards. A2(A), (B), (C) and (D).
> >
Worksheets A2(E) or A2(F) – Think, Stop, Look, Listen.
> >
Worksheet A2(G) – Which Feet Have Stopped?
> >
Gym Card 3: Physical Activity A2 – Think, Stop, Look, Listen.
Suggested Timing
> >
35 minutes.
LEVEL
A www.streetsense2.com
STREETSENSE 2

Think, Stop, Look, Listen
PAGE
23
ACTIVITY A2
SUGGESTED LESSON PLAN (cont.)
There are a number of ways to teach this lesson. Here is one method.
> >
Introduce Four Corners Game – Think, Stop, Look and Listen in the gym hall.
> >
Show the resource cards one at a time, explain what the word and picture on each means and demonstrate a mime for each one: e.g. Think – point to the head
Look – put the edge of your hand across the top of your eyes as in a looking movement
Listen – cup your hand around your ear
> >
Attach each card to one of the four corners in the hall making sure they are clearly visible to the pupils and the pupils understand how to play the game i.e. children walk or run in all directions around the hall and when they hear the teacher call out one of the four corner words they should run to that corner and do the appropriate mime.
> >
Begin the game. After a few turns you may decide to make the game more difficult by eliminating pupils who run to the wrong corner.
> >
When the pupils have had several turns, gather all together and make sure they understand the vocabulary think, stop, look and listen in relation to road crossing procedures.
> >
Show Worksheet A2(E) or A2(F) depending on the pupils’ abilities and talk about what they are to do. Revise the words kerb and traffic.
> >
Distribute the relevant worksheets and allow time for completion.
Assessment
> >
Correct completion of Worksheet A2(E) or A2(F).
Curricular Links
> >
English Language – Listening: Listening for information, instructions and directions.
> >
Expressive Arts – Physical Education: Using materials, techniques, skills and media.
> >
Expressive Arts – Drama: Using movement and mime.
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
24
ACTIVITY A2 Think, Stop, Look, Listen
SUGGESTED LESSON PLAN (cont.)
Follow-up/Homework Activities
> >
Worksheet A2(G).
> >
Gym Card 3: Physical Activity A2 – Think, Stop, Look, Listen.
> >
Organise well-supervised looking and listening walks in small groups. Talk with the children about what they see and hear, practise stopping at the kerb, looking for traffic, listening for traffic (and thinking about traffic) as they cross the road at a safe crossing place. Your local road safety officer can advise on this.
> >
Think, Stop, Look and Listen frieze.
>
For the background of the frieze draw a skyline, kerb and a road.
>
Each child should draw a picture of themselves standing still.
>
Cut out and stick to the frieze along the kerb.
>
Add the school crossing patroller to the frieze.
>
Make a heading for the display, “Think, Stop, Look, Listen”.
> >
Discuss the things which make it difficult for us to “Think, Stop, Look, Listen” e.g. hats, umbrellas, icy pavements, rain, friends; what else might be a distraction?
> >
Draw or cut out pictures of eyes, ears, feet and heads to display.
> >
Paint a large black and white zebra crossing to use for practising crossing the road.
> >
Use toy cars, roads, people etc. to role play and reinforce “Think, Stop, Look, Listen”.
LEVEL
A www.streetsense2.com
STREETSENSE 2

Think, Stop, Look, Listen Game Card
PAGE
25
ACTIVITY A2 REF A2(A)
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
26
ACTIVITY A2 REF A2(B) Game Card Think, Stop, Look, Listen
LEVEL
A www.streetsense2.com
STREETSENSE 2

Think, Stop, Look, Listen Game Card
PAGE
27
ACTIVITY A2 REF A2(C)
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
28
ACTIVITY A2 REF A2(D) Game Card Think, Stop, Look, Listen
LEVEL
A www.streetsense2.com
STREETSENSE 2

Think, Stop, Look, Listen
Name: Date:
PAGE
29
ACTIVITY A2 REF A2(E)
TASK Fill in the missing words and colour the pictures.
STREETSENSE 2
Remember think, stop, look and listen when crossing the road.
www.streetsense2.com
LEVEL
A

PAGE
30
ACTIVITY A2 REF A2(F)
Name:
Think, Stop, Look, Listen
Date:
TASK Draw and write about what you should do when crossing the road.
LEVEL
A
Remember think, stop, look and listen when crossing the road.
www.streetsense2.com
STREETSENSE 2

Think, Stop, Look, Listen
Name:
TASK Colour the feet that have stopped.
PAGE
31
ACTIVITY A2 REF A2(G)
Date:
STREETSENSE 2
Remember to always stop at the kerb before crossing the road.
www.streetsense2.com
LEVEL
A

PAGE
32
ACTIVITY A3 Crossing Safely
TEACHERS
’
NOTES
Aim
> >
To encourage children to cross the road safely.
Learning Outcomes
> >
Understand the importance of continuing to look and listen for traffic when crossing the road.
> >
Understand the importance of holding hands and walking, not running, straight across to the other side of the road.
Resources
> >
Access to open space.
> >
Skipping ropes or chalk.
> >
Gym Card 4: Physical Activity A3 – Crossing Safely.
Suggested Timing
> >
20 minutes.
LEVEL
A www.streetsense2.com
STREETSENSE 2

Crossing Safely
PAGE
33
ACTIVITY A3
SUGGESTED LESSON PLAN
There are a number of ways to teach this lesson. Here is one method.
> >
Recap and question pupils on previous lessons – Activity A2 ‘Think, Stop, Look, Listen’.
> >
Talk to the pupils about some more ways of crossing the road safely e.g. walking, not running, across the road.
> >
In an open space, drama room or GP room, chalk a pavement on the floor or use a rope for an imaginary kerb. Remember to mark the kerb at the other side of the road.
> >
With a pupil demonstrate crossing the road safely in front of the class. Emphasise holding hands, stopping at the pavement first, then looking all round and listening. As you walk straight across the road keep looking and listening until you reach the opposite pavement.
> >
Consider using a traffic coming/not coming symbol, e.g. red/green card. Pupils should wait when the red card is shown.
> >
Organise the pupils in pairs and tell them you and their classmates are going to watch each other to see who crosses the road using the safe crossing procedure.
> >
At least three pairs could role play this at the same time.
> >
Provide feedback when each pair has got to the opposite pavement and praise those who followed the safe crossing procedure.
> >
If any pairs missed out part of the safe crossing procedure focus their attention on a pair who did so correctly and allow them a second chance at role playing.
> >
Before returning to class ask the pupils some questions to reinforce the safe crossing procedure.
Below are some example questions:
>
What is the first thing you do if you want to cross the road?
>
Where do you stop?
>
What do you have to look out for?
>
Do you run across the road? Why not?
This age group finds it difficult to judge speed and distance.
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
34
ACTIVITY A3 Crossing Safely
SUGGESTED LESSON PLAN (cont.)
Assessment
> >
Assess the pupil’s ability to role play crossing the road using the safe crossing procedure.
Their role play should include:
>
Holding hands.
>
Stopping at the kerb.
>
Looking e.g. turning their head from side to side and looking properly.
>
Listening e.g. turning their head from side to side, but not just shaking their heads.
>
Walking straight across to the opposite side looking and listening.
Curricular Links
> >
Expressive Arts – Drama: Investigating and experimenting.
> >
Expressive Arts – Drama: Observing, listening, reflecting, describing and responding.
Follow-up/Homework Activities
> >
Gym Card 4: Physical Activity A3 – Crossing Safely.
> >
Ideally this lesson should be repeated outside in a real environment in well supervised small groups.
Your local road safety officer will be able to offer advice.
> >
Play stopping games e.g. musical statues.
> >
Play looking games e.g. I spy.
> >
Use model road furniture to role play situations.
LEVEL
A www.streetsense2.com
STREETSENSE 2

Traffic Trail
PAGE
35
ACTIVITY A4
TEACHERS
’
NOTES
> >
By looking at features and danger points in their own school area, the pupils are made more aware of possible danger areas such as parked vehicles and dangerous bends which they may face daily.
> >
See your local road safety officer for assistance and guidance in organising and implementing the trail.
> >
You may want to use Gym Card 5: Physical Activity A4 – Traffic Trail before you carry out the traffic trail.
Useful Website www.roads.dft.gov.uk/roadsafety/rs2
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
36
ACTIVITY A4 Traffic Trail
SUGGESTED LESSON PLAN
Aim
> >
To make children aware of pedestrian skills.
Learning Outcomes
> >
Become familiar with the school surroundings.
> >
Exercise safe pedestrian skills in the school surroundings.
Resources
> >
Worksheet A4(A) – Traffic Trail.
> >
Gym Card 5: Physical Activity A4 – Traffic Trail.
Suggested Timing
> >
30 minutes.
There are a number of ways to plan and organise this. Here is one method.
> >
You may want to contact your local road safety officer to help you set up your first traffic trail.
> >
There are a number of themes which could be included in the trail. The content of each trail will depend on the area in which it is carried out. The following are possible themes to explore throughout the trail:
>
Holding hands.
>
Observing items of street furniture e.g. kerb, pavement, road (see Worksheet A4(A).
>
Choosing a safe place to cross the road e.g. at a pelican crossing if there is one.
>
Being seen.
>
Follow the ‘Think, Stop, Look and Listen’ procedure when crossing the road.
>
Point out factors which might make a particular road dangerous for the children e.g. bends reduce visibility.
>
Simple mapping e.g. locating where the school crossing patroller is sited.
>
Look at local road signs e.g. school sign.
LEVEL
A www.streetsense2.com
STREETSENSE 2

Traffic Trail
PAGE
37
ACTIVITY A4
SUGGESTED LESSON PLAN (cont.)
> >
Taking the pupils out in small groups is advisable or splitting them between trained adult helpers.
> >
The traffic trail should allow for revision and reinforcement of some or all of Level A learning outcomes (see Teachers’ Notes A1 – A3).
> >
Before the trail show the pupils Worksheet A4(A) and see if they can identify the pictures.
> >
Ask the pupils to be observant during the trail.
> >
During the trail encourage the pupils to talk and ask questions on any of the suggested themes which apply to the location and surroundings of your school.
> >
After the trail distribute Worksheet A4(A) and give pupils time for completion.
Assessment
> >
Pupils’ oral and practical participation during the trail.
> >
Correct completion of Worksheet A4(A).
Curricular Links
> >
English Language – Talking: Talking in groups.
> >
English Language – Listening: Listening in groups.
Follow-up/Homework Activities
> >
Gym Card 5: Physical Activity A4 – Traffic Trail.
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
38
ACTIVITY A4 REF A4(A)
Name: Date:
TASK Circle any of these that you saw on your traffic trail.
Traffic Trail
Kerb Rubbish Bin Parked Cars
Pelican Crossing Lamp Post Post Box Road Sign
Zig Zags on Road Moving Traffic Zebra Crossing
NEXT:
LEVEL
A www.streetsense2.com
STREETSENSE 2

Activity Record Sheet
PAGE
39
LEVEL A
STREETSENSE
Activity Record Sheet
Pupils ’ Names A1 A2 A3 A4 Comments
________________________________________________________________________________________________________________________
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LEVEL
A
STREETSENSE 2 www.streetsense2.com

PAGE
40
LEVEL A Useful Words and Their Meanings
USEFUL WORDS AND THEIR MEANINGS
A full vocabulary for Level A is contained in the original Streetsense pack. It is recommended that language work take place to reinforce the activities in this pack by using the following words supported by flash cards:
Kerb The edge of the pavement
Lollipop pole
Pavement
Road
Lollipop person
Street
Traffic
A special sign used by the lollipop lady or man to help you cross the road
A path for people to walk on. Pavements run alongside roads and are a little higher
A route for traffic to travel along
A person who helps you to cross the road. They wear a special uniform
Another word for road
Vehicles travelling on the road – cars, buses and lorries
Street furniture
Pedestrian crossing
Zebra crossing
Anything to do with the road e.g. kerb, traffic, pavement, road
A place where people can cross the road safely. Examples are zebra crossings and pelican crossings
Black and white stripes painted on the road. A safer place to cross the road
LEVEL
A www.streetsense2.com
STREETSENSE 2

PAGE
41
LEVEL A Flashcards
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
42
LEVEL A
Flashcards
LEVEL
A
www.streetsense2.com
STREETSENSE 2

Flashcards
PAGE
43
LEVEL A
STREETSENSE 2 www.streetsense2.com
LEVEL
A

PAGE
44
LEVEL
A www.streetsense2.com
STREETSENSE 2

STREET SENSE 2
LEVEL
B

LEVEL B
Level B Activities
B1
B2
B3
B4
The Green Cross Code
Traffic is Dangerous
Plan a Safer Route to/from School
Streetwise Guys
CROSS-CURRICULAR YEAR PLAN P2 Level B
Attainment
Outcome
LISTENING
TALKING
READING
HEALTH
EDUCATION
EXP. ARTS
ART & DESIGN
IT
PSD
Strand
: for information, instructions and directions
: in groups
: in groups
: about texts
: for information
: physical
: emotional
: social
: creating and designing
: communicating
: investigating and experimenting
: knowledge and using IT
: self awareness
: independence and interdependence
TERM
B1
The Green
Cross Code
✓
✓
✓
✓
✓
PAGE
45
LEVEL B ACTIVITIES
LEVEL
B
STREETSENSE 2 www.streetsense2.com

PAGE
46
LEVEL B ACTIVITIES
CROSS-CURRICULAR YEAR PLAN P3 Level B
Attainment
Outcome
LISTENING
TALKING
Strand
: for information, instructions and directions
: in groups
: in order to respond to texts
: conveying information, instructions and directions
: in groups
READING
MATHS
IT
ES SOCIAL
SUBJECTS
: about experiences, feelings and opinions
: about texts
: for information
: collect, organise, display, interpret
: using IT
: using maps
: rules, rights, responsibilities in society
HEALTH : physical
EDUCATION : emotional
: social
EXP. ARTS
DRAMA
PSD
: using language
: communicating
: self awareness
: independence and interdependence
TERM
B2 B3
Plan a Safer
B4
Traffic is Route to/ Streetwise
Dangerous from school Guys
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
LEVEL
B www.streetsense2.com
STREETSENSE 2

PAGE
47
LEVEL B ACTIVITIES The Green Cross Code
B1: The Green Cross Code
Curricular links
Attainment outcome: Taking responsibility for health
LEVEL B
STRAND
Physical health
This strand explores physical factors in relation to our health and looking after ourselves.
ATTAINMENT TARGET
Identify a range of ways of keeping safe e.g. safe road use.
RSE GUIDELINES
Green Cross Code
Teaching Background Information
The Green Cross Code is for everyone, but it is important that children should think about and discuss its meaning rather than learn it by rote.
Pedestrians should use appropriate crossings (e.g. pelican and zebra).
Pupils should take help from appropriate people (adults, school crossing patroller) to cross the road.
If there are no crossings or people who could help, pupils should decide whether the road is safe to cross using The Green Cross Code. If it is not safe to cross, an alternative route should be discussed.
Finding a safe place to cross is very important. Pupils should be reminded to choose an area away from busy junctions, blind bends and hills, and to make sure that they can see clearly in all directions.
The Green Cross Code is a procedure to help us cross roads more safely.
The six Green Cross Code rules are as follows.
The Green Cross Code
> >
Think first. Find the safest place to cross, then stop.
> >
Stop. Stand on the pavement near the kerb.
> >
Use your eyes and ears. Look all around for traffic and listen.
> >
Wait until it is safe to cross. If traffic is coming, let it pass.
> >
Look and listen. When it is safe, walk straight across the road.
> >
Arrive alive. Keep looking and listening for traffic while you cross.
LEVEL
B
STREETSENSE 2 www.streetsense2.com

PAGE
48
LEVEL B ACTIVITIES Traffic is Dangerous
B2: Traffic is Dangerous
Curricular links
Attainment outcome: Taking responsibility for health
LEVEL B
STRAND
Physical health
This strand explores physical factors in relation to our health and looking after ourselves.
ATTAINMENT TARGET
Identify a range of ways of keeping safe e.g. safe road use.
RSE GUIDELINES
Traffic is Dangerous
Background Information
Some pupils or their families may have been involved in road accidents. Teachers may wish to consider this before carrying out this activity.
Road Safety Facts
> >
Scottish health statistics show that road traffic accidents cause the majority of accidental deaths for children and young adults in the 0-19 age group.
> >
More child pedestrians in Scotland, per head of population, are killed or seriously injured compared to the rest of the UK.
> >
The peak time for child casualties is weekdays from 3pm to 5pm, coinciding with the end of the school day.
> >
Friday is the peak day for child casualties.
> >
August is the peak month for child casualties.
LEVEL
B www.streetsense2.com
STREETSENSE 2

PAGE
49
LEVEL B ACTIVITIES
B3: Plan a Route to/from School
Curricular links
Attainment outcome: Taking responsibility for health
LEVEL B
STRAND
Physical health
This strand explores physical factors in relation to our health and looking after ourselves.
ATTAINMENT TARGET
Identify a range of ways of keeping safe e.g. safe road use.
RSE GUIDELINES
Plan a safer route to/from school.
Teaching Background Information
In this exercise, pupils are encouraged to think about their own route to school in terms of safer places to cross and hazards
Safer routes are those that could have special crossing places (e.g. a traffic island), or roads that do not have heavy traffic.
Where there is no pavement, pupils should be reminded to walk facing the oncoming traffic. This is especially important for pupils living in rural areas.
Road Safety Officers might be able to supply maps of the area, or other resources.
Useful Websites http://www.saferoutestoschools.org.uk
http://www.youngtransnet.com
http://www.walktoschool.org.uk
STREETSENSE 2 www.streetsense2.com
LEVEL
B

PAGE
50
ACTIVITY B1 The Green Cross Code
SUGGESTED LESSON PLAN
Aim
> >
To identify a way of keeping safe on the road: The Green Cross Code.
Learning Outcomes
> >
Knowledge of The Green Cross Code.
> >
Understanding of the importance of using The Green Cross Code.
> >
Demonstration of how to apply The Green Cross Code.
Resources
> >
Worksheets B1(A), (B) and (C) – The Green Cross Code. Worksheet B1(C) should be photocopied to A3 size.
> >
Answer sheet B1(A-C) – The Green Cross Code.
> >
Words and their Meanings.
> >
Word Flashcards.
> >
Parent/Guardian – Homework for Parents Sheet.
> >
Arrive Alive – A Highway Code for Young Road Users (DfT) (in the ‘Resources’ folder).
> >
A4 Green Cross Code posters (DfT) (in the ‘Resources’ folder).
> >
Leaflet for parents – Get Across Road Safety: An Essential Guide for Parents with Children in the Age Zone 7 – 10 (DfT) (in the ‘Resources’ folder).
Suggested Timing
> >
60 minutes.
LEVEL
B www.streetsense2.com
STREETSENSE 2

The Green Cross Code
PAGE
51
ACTIVITY B1
SUGGESTED LESSON PLAN (cont.)
There are a number of ways to teach this lesson. Here is one method.
> >
Introduce and discuss any of The Green Cross Code posters with the pupils.
> >
Set up a “pretend” road in the classroom or hall and act out how to properly use The Green
Cross Code to cross the road. Children could be involved in making the “road” and appropriate vocabulary could be introduced and reinforced.
> >
Distribute Worksheet B1(A), B1(B) or B1(C) (photocopied to A3 size) if necessary for the children to complete.
> >
Distribute Parent/Guardian Information and Task Sheet. You may also want to hand out the leaflet to parents.
Curricular Links
> >
Expressive Arts – Drama: Investigating and experimenting.
Assessment
> >
Observation of pupils using The Green Cross Code to cross the “pretend” road.
> >
Correct completion of worksheet (see answers).
STREETSENSE 2 www.streetsense2.com
LEVEL
B

PAGE
52
ACTIVITY B1 The Green Cross Code
HOMEWORK GUIDE FOR PARENTS
> >
The Green Cross Code is a guide for everyone. It helps us to cross the road safely.
> >
In school your child has been learning the 6 steps of The Green Cross Code, which are as follows:
The Green Cross Code
1. Think first. Find the safest place to cross then stop.
2. Stop. Stand on the pavement near the kerb.
3. Use your eyes and ears. Look all around for traffic and listen.
4. Wait until it is safe to cross. If traffic is coming let it pass.
5. Look and listen. When it is safe, walk straight across the road.
6. Arrive alive. Keep looking and listening for traffic while you cross.
Tasks to do
> >
Go for a walk together and talk about The Green
Cross Code. Show good examples of using it. This will help your child see safe and unsafe traffic situations.
> >
Make sure your child understands the importance of the word STOP .
> >
Ask your child simple questions about The Green Cross
Code e.g. what is the first step in The Green Cross Code?
> >
Your child could test you on The Green Cross Code by asking some simple questions.
LEVEL
B www.streetsense2.com
STREETSENSE 2

The Green Cross Code
Name:
PAGE
53
ACTIVITY B1 REF B1(A)
Date:
TASK
1
These six pictures show The Green Cross Code
1. Fill in the gaps using these letters a e i o u
AIM:
You are going t o learn about T he
Green Cross Cod e.
2
Th nk f rst. Find the s f st place to cr ss then st p.
Stop. Stand on the p v m nt near the k rb.
3 4
Use your y s and rs. L k all around for tr ff c and l st n.
W t nt l it is s f to cr ss.
If tr ff c is coming let it p ss.
5 6
L k and l st n. When it is s f , w lk str ght across the r d.
Arrive l v . Keep k ng and l st ning for traffic wh le you cr ss.
REMEMBER
Think, Stop,
Look, Listen.
NEXT
2. Now colour your pictures.
Design a poster to make other children use The
Green Cross Code.
LEVEL
B www.streetsense2.com
STREETSENSE 2

3
5
PAGE
54
ACTIVITY B1 REF B1(B)
Name:
TASK 1. Cut out the 6 steps of The Green
Cross Code.
2. Stick them under the right picture.
3. Colour each picture in.
1 2
The Green Cross Code
Date:
AIM:
You are going t o learn about T he
Green Cross Cod e.
4
6
NEXT Design a poster to make other children use The Green Cross Code.
Look and listen. When it is safe, walk straight across the road.
Wait until it is safe to cross. If traffic is coming, let it pass.
Arrive alive. Keep looking and listening for traffic while you cross.
Stop. Stand on the pavement near the kerb.
Use your eyes and ears. Look all around for traffic and listen.
Think first. Find the safest place to cross then stop.

The Green Cross Code
Name:
TASK 1. Cut out the 6 steps of The Green
Cross Code.
2. Stick them on in the right order.
3. Draw a picture of each step and colour them in.
1 2
PAGE
55
ACTIVITY B1 REF B1(C)
Date:
AIM:
You are going t o learn about T he
Green Cross Cod e.
3 4
5 6
Look and listen. When it is safe, walk straight across the road.
Wait until it is safe to cross. If traffic is coming, let it pass.
Arrive alive. Keep looking and listening for traffic while you cross.
Stop. Stand on the pavement near the kerb.
Use your eyes and ears. Look all around for traffic and listen.
Think first. Find the safest place to cross then stop.

PAGE
56
ACTIVITY B1 REF B1 (A-C) The Green Cross Code
PUPIL ACTIVITIES ANSWERS
AIM:
You are going t o learn about T he
Green Cross Cod e.
1 2
3
Think first. Find the safest place to cross then stop.
4
Stop. Stand on the pavement near the kerb.
Use your eyes and ears. Look all around for traffic and listen.
5 6
Wait until it is safe to cross.
If traffic is coming let it pass.
Look and listen. when it is safe, walk straight across the road.
Arrive alive. Keep looking and listening for traffic while you cross.
REMEMBER
Think, Stop,
Look, Listen.
LEVEL
B www.streetsense2.com
STREETSENSE 2

Traffic is Dangerous
PAGE
57
ACTIVITY B2
TEACHERS
’
NOTES
> >
The pedestrian casualty rate for boys in the 5-11 age group is almost twice that for girls.
> >
Child pedestrians in the lowest socio–economic group are 4 times more likely to be killed as pedestrians than their counterparts in the highest socio-economic group.
> >
Children from ethnic minority groups are more at risk of being injured in an accident than other groups.
Useful Website www.scotland.gov.uk/stats/land.htm
Click on Transport, Travel and Tourism. Recent publications are listed. Relevant publications include
Scottish Transport Statistics, Road Accidents Scotland and Household Transport.
STREETSENSE 2 www.streetsense2.com
LEVEL
B

PAGE
58
ACTIVITY B2 Traffic is Dangerous
SUGGESTED LESSON PLAN
Aim
> >
To raise awareness of the dangers of traffic.
Learning Outcomes
> >
Understand that traffic is dangerous.
> >
Understand that their behaviour affects their safety.
Resources
> >
Worksheets B2(A)(B) – Traffic is Dangerous.
> >
Photo of town road. (In ‘Resources’ folder).
> >
Words and their Meanings.
> >
Word Flashcards.
Suggested Timing
> >
45 minutes.
Suggested Development of Lesson
> >
Discuss the photo of a town road, showing a typical scene of town traffic.
Focus on the dangers of traffic.
> >
Read Worksheet B2(A).
> >
Discuss the roles of the driver and the child in the accident.
> >
Complete the task.
Assessment
> >
Have the children appreciate that their behaviour and the behaviour of drivers affects their safety?
Curricular Links
> >
English Language – Reading: Reading for Information.
Follow-up/Homework Activities
> >
See Worksheet B2(B) for ideas.
LEVEL
B www.streetsense2.com
STREETSENSE 2

Traffic is Dangerous
Name:
PAGE
59
ACTIVITY B2 REF B2(A)
Date:
T H E D A I LY N E W S
An 11 year old child going home from school was knocked down and badly hurt crossing Mill Street yesterday.
A doctor said the child had a broken leg and cuts to the head but was beginning to get better.
A man at the scene said the child ran straight out from behind a parked car.
Mr Brown, a local man, said, “The speed of cars travelling along Mill Street has been a problem for a while. It was only a matter of time before someone was going to get hurt. It’s about time something was done about the problem”.
TASK > > We sent our reporter to speak to the child who was knocked down by the car.
> > Imagine that you are the child who was knocked down.
The reporter visits you to find out what happened.
> > Fill in your answers to the reporter
’ s questions:
Who were you with?
What time was it?
Where were you going?
Did you see the car coming?
What happened after the accident?
What will you remember to do in the future to help keep yourself safe?
STREETSENSE 2
REMEMBER
Traffic is dangerous.
www.streetsense2.com
LEVEL
B

PAGE
60
ACTIVITY B2 REF B2(B)
Name:
Traffic is Dangerous
Date:
TASK 1.
> > With a partner act out the interview.
One of you is the child and the other is the newspaper reporter.
> > To help you, use Worksheet B2(A) to begin with. Then try the interview without the sheet.
AIM:
You ar e going t learn ho is danger ous.
o w traffic
2.
> > With a partner imagine a completely different road accident e.g. a child cyclist gets knocked down. You might want to use your own ideas or write about someone you know.
> > Decide on the details of this accident together and then act out the interview. One of you is the reporter and the other is the child.
> > Swap roles so you both get a turn at playing the reporter and child.
> > If another pair have finished you could listen to each other ’ s interviews.
3.
> > Imagine the child knocked down was one of your close friends. Write a short story about the accident.
> > Remember to include details about events leading up to the accident. Try to include your feelings in your story.
Imagine how all the people in your story would have felt, not just your friend.
> > If you can, you might want to type your story and add clip art.
LEVEL
B
REMEMBER
Traffic is dangerous.
www.streetsense2.com
STREETSENSE 2

Plan a Safer Route To and From School
PAGE
61
ACTIVITY B3
SUGGESTED LESSON PLAN
Aim
> >
To plan a safer route to and from school.
Learning Outcomes
> >
Recognise that some routes are safer than others.
> >
Plan a safer walking route to and from school.
Resources
There are separate worksheets for
‘
In the Town
’ and
‘
In the Countryside
’
.
> >
Info sheet B3(A) or B3(I) – Milo’s Journey to School: In the Town or Jess’s Journey to School:
In the Countryside.
> >
Worksheet B3(B) or B3(J) – Planning a Safer Route: In the Town or Planning a Safer Route:
In the Countryside.
> >
Worksheet B3(D) or B3(L) – Milo’s Journey to School: In the Town or Jess’s Journey to School:
In the Countryside.
> >
Worksheet B3(F) or B3(N) – Planning a Safer Route: In the Town or Planning a Safer Route:
In the Countryside.
> >
Answer sheets – in the Town B3(C)(E)(G)(H) or In the Countryside B3(K)(M)(O)(P).
> >
Words and their Meanings.
> >
Word Flashcards.
> >
Parent/Guardian Information and Task Sheet.
> >
Leaflet for parents – Get Across Road Safety: An Essential Guide for Parents with Children in the Age Zone 7 – 10 (DfT) (in the ‘Resources’ folder).
Suggested Timing
> >
60 minutes.
Suggested Development of Lesson
Note: There are two sets of worksheets for this activity – one for
‘
In the Town
’
(with Milo) and one for
‘
In the Countryside
’
(with Jess). Please decide on the most appropriate worksheets.
LEVEL
B
STREETSENSE 2 www.streetsense2.com

PAGE
62
ACTIVITY B3 Plan a Safer Route To and From School
SUGGESTED LESSON PLAN (cont.)
> >
Whole class discussion – pupils describe their route to and from school, how they travel, what they pass, who they are with, the roads they cross.
> >
Revise with the children the meaning of the terms traffic island, pedestrian underpass
(for town maps) and zebra crossing – see Words and their Meanings.
> >
Distribute Info Sheet B3(A) or B3(I). Choose from ‘In the Town’ or ‘In the Countryside’.
As a class, find various places and buildings on the map.
> >
Distribute Worksheet B3(B) or B3(J). Choose from ‘In the Town’ or ‘In the Countryside’.
Complete the worksheet in pairs.
> >
Distribute Worksheet B3(D) or B3(L). Choose from ‘In the Town’ or ‘In the Countryside’.
Complete the worksheet.
> >
As a class, compare answers and discuss why one route may be safer than the other.
A safer route is usually one where you don
’ t have to cross many roads. If you cross a road, it is safest to cross at a zebra crossing, a traffic island or a bridge/underpass.
> >
Distribute and complete Worksheet B3(F) or B3(N).
> >
As a class discuss pupils’ chosen routes asking for reasons for their choices.
> >
Distribute copies of the Homework for Parents sheet. You may also want to hand out the leaflet to parents.
Assessment
> >
Correct completion of the worksheets (see answers).
Curricular Links
> >
Environmental Studies – Knowledge and Understanding – People and Place: Using maps.
> >
English Language – Talking: Talking in groups.
> >
English Language – Listening: Listening in groups.
Follow-up/Homework Activities
> >
Pupils can access relevant websites on the Internet to find out additional information on safer routes to school. Please refer to Teaching Background Information.
LEVEL
B www.streetsense2.com
STREETSENSE 2

Plan a Safer Route To and From School
PAGE
63
ACTIVITY B3
HOMEWORK FOR PARENTS
In class we have been looking at maps and planning safer pedestrian routes from one place to another. Your child should understand that some routes are safer than others e.g. it is safer to cross roads at a pedestrian crossing or a traffic island, if there is one, or use quieter roads. He/she should also be aware that the safest route is not necessarily the quickest or shortest route.
Tasks to do:
1a.
If it is practical and realistic for your child to walk to school, walk with them.
OR
1b.
If this is not the case, choose somewhere your child might walk to e.g. the local park or to a friend’s house.
On the walk you could talk about and look out for:
> >
The Green Cross Code. (You and your child should already be familiar with this.)
> >
Safer places to cross the road (e.g. zebra crossings, traffic lights, traffic islands).
> >
Any hazards you notice along the way (e.g. blocked pavement, road works.) Together, work out some strategies to deal with them.
2.
A few days after doing Task 1a or 1b tell your child they have to imagine that they are a teacher and are going to take you on the same walk as before. Watch to see if your child is a safe road user and remembers to choose the safest route to wherever it is you are going.
Discuss their road safety skills with them during and after the walk.
3.
You need a copy of a map of wherever you walked to for Task 1. You can do this map work with your child if he/she needs support. Talk to your child about the map and ask them to draw on the journey you both made. They could mark on places they had to cross the road and make a key for the different types of crossings they used, if there was more than one.
We would recommend that you carry out these tasks with your child.
However, they are optional.
STREETSENSE 2 www.streetsense2.com
LEVEL
B

PAGE
64
ACTIVITY B3 REFB3(A)
Name:
Milo’s Journey to School: In the Town
Date:
Key
Pavement
Traffic Island
Zebra Crossing
Church
Pedestrian Underpass
Blue Route
Red Route
LEVEL
B www.streetsense2.com
STREETSENSE 2

Planning a Safer Route: In the Town
Name:
PAGE
65
ACTIVITY B3 REF B3(B)
Date:
TASK
>
> > Answer the questions below using your
> map on Sheet B3(A) to help you.
You can work with a partner.
AIM:
You ar e going t plan a saf to and fr o er route om school
.
1. How many zebra crossings can you see and on which roads?
____________________________________________________________________________________
_____________________________________________________________________________________
2. How many traffic islands can you see and on which roads?
____________________________________________________________________________
__________________________________________________________________________
3. The school is on the corner of which street and which road?
______________________________________________________________________________
_____________________________________________________________________________
4. Which roads meet at the roundabout?
______________________________________________________________________
___________________________________________________________________
5. Which road crosses in the middle of Kenmure Gardens?
_______________________________________________________________________
___________________________________________________________________
6. Milo ’ s house is on which road?
_________________________________________________________________________
_____________________________________________________________________
7. What sort of road is Hill Street?
______________________________________________________________________
WORDS TO HELP YOU
Route is another word for journey.
A zebra crossing is made up of black-and-white lines on the road. It is a safer place to cross.
A traffic island is a raised pavement in the middle of the road. It is a safer place to wait, while crossing a busy road.
LEVEL
B
STREETSENSE 2 www.streetsense2.com

PAGE
66
ACTIVITY B3(C) Planning a Safer Route: In the Town
PUPIL ACTIVITIES ANSWERS
TASK
> >
Answer the questions below using your map on
Sheet B3(A) to help you.
> >
You can work with a partner.
AIM:
You ar e going t plan a saf to and fr o er route om school
.
1. How many zebra crossings can you see and on which roads? __________________________
3 – two on City Road and one on Bellshaugh Street.
________________________________________________________________________________________
2. How many traffic islands can you see and on which roads? ____________________________
2 – on McAlpine Road and Bellshaugh Street.
________________________________________________________________________________________
3. The school is on the corner of which street and which road? ___________________________
Bellshaugh Street and Lochburn Road.
________________________________________________________________________________________
4. Which roads meet at the roundabout? ________________________________________________
City Road and Church Road.
________________________________________________________________________________________
5. Which road crosses in the middle of Kenmure Gardens? _______________________________
Manse Road.
________________________________________________________________________________________
6. Milo’s house is on which road? ___________________________________________________________
High Road.
________________________________________________________________________________________
7. What sort of road is Hill Street? ________________________________________________________
Dead end or cul-de-sac.
________________________________________________________________________________________
WORDS TO HELP YOU
Route is another word for journey.
A zebra crossing is made up of black-and-white lines on the road. It is a safer place to cross.
A traffic island is a raised pavement in the middle of the road. It is a safer place to wait, while crossing a busy road.
LEVEL
B www.streetsense2.com
STREETSENSE 2

Milo’s Journey to School: In the Town
Name: Date:
PAGE
67
ACTIVITY B3 REF B3(D)
TASK
1. Look at the map of Milo
’ s journey to school on Sheet B3(A)
2. Tick the box for the right answer:
How many roads does Milo cross and go under in Route A?
You ar
AIM: e going t o plan a saf to and fr er route om school
.
2 3 5
How many roads does Milo cross in Route B?
2 3
3. Fill in the table below.
5
Route A Route B
How many zebra crossings does Milo use?
How many traffic islands does Milo use?
How many underpasses does Milo use?
TOTAL
4. Look at your answers to questions 2 and 3.
These answers will help you fill in the gaps below.
Route is the safer route for Milo because
STREETSENSE 2
REMEMBER A safer route is usually one where you don’t have to cross many roads or very busy roads.
If you cross a road, it is safest to cross at a zebra crossing, a traffic island or a bridge or underpass.
www.streetsense2.com
LEVEL
B

PAGE
68
ACTIVITY B3 REF B3(E) Milo’s Journey to School: In the Town
PUPIL ACTIVITIES
ANSWERS
TASK
AIM:
You ar e going t plan a saf to and fr om school
.
1. Look at the map of Milo ’ s journey to school on Sheet B3(A) o er route
2. Tick the box for the right answer:
How many roads does Milo cross and go under in Route A?
2
✔
3 5
How many roads does Milo cross in Route B?
2 3
✔
5
3. Fill in the table below.
Route A Route B
How many zebra crossings does Milo use?
How many traffic islands does Milo use?
How many underpasses does Milo use?
TOTAL
1
3
1
1
0
1
1
0
4. Look at your answers to questions 2 and 3.
These answers will help you fill in the gaps below.
A this route has less roads
Route is the safer route for Milo because to cross. There are also more road crossings with help (e.g. zebra crossing, traffic island, underpass).
LEVEL
B
REMEMBER A safer route is usually one where you don’t have to cross many roads or very busy roads.
If you cross a road, it is safest to cross at a zebra crossing, a traffic island or a bridge or underpass.
www.streetsense2.com
STREETSENSE 2

Planning a Safer Route: In the Town
Name: Date:
PAGE
69
ACTIVITY B3 REF B3(F)
TASK It is time for Milo to leave school.
AIM:
He is going swimming and then home.
1. Plan a route for Milo from school to the swimming pool.
You ar e going t plan a saf to and fr
Draw this on your map on Sheet B3(A) in red.
o er route om school
.
2. How many roads does Milo cross or go under in the red route? _____________________
3. Plan a route for Milo from the swimming pool to his home.
Draw this on your map on Sheet B3(A) in blue.
4. How many roads does Milo cross in the blue route?________
5. Fill in the table below.
Route A Route B
How many zebra crossings does Milo use?
How many traffic islands does Milo use?
How many underpasses does Milo use?
TOTAL
NEXT The route from school along Bellshaugh Street and McAlpine
Road is the shortest route to the swimming pool. Why is this not the safest route from school to the swimming pool?
STREETSENSE 2
REMEMBER A safer route is usually one where you don’t have to cross many roads or very busy roads.
If you cross a road, it is safest to cross at a zebra crossing, a traffic island or a bridge or underpass.
LEVEL
B www.streetsense2.com

PAGE
70
ACTIVITY B3(G) Planning a Safer Route: In the Town
PUPIL ACTIVITIES
ANSWERS
AIM:
You ar e going t plan a saf to and fr o er route om school
.
TASK It is time for Milo to leave school.
He is going swimming and then home.
1. Plan a route for Milo from school to the swimming pool.
Draw this on your map on Sheet B3(A) in red.
2. How many roads does Milo cross or go under in the red route?
5
3. Plan a route for Milo from the swimming pool to his home.
Draw this on your map on Sheet B3(A) in blue.
4. How many roads does Milo cross in the blue route?
4
5. Fill in the table below.
How many zebra crossings does Milo use?
How many traffic islands does Milo use?
How many underpasses does Milo use?
TOTAL
Route A
1
4
1
2
Route B
1
4
2
1
EXTRA The route from school along Bellshaugh Street and McAlpine Road is the shortest route to the swimming pool. Why is this not the safest route from school to the swimming pool?
Milo crosses three roads with no help (e.g. zebra crossing, traffic island, underpass).
LEVEL
B
REMEMBER A safer route is usually one where you don’t have to cross many roads or very busy roads.
If you cross a road, it is safest to cross at a zebra crossing, a traffic island or a bridge or underpass.
www.streetsense2.com
STREETSENSE 2

Planning a Safer Route: In the Town
PUPIL ACTIVITIES
ANSWERS
PAGE
71
ACTIVITY B3(H)
Key
Pavement
Traffic Island
Zebra Crossing
Church
Pedestrian Underpass
Blue Route
Red Route
STREETSENSE 2 www.streetsense2.com
LEVEL
B

PAGE
72
ACTIVITY B3 REF B3(I)
Name:
Jess’s Journey to School: In the Countryside
Date:
LEVEL
B www.streetsense2.com
Key
Bus Stop
Traffic Island
Zebra Crossing
Cycle Track
Pavement
Village Shop
Church
Railway Bridge
Route A
Route B
STREETSENSE 2

Planning a Safer Route: In the Countryside
Name:
PAGE
73
ACTIVITY B3 REF B3(J)
Date:
TASK
>
> > Answer the questions below using your map on Sheet B3(I) to help you.
> You can work with a partner.
AIM:
You ar e going t plan a saf to and fr o er route om school
.
1. How many zebra crossings can you see and on which roads?
____________________________________________________________________________
_____________________________________________________________________
2. How many traffic islands can you see and where?
_________________________________________________________________________
____________________________________________________________________
3. The school is on which road?
_______________________________________________________________________
4. Which 3 roads meet at the roundabout?
______________________________________________________________________
______________________________________________________________________
5. Which road does Hopperton Lane meet?
______________________________________________________
6. Jess ’ s house is on which road?
__________________________________________________________________________
7. On which road is the village shop?
________________________________________________________________________
STREETSENSE 2
WORDS TO HELP YOU
A
A
www.streetsense2.com
LEVEL
B

PAGE
74
ACTIVITY B3 REF B3(K) Planning a Safer Route: In the Countryside
PUPIL ACTIVITIES ANSWERS
TASK
> >
Answer the questions below using your map on
Sheet B3(I) to help you.
> >
You can work with a partner.
AIM:
You ar e going t plan a saf to and fr o er route om school
.
1. How many zebra crossings can you see and on which roads? __________________________
2. How many traffic islands can you see and where?
_____________________________________
2 – School Lane and Station Road.
________________________________________________________________________________________
3. The school is on which road?
__________________________________________________________
4. Which 3 roads meet at the roundabout?
______________________________________________
Station Road, School Lane and Kingsburgh Road.
________________________________________________________________________________________
5. Which road does Hopperton Lane meet?
______________________________________________
Kingsburgh Road.
________________________________________________________________________________________
6. Jess’s house is on which road?
___________________________________________________________
Kingsburgh Road.
________________________________________________________________________________________
7. On which road is the village shop?
_____________________________________________________
Station Road.
________________________________________________________________________________________
WORDS TO HELP YOU
Route is another word for journey.
A zebra crossing is made up of black and white lines on the road. It is a safer place to cross.
A traffic island is a raised pavement in the middle of the road. It is a safer place to wait, while crossing a busy road.
LEVEL
B www.streetsense2.com
STREETSENSE 2

Jess’s Journey to School: In the Countryside
Name: Date:
PAGE
75
ACTIVITY B3 REF B3(L)
TASK
1. Look at the map of Jess
’ to school on Sheet B3(I).
s journey
2. Tick the box for the right answer:
AIM:
You ar e going t plan a saf to and fr o er route om school
.
How many roads does Jess cross in Route A?
2 3 5
How many roads does Jess cross in Route B?
2 3
3. Which route is longer?
5
A B
4. Fill in the table below.
Route A Route B
How many zebra crossings does Jess use?
How many traffic islands does Jess use?
TOTAL
STREETSENSE 2
4. Look at your answers to questions 2, 3 and 4.
These answers will help you fill in the gaps below.
Route _______________ is the safer route for Jess because
____________________________________________________________
___________________________________________________________
___________________________________________________________
REMEMBER a safer route is usually one where you don’t have to cross many roads or very busy roads.
If you cross a road, it is safest to cross at a zebra crossing, a traffic island or a bridge or underpass.
LEVEL
B www.streetsense2.com

PAGE
76
ACTIVITY B3 REF B3(M) Jess’s Journey to School: In the Countryside
PUPIL ACTIVITIES ANSWERS
TASK
1. Look at the map of Jess ’ s journey to school on Sheet B3(I).
2. Tick the box for the right answer:
How many roads does Jess cross in Route A?
2
✔
3 5
How many roads does Jess cross in Route B?
2
✔
3 5
3. Which route is longer?
✔
A B
AIM:
You ar e going t plan a saf to and fr o er route om school
.
4. Fill in the table below.
How many zebra crossings does Jess use?
How many traffic islands does Jess use?
TOTAL
Route A
1
1
2
Route B
0
0
0
4. Look at your answers to questions 2, 3 and 4.
These answers will help you fill in the gaps below.
A although they both have
Route _______________ is the safer route for Jess because _________________________
LEVEL
B
REMEMBER a safer route is usually one where you don’t have to cross many roads or very busy roads.
If you cross a road, it is safest to cross at a zebra crossing, a traffic island or a bridge or underpass.
www.streetsense2.com
STREETSENSE 2

Planning a Safer Route: In the Countryside
Name: Date:
PAGE
77
ACTIVITY B3 REF B3(N)
TASK It is time for Jess to leave school. She is going to go to the village shop on her way home.
1. Plan a route for Jess from school to the village shop. Draw this on your map on
AIM:
You ar e going t plan a saf to and fr o er route om school
.
Sheet B3(I) in red.
2. How many roads does Jess cross in the red route?
_____________________
3. Plan a route for Jess from the village shop to her home.
Draw this on your map on Sheet B3(I) in blue.
4. How many roads does Jess cross in the blue route?
___________________
5. Fill in the table below.
NEXT
Route A Route B
How many zebra crossings does Jess use?
How many traffic islands does Jess use?
How many roads does
Jess cross without help?
TOTAL
Which is the safest route – the red route or the blue route?
Explain your choice?
STREETSENSE 2
REMEMBER a safer route is usually one where you don’t have to cross many roads or very busy roads.
If you cross a road, it is safest to cross at a zebra crossing, a traffic island or a bridge or underpass.
LEVEL
B www.streetsense2.com

PAGE
78
ACTIVITY B3 REF B3(O) Jess’s Journey to School: In the Countryside
PUPIL ACTIVITIES ANSWERS
LEVEL
B www.streetsense2.com
Key
Bus Stop
Traffic Island
Zebra Crossing
Cycle Track
Pavement
Village Shop
Church
Railway Bridge
Blue Route
Red Route
STREETSENSE 2

Planning a Safer Route: In the Countryside
PAGE
79
ACTIVITY B3(P)
PUPIL ACTIVITIES
ANSWERS
TASK It is time for Jess to leave school.
She is going to go to the village shop on her way home.
AIM:
You ar e going t plan a saf to and fr o er route om school
.
1. Plan a route for Jess from school to the village shop.
Draw this on your map in red.
2. How many roads does Jess cross in the red route?
2
3. Plan a route for Jess from the village shop to her home.
Draw this on your map in blue.
4. How many roads does Jess cross in the blue route?
0
5. Fill in the table below.
How many zebra crossings does Jess use?
How many traffic islands does Jess use?
How many roads does Jess cross without help?
TOTAL
Route A
1
2
0
1
Route B
0
0
0
0
EXTRA Which is the safest route – the red route or the blue route? Explain your choice.
The blue route is the safest route because there are no roads to cross. Also on the section of road with no pavement, Jess walks facing the oncoming traffic.
Note: Pupil answers to questions 2-5 will depend on the route they have chosen. These answers are for the safer routes as shown on the Map
Answer Sheet B3(O).
LEVEL
B
STREETSENSE 2 www.streetsense2.com

PAGE
80
ACTIVITY B4 Streetwise Guys
TEACHERS
’
NOTES
Teaching Background Information
> > www.streetwiseguys.co.uk
is aimed at 8 to 14 year olds in primary and lower secondary.
In particular, it targets children in the transition period from primary to secondary, when they are most at risk.
> >
The website uses interactive games to educate young people about road safety in a fun way.
It can be used in the classroom, whilst teaching road safety.
> >
Belisha, Sprocket, Amber, Bumper and Gutter (the dog) are the Streetwise Guys. They have been designed to be cool, funky and appealing to young people. You visit them first at their gang hut.
Once inside the hut, you can find out interesting things about keeping safe. There are also games, such as ‘Dog on the Run’, ‘On your Bike’, ‘Seen in the Right Places’ and ‘Step in the
Right Direction’. These are used in the Follow-up/Homework activities at Level C.
> >
More fun games are ‘Roadworks’, ‘City Strides’, ‘Snap’ and ‘Sampler’.
> >
New games are added to the site, whenever appropriate.
LEVEL
B www.streetsense2.com
STREETSENSE 2

Streetwise Guys
SUGGESTED LESSON PLAN
Aim
> >
To reinforce road safety messages through the use of ICT.
Learning Outcomes
> >
Learn some new road safety facts.
Resources
> >
Worksheets B4(A)/(B) – Streetwise Guys.
> >
Answer Sheet – Streetwise Guys B4(C) and (D).
> >
Access to the Internet.
Suggested Timing
> >
45 minutes.
Suggested Development of Lesson
Ask the class to log onto www.streetwiseguys.co.uk
and complete activity B4
Assessment
> >
Can the children identify and understand the road safety messages using ICT?
Curricular Links
> >
Information and Communications Technology – Searching and Researching.
Follow-up/Homework Activities
> >
The children access other child road safety sites e.g www.hedgehogs.gov.uk
PAGE
81
ACTIVITY B4
STREETSENSE 2 www.streetsense2.com
LEVEL
B

PAGE
82
ACTIVITY B4 REF B4(A)
Name: Date:
Streetwise Guys
TASK A > > In pairs log onto www.streetwiseguys.co.uk
AIM:
You ar e going t some r o learn oad saf
> > Complete the questions below.
1. What are the names of the
5 Streetwise Guys (including the dog!)?
comput er.
_____________________________________________________
_____________________________________________________
2. Who is the oldest in the gang?
________________________________________________________
3. Who does Gutter belong to?
_________________________________________________________
4. Who is the show-off in the gang?
_______________________________________________________
5. Who is very clever?
________________________________________________________
6. Who has a girlfriend called Daisy?
________________________________________________________
LEVEL
B www.streetsense2.com
STREETSENSE 2

Streetwise Guys
Name:
PAGE
83
ACTIVITY B4 REF B4(B)
Date:
TASK B > > Now enter the ganghut of the Streetwise Guys.
> > Hover your mouse over the objects in the table.
> > Fill out the table.
Object
1.
School bag
2.
Football
3.
Car tyre
4.
Telephone
5.
Bucket and spade
6.
Personal stereo
7.
Umbrella
8.
Safety helmet poster
9.
Bicycle pump
10.
Yellow warning triangle
What is the road safety message?
EXTRA
> > Invent another ‘ Streetwise ’ character using Kid-Pix or other painting programme. Describe your character.
> > Invent another
‘
Streetwise
’ pet. Describe your pet.
REMEMBER
Learning road safety can be fun!
LEVEL
B
STREETSENSE 2 www.streetsense2.com

PAGE
84
ACTIVITY B4 REF B4(C) Streetwise Guys
PUPIL ACTIVITIES
ANSWERS
TASK A > >
In pairs log onto www.streetwiseguys.co.uk
> >
Complete the questions below.
AIM:
You ar e going t some r o learn oad saf comput er.
1. What are the names of the 5 Streetwise Guys (including the dog!)?
Bumper, Sprocket, Amber, Belisha and Gutter the dog
_____________________________________________________________________________
_____________________________________________________________________________
Bumper
2. Who is the oldest in the gang? _____________________________________________
Belisha
3. Who does Gutter belong to? ________________________________________________
Sprocket
4. Who is the show-off in the gang? __________________________________________
Amber
5. Who is very clever? ________________________________________________________
Gutter
6. Who has a girlfriend called Daisy? __________________________________________
LEVEL
B www.streetsense2.com
STREETSENSE 2

Streetwise Guys
PAGE
85
ACTIVITY B4 REF B4(D)
PUPIL ACTIVITIES ANSWERS
TASK B > >
Now enter the ganghut of the Streetwise Guys.
> >
Hover your mouse over the objects in the table.
> >
Fill out the table.
1.
2.
Object
School bag
Football
What is the road safety message?
Put reflectors on your school bag.
Don
’ t play near main roads.
Make sure drivers see you.
3.
Car tyre
4.
Telephone Call 999 in an emergency.
5.
Bucket and spade Find a safe place to play.
6.
Personal stereo Listen out for traffic.
7.
Umbrella Be seen in wet weather.
8.
Safety helmet poster Always wear a safety helmet on your bike.
9.
Bicycle pump Keep your bike in good condition.
10.
Yellow warning triangle When cycling obey road signs.
NEXT
> >
Invent another ‘Streetwise’ character using Kid-Pix or other painting programme. Describe your character.
> >
Invent another ‘Streetwise’ pet. Describe your pet.
REMEMBER
Learning road safety can be fun!
LEVEL
B
STREETSENSE 2 www.streetsense2.com

PAGE
86
LEVEL B Activity Record Sheet
STREETSENSE
Activity Record Sheet
Pupils ’ Names B1 B2 B3 B4 Comments
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
LEVEL
B www.streetsense2.com
STREETSENSE 2

PAGE
87
LEVEL B Useful Words and Their Meanings
USEFUL WORDS AND THEIR MEANINGS
Below is a list of words that can be used to support work and aid understanding of Level B activities. A fuller list can be found in the original Streetsense pack.
Advantages
Aided crossing
Disadvantages
The good points of something.
There is something or someone at the road to help you cross safely
(e.g. school crossing patroller or a pelican crossing.)
The bad points of something.
The Green Cross Code A guide to crossing the road safely for all pedestrians.
Kerb
Lollipop person
Pavement
Pedestrian
Pedestrian crossing
The edge of the pavement by the road.
A person who helps you to cross the road. They wear a special uniform and carry a sign to stop the traffic. Also known as school crossing patroller.
A path for pedestrians to walk on. Pavements run alongside roads and are a little higher.
A person who walks (usually on the pavement).
A place where people can cross the road safely. Examples are zebra crossings and pelican crossings.
Pedestrian underpass An underground passage for pedestrians to cross a road or railway.
Pelican crossing
Puffin crossing
A crossing which has push buttons and signals for pedestrians to stop traffic in order to let them cross the road safely.
Like pelican crossings these crossings have the red and green man signs on a post beside you, where you are waiting to cross.
Toucan crossing A crossing for cyclists and pedestrians.
STREETSENSE 2 www.streetsense2.com
LEVEL
B

PAGE
88
LEVEL B Flashcards
LEVEL
B
www.streetsense2.com
STREETSENSE 2

Flashcards
PAGE
89
LEVEL B
STREETSENSE 2 www.streetsense2.com
LEVEL
B

PAGE
90
LEVEL B Flashcards
LEVEL
B
www.streetsense2.com
STREETSENSE 2

Flashcards
PAGE
91
LEVEL B
STREETSENSE 2 www.streetsense2.com
LEVEL
B

PAGE
92
LEVEL B
LEVEL
B www.streetsense2.com
STREETSENSE 2

STREET SENSE 2
LEVEL
C

PAGE
93
LEVEL C ACTIVITIES
LEVEL C
Level C Activities
C1
C2
C3
C4
C5
Peer Pressure
Safe and unsafe near roads
Vehicles are dangerous
Travelling safely
Arrive Alive
CROSS-CURRICULAR YEAR PLAN P4 Level C
Attainment
Outcome
LISTENING
TALKING
READING
WRITING
ES SUBJECTS
IT
HEALTH
EDUCATION
Strand
: for information, instructions and directions
: in groups
: in order to respond to texts
: in groups
: about experiences, feelings and opinions
: about texts
: for information
: imaginative
: handwriting and presentation
: knowledge and understanding
: developing informed attitudes
: properties and uses of energy
: using IT
: physical
: emotional
: social
C1
Peer
C2
Safe and Unsafe
Pressure Behaviour
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓ continued:
LEVEL
C
STREETSENSE 2 www.streetsense2.com

PAGE
94
LEVEL C ACTIVITIES
CROSS-CURRICULAR YEAR PLAN P4 Level C continued
Attainment
Outcome
HEALTH
EDUCATION
Strand
: physical
: emotional
: social
: using media
C1
Peer
C2
Safe and Unsafe
Pressure Behaviour
✓
✓
EXP. ARTS
ART & DESIGN
DRAMA
PSD
: using mime and movement
: using language
: observing, listening, reflecting, discussing and responding
: self awareness
: independence and interdependence
TERM
✓
✓
✓
✓
✓
LEVEL
C www.streetsense2.com
STREETSENSE 2

PAGE
95
LEVEL C ACTIVITIES
CROSS-CURRICULAR YEAR PLAN P5 Level C
Attainment
Outcome
LISTENING
TALKING
READING
WRITING
HEALTH
EDUCATION
EXP. ARTS
ART & DESIGN
IT
Strand
: for information, instructions and directions
: in groups
: conveying information, instructions and directions
: in groups
: audience awareness
: about texts
: for information
: functional
: handwriting and presentation
: physical
: emotional
: social
: creating and designing
: communicating
: using technology
: searching and researching
TERM
C3 C4
Vehicles are Dangerous Travelling
Blind Spots Safely
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
STREETSENSE 2 www.streetsense2.com
LEVEL
C

PAGE
96
LEVEL C ACTIVITIES
CROSS-CURRICULAR YEAR PLAN P6 Level C
Attainment
Outcome
LISTENING
TALKING
READING
WRITING
HEALTH
EDUCATION
EXP. ARTS
ART & DESIGN
IT
Strand
: for information, instructions and directions
: in groups
: conveying information, instructions and directions
: in groups
: audience awareness
: about texts
: for information
: functional
: handwriting and presentation
: physical
: emotional
: social
: creating and designing
: communicating
: using technology
: searching and researching
TERM
C5
Arrive
Alive
✓
✓
✓
✓
C5: Arrive Alive
Teaching Background Information
This activity is intended to allow pupils to learn about road safety in an interactive way. Arrive Alive is a Highway Code written for young road users. Available in book form, the website can be found at http://www.thinkroadsafety.gov.uk/arrivealive/index.htm
www.hedgehogs.gov.uk
LEVEL
C www.streetsense2.com
STREETSENSE 2

Peer Pressure
TEACHERS
’
NOTES
C1: Peer Pressure
Curricular links
Attainment outcome: Taking responsibility for health
LEVEL C
RSE GUIDELINES STRAND
Emotional health
This strand explores emotions, feelings and relationships and how they affect our mental wellbeing.
ATTAINMENT TARGET
Show safe ways of dealing with a range of situations, particularly those that may present a risk.
Peer pressure
PAGE
97
ACTIVITY C1
Teaching background information
When starting this topic, concentrate on the forms of public transport available in the local area.
This will better allow the pupils to identify with the scenarios. At a later stage other forms of transport could be covered.
Peer pressure is when an individual’s decision-making is influenced by their friends, or similar aged individuals. Peer pressure may act in different ways to cause children to do or say something they do not like.
Pupils should develop their own code of conduct for using public transport so that they can travel safely and respect the safety and comfort of others.
Pupils need to understand that public transport is a shared space and that if they behave stupidly they can put others in danger.
Pupils can be helped to develop a range of strategies to deal with peer pressure in difficult situations.
Some strategies for pupils to adopt include:
> >
Speak to an adult or responsible friend
> >
Ignore any individual(s) trying to influence your decision making
> >
Stand up for yourself
> >
Understand that it’s not always cool to do what everyone else is doing
LEVEL
C
STREETSENSE 2 www.streetsense2.com

PAGE
98
LEVEL C ACTIVITIES Safe and Unsafe Behaviour Near Roads
C2: Safe and Unsafe Behaviour Near Roads
Curricular links
Attainment outcome: Taking responsibility for health
LEVEL C
STRAND
Social health
This strand explores the interaction of the individual, the community and the environment in relation to health and safety.
ATTAINMENT TARGET
Demonstrate safe ways of responding to risks to health and personal safety in their community (e.g. following codes of safety).
RSE GUIDELINES
Responsible roadside behaviour
Teaching background information
Pupils need to be reminded through discussion that pavements are designed for pedestrians to walk on. Playing on a pavement or in a street can be dangerous.
They should think about how to stay safe by not taking risks on the pavement or in the street.
Pupils need to be able to identify safer places to play (e.g. park, garden) and explore why they are safer.
In rural areas, there may not be pavements on roads. It is safer for pupils to walk on the right-hand side of the road facing oncoming traffic.
This website provides some useful information: http://www.hedgehogs.gov.uk/html/index.html
LEVEL
C www.streetsense2.com
STREETSENSE 2

PAGE
99
LEVEL C ACTIVITIES Vehicles are Dangerous
TEACHERS
’
NOTES
C3: Vehicles are Dangerous – Blind Spots
Curricular links
Attainment outcome: Taking responsibility for health
LEVEL C
STRAND
Social health
This strand explores the interaction of the individual, the community and the environment in relation to health and safety.
ATTAINMENT TARGET
Demonstrate safe ways of responding to risks to health and personal safety in their community (e.g. following codes of safety).
RSE GUIDELINES
Vehicles are dangerous: blind spots
Teaching background information
Pupils should be made aware of the fact that every driver has blind spots, despite vehicles having windows and mirrors.
Blind spots prevent drivers seeing all round them.
Children are more difficult for drivers to see because they are smaller in size.
If possible, pupils should be given practical experience of blind spots by sitting in the driver’s seat of a car.
Pupils should discuss scenarios (reversing car, parked car) where drivers’ blind spots make greater care necessary for pedestrians when crossing.
STREETSENSE 2 www.streetsense2.com
LEVEL
C

PAGE
100
LEVEL C ACTIVITIES Travelling Safely
TEACHERS
’
NOTES
C4: Travelling Safely
Curricular links
Attainment outcome: Taking responsibility for health
LEVEL C
STRAND
Social health
This strand explores the interaction of the individual, the community and the environment in relation to health and safety.
ATTAINMENT TARGET
Identify a range of ways of travelling safely.
RSE GUIDELINES
Walking (animal)
Cycling
Bus
Car/taxi
Motorbikes
Micro scooters
Skateboards
Teaching background information
At Level B, pupils will have looked at issues associated with travelling and route planning. This activity should draw and build on their knowledge.
> >
In Scotland approximately:
>
23% 1 of 4-11 year olds go to school by car, 60% walk and only 1% cycle.
>
12% of 12-18 year olds go to school or college by car. 48% walk and only 1% cycle.
>
45% of people travelling by car to work admit that they could use public transport instead.
Adverse conditions associated with road transport should be explored. These include
> >
Noise and vibration from traffic
> >
Carbon dioxide emissions (leads to poor air quality, contributes to global warming and gives off gases that can make water and soil acidic, harming the environment)
Solutions to traffic congestion include:
> >
Congestion charging
> >
Use of other means of transport (such as walking and cycling)
> >
Linking with initiatives such as the Active Primary School, the Health Promoting School and
Eco Schools. The websites below can be used to give more information on these topics http://www.healthpromotingschools.co.uk
and http://www.ecoschoolsscotland.org
1
Household Transport (Scottish Household Survey, 1999)
LEVEL
C www.streetsense2.com
STREETSENSE 2

Peer Pressure
PAGE
101
ACTIVITY C1
SUGGESTED LESSON PLAN
Aim
> >
To show how peer pressure can affect a child’s behaviour and their safety.
Learning Outcomes
> >
Understand the meaning of peer pressure.
> >
Make children aware of how peer pressure can affect their behaviour.
> >
Understand how peer pressure can affect their safety.
Resources
> >
Info Sheets C(A) – Peer Pressure – Makes You Think Scenarios.
> >
Words and their Meanings.
> >
Word Flashcards.
Suggested Timing
> >
60 minutes.
There are a number of ways to teach this lesson. Here is one method.
> >
Split the class into small groups of 3-5. Give each group one of the ‘Makes You Think’ scenarios.
> >
Each group plans and prepares a short drama scene stopping with a freeze frame at the point where the main character is about to make their decision as to what they are going to do. The group also decides on a decision and prepares the remainder of their scene accordingly.
STREETSENSE 2 www.streetsense2.com
LEVEL
C

PAGE
102
ACTIVITY C1 Peer Pressure
SUGGESTED LESSON PLAN (cont.)
For each group
> >
Show the scene up to the freeze frame and stop.
> >
Hold an open forum discussion with the rest of the class using the key questions:
1. What might happen if you do this?
2. What will you say?
3. What will you do?
> >
Reform the freeze frame and allow the group to show how they decided the scenario should finish.
> >
Ask the group to explain why they chose this ending.
Assessment
> >
Can pupils identify how peer pressure can affect their safety in the scenarios?
Curricular Links
> >
Expressive Arts – Drama: Creating and designing.
> >
Expressive Arts – Drama: Communicating and presenting.
> >
Expressive Arts – Drama: Using movement and mime.
> >
Expressive Arts – Drama: Using language.
> >
Expressive Arts – Drama: Observing, listening, reflecting, describing and responding.
Follow-up/Homework Activities
> >
Pupils make up their own scenarios in which peer pressure may affect their safety.
LEVEL
C www.streetsense2.com
STREETSENSE 2

Peer Pressure – Makes You Think Scenarios
Name: Date:
PAGE
103
ACTIVITY C1 REF C1(A)
1. Your friends push past people who are in front of you as you get on the bus or train.
What might happen if they do this?
What will you say?
What will you do?
2. The school bus is just leaving and your friend says,
“
Let
’ s see if we can catch it.
”
What might happen if you do this?
What will you say?
What will you do?
3. Two of your friends put their feet up on the bus seat and tell you to do the same. They keep on teasing you when you refuse.
What might happen if you do this?
What will you say?
What will you do?
4. There is no space on the bus to put your large schoolbag. Your friend tells you to put it in the aisle.
What might happen if you do this?
What will you say?
What will you do?
STREETSENSE 2 www.streetsense2.com
LEVEL
C

PAGE
104
ACTIVITY C1 REF C1(A)
Name:
Peer Pressure – Makes You Think Scenarios
Date:
5. You are with your friend taking your dog for a walk in the countryside.
Your friend says,
“
Let the dog off the lead so she can have a good run around.
”
What might happen if you do this?
What will you say?
What will you do?
6. You are walking to the park with two of your friends. You reach the pedestrian crossing when the
‘
Don
’ t Walk
’ sign is flashing.
“
Come on. Let
’ s run across now
,” says one of your friends.
What might happen if you do this?
What will you say?
What will you do?
7. It
’ s raining after school and you and your friend don
’ t have your coats or umbrellas.
You see your mum
’ s car parked down the street. You offer your friend a ride home. There are lots of children waiting for the lollipop man to tell them it is safe to cross. You are both getting wet. Your friend says,
“
This is taking too long. Let
’ s run along the footpath and cross right near your mum
’ s car.
”
What might happen if you do this?
What will you say?
What will you do?
8. You are using the pedestrian crossing after school. When you are almost across, you drop the important note from school that you are holding in your hand.
The wind blows it along the road and under a car waiting at the crossing.
“
Go and get it
,” says your friend.
“
It has to be back at school tomorrow!
”
What might happen if you do this?
What will you say?
What will you do?
LEVEL
C www.streetsense2.com
STREETSENSE 2

Safe and Unsafe Behaviour Near Roads
SUGGESTED LESSON PLAN
Aim
> >
To show the difference between safe and unsafe behaviour near roads.
Learning Outcomes
> >
Understand that some activities are safe on or near a road.
> >
Understand that some activities are unsafe on or near a road.
> >
Understand the reasons why these activities are safe or unsafe.
Resources
> >
Info Sheet C2(A) – Safe and Unsafe Behaviour Near Roads.
> >
Worksheet C2(B)/2(C) – Safe and Unsafe Behaviour Near Roads.
> >
Answer Sheet C2(D) and (E) – Safe and Unsafe Behaviour Near Roads.
> >
Photo of town road – in ‘Resources’ folder.
> >
Photo of village road – in ‘Resources’ folder.
Suggested Timing
> >
40 minutes.
PAGE
105
ACTIVITY C2
STREETSENSE 2 www.streetsense2.com
LEVEL
C

PAGE
106
ACTIVITY C2 Safe and Unsafe Behaviour Near Roads
SUGGESTED LESSON PLAN (cont.)
There are a number of ways to teach this lesson. Here is one method.
> >
Discuss the photos focusing on safe and unsafe behaviour near roads.
> >
Distribute Info Sheet C2(A) and talk about the picture and the people in it, focusing on the safe and unsafe behaviour on and near the road.
> >
Distribute Worksheet C2(B)/2(C).
> >
In pairs or small groups, identify those children who are behaving in a safe way and those in an unsafe way.
> >
For each activity explain why it is safe or unsafe stressing potential dangers to themselves and other road users.
> >
Pupils should be given time to complete the worksheet in their pairs or groups.
> >
As a class ensure that all safe and unsafe activities have been correctly identified and the reasons why. Stress that it is not necessarily the activity that is unsafe but the combination of activity and location e.g. listening to music is not in itself unsafe but to do so whilst crossing the road is unsafe.
Assessment
> >
Correct completion of worksheets (see answers).
Curricular Links
> >
English Language – Talking: Talking in groups.
> >
English Language – Listening: Listening in groups.
Follow-up/Homework Activities
> >
Pupils go to the Streetwise Guys website on
Play the game ‘Dog on the run’.
www.streetwiseguys.co.uk
> >
Individually or in pairs create a poster or leaflet encouraging other children to find a safe place to play away from traffic. Pupils may want to use ICT for designing their poster or leaflet.
LEVEL
C www.streetsense2.com
STREETSENSE 2

Safe and Unsafe Behaviour Near Roads
Name:
PAGE
107
ACTIVITY C2 REF C2(A)
Date:
STREETSENSE 2 www.streetsense2.com
LEVEL
C

PAGE
108
ACTIVITY C2 REF C2(B)
Name:
Safe and Unsafe Behaviour Near Roads
Date:
>
TASK
> >
Look at the picture on Sheet C2(A).
>
On it are 10 numbered children.
> > Complete the questions below for all the children.
> >
Tick the box to show if it is safe or unsafe and say why.
AIM: Y ou are going and unsaf e beha near r oads.
e viour
1
What are the children doing?
______________________________________________
Where are they doing it?
____________________________________________________
This is SAFE because : ________________________________________________
UNSAFE ______________________________________
2
What are the children doing? ______________________________________________________
Where are they doing it? ____________________________________________________
This is SAFE
UNSAFE because: __________________________________________
______________________________________
3
What is the girl doing?
______________________________________________
Where is she doing it?
________________________________________________
This is SAFE
UNSAFE because: __________________________________________
________________________________
4
What is the boy doing?
______________________________________________
Where is he doing it?
__________________________________________
This is SAFE
UNSAFE because: __________________________________________
______________________________________
5
LEVEL
C
What is the girl doing?
______________________________________________
Where is she doing it?
________________________________________________
This is SAFE because: __________________________________________
UNSAFE ________________________________
REMEMBER
There are safe and unsafe places to play.
www.streetsense2.com
STREETSENSE 2

Safe and Unsafe Behaviour Near Roads
Name: Date:
PAGE
109
ACTIVITY C2 REF C2(C)
6
What is the boy doing?
______________________________________________________
Where is he doing it?
________________________________________________________
This is SAFE because: __________________________________________________
UNSAFE ____________________________________________
7
What is the boy doing? ______________________________________________________
Where is he doing it?
________________________________________________________
This is SAFE because: __________________________________________________
UNSAFE ____________________________________________
8
What is the boy doing?
______________________________________________________
Where is he doing it?
________________________________________________________
This is SAFE because: __________________________________________________
UNSAFE ____________________________________________
9
What is the boy doing? ______________________________________________________
Where is he doing it? ________________________________________________________
This is SAFE because: __________________________________________________
UNSAFE ________________________________________
10
What is the girl doing? ______________________________________________________
Where is she doing it? ________________________________________________________
This is SAFE because: __________________________________________________
UNSAFE ________________________________________
NEXT Design a poster to tell other children how to behave near traffic.
REMEMBER
There are safe and unsafe places to play.
LEVEL
C
STREETSENSE 2 www.streetsense2.com

PAGE
110
ACTIVITY C2 REF C2(D) Safe and Unsafe Behaviour Near Roads
PUPIL ACTIVITIES ANSWERS
TASK >
> >
>
Look at the picture on Sheet C5(A).
On it are 10 numbered children.
> >
Complete the questions below for all the children.
> >
Tick the box to show if it is safe or unsafe and say why.
AIM: Y ou are going and unsaf e beha near r oads.
e viour
1
What are the children doing?
____________________________________________________
Where are they doing it?
________________________________________________________
This is
✔
SAFE
UNSAFE because:
If they lose control of the ball and it goes onto the road it may cause an accident, particularly
2
3
4
5
What are the children doing? ______________________________________________________________________
Where are they doing it? ________________________________________________________________
This is
✔
SAFE
UNSAFE because:
A passing vehicle or cyclist might run over their feet or legs causing injury, or swerve and
What is the girl doing?
__________________________________________________________
Where is she doing it?
__________________________________________________________
This is
✔
SAFE
UNSAFE because:
The pavement is for pedestrians and cyclists should cycle on the road. The cyclist is not wearing
What is the boy doing?
__________________________________________________________
Where is he doing it?
____________________________________________________
This is
✔
SAFE because:
A pavement is the correct and safest place for a
UNSAFE
What is the girl doing?
__________________________________________________________
Where is she doing it?
__________________________________________________________
This is
✔
SAFE
UNSAFE because:
She is very close to the traffic on the road. She is also not concentrating and cannot hear what
REMEMBER
There are safe and unsafe places to play.
LEVEL
C www.streetsense2.com
STREETSENSE 2

Safe and Unsafe Behaviour Near Roads
PAGE
111
ACTIVITY C2 REF C2(E)
PUPIL ACTIVITIES ANSWERS
6
7
8
9
10
What is the boy doing?
__________________________________________________________
Where is he doing it?
____________________________________________________________
This is
✔
SAFE because:
The child is walking on the pavement away from the kerb. He also has the ball safely under control
UNSAFE
Walking with an adult.
What is the boy doing? __________________________________________________________
On the pavement.
Where is he doing it?
____________________________________________________________
This is
✔
SAFE because:
The child is walking on the pavement away from the kerb, with the adult nearest the road.
UNSAFE
What is the boy doing?
__________________________________________________________
Where is he doing it?
____________________________________________________________
This is
✔
SAFE because:
You should ride a scooter on the pavement, as long as you are not in pedestrians’ way. You
UNSAFE
What is the boy doing? __________________________________________________________
Where is he doing it? ____________________________________________________________
This is because:
She is not concentrating and might not hear approaching traffic. She could be hit by a ✔
SAFE
UNSAFE
What is the girl doing? __________________________________________________________
Where is she doing it? __________________________________________________________
This is
✔
SAFE because:
This is the correct place to cycle and she is
UNSAFE
REMEMBER
There are safe and unsafe places to play.
LEVEL
C
STREETSENSE 2 www.streetsense2.com

PAGE
112
ACTIVITY C3 Vehicles are Dangerous – Blind Spots
SUGGESTED LESSON PLAN
Aim
> >
To develop an awareness of the limitations of drivers’ vision.
Learning Outcomes
> >
Investigate and understand what and where a driver’s ‘blind spots’ are.
> >
Understand how this can affect pupils’ safety, particularly when crossing between parked cars.
Resources
> >
There are two alternative suggested lessons below requiring different resources:
ACTIVITY 1
> >
Access to a car in a quiet area.
> >
Chalk.
ACTIVITY 2
> >
Access to an empty room or cleared classroom.
> >
Mirrors.
> >
Cones or other way of marking locations on the floor.
> >
Worksheets C3(A)(B) and (C) – Blind Spots.
> >
Answersheet C3(D) – Blind Spots.
> >
Words and their Meanings.
> >
Word Flashcards.
Suggested Timing
> >
60 minutes.
There are a number of ways to teach this lesson. Here are two options.
> >
It is best to give pupils a practical demonstration illustrating where ‘blind spots’ are around a car by using a real car, if this is possible.
> >
Activity 1 – take the class into the school car park or playground with a car. Some of the pupils investigate where their ‘blind spots’ are by sitting in the driving seat.
> >
Activity 2 is a classroom based alternative demonstrating what a ‘blind spot’ is, if Activity 1 is not possible.
LEVEL
C www.streetsense2.com
STREETSENSE 2

Vehicles are Dangerous – Blind Spots
PAGE
113
ACTIVITY C3
SUGGESTED LESSON PLAN (cont.)
Activity 1 – Playground-based activity with a real car
> >
A child sits in the driver’s seat of the car and has the rear view mirror adjusted so that he/she can see the whole of the back window.
> >
The other pupils spread themselves around the rear of the car.
> >
In turn, the teacher indicates a pupil and the ‘driver’ says whether or not they can see the pupil.
If not, mark a cross on the playground with the chalk indicating a ‘blind spot’.
> >
Repeat until the full range of the ‘blind spots’ has been discovered.
Activity 2 – Classroom-based activity
With the help of 3 pupils, the teacher might want to demonstrate this activity before allowing others to take part.
> >
Children can work in groups of 3. Each group needs a mirror and a means of indicating the
‘blind spots’.
> >
Person A pretends that they are the driver in the car. This person holds the mirror up in front of them, like the rear view mirror in a car. They can glance from side to side but not look over their shoulder. Person B moves to various locations around Person A. Person A should indicate when they can and cannot see Person B. Person C marks all the places where A cannot see B.
> >
When the class have finished their practical investigations gather everyone together to reflect on what these ‘blind spots’ mean for drivers and people around vehicles, in particular children crossing between parked cars.
STREETSENSE 2 www.streetsense2.com
LEVEL
C

PAGE
114
ACTIVITY C3 Vehicles are Dangerous – Blind Spots
SUGGESTED LESSON PLAN (cont.)
Activities 1 and 2 – Follow up work
> >
Ensure that all pupils are aware of what a ‘blind spot’ is and the implications for their safety e.g.
if a child is crossing a road between parked cars, the driver may not be able to see him or her.
> >
Introduce and distribute Worksheets C3(A)(B) and (C) to individuals or pairs, and complete.
Assessment
> >
Correct completion of Worksheets C3(A)(B) and (C) (see answers).
Cross Curricular
> >
English Language – Talking: Talking in groups.
> >
English Language – Listening: Listening in groups.
Follow-Up/Homework Activities
> >
To demonstrate the ‘blind spots’ of larger vehicles you might want to contact a local firm to bring a vehicle into the playground. Pupils could also sit supervised in the cabin with the engine of the vehicle on. Pupils outside could shout (as if shouting for help) and see whether the pupils in the cabin can hear them. Usually it is difficult to hear noises outside.
> >
Pupils could interview a range of drivers about any trouble they have had because of blind spots.
> >
Vehicle display: Collect car adverts from magazines particularly those emphasising safety features.
> >
The practical investigation on blind spots could be repeated with a van or other panel vehicle to illustrate just how little can be seen by a driver in this type of vehicle.
LEVEL
C www.streetsense2.com
STREETSENSE 2

Vehicles are Dangerous – Blind Spots
Name:
PAGE
115
ACTIVITY C3 REF C3(A)
Date:
TASK
>
>
>
> Look at the pictures carefully.
Think back to the investigations you carried out on blind spots.
1. Picture A shows the driver’s view of a group of children standing near the car. How many children
AIM: Y ou are going to learn about a driver’s bl ind spots.
can the driver see?
______________________________________________
2. Colour all these children in carefully and use different colours.
A
STREETSENSE 2 www.streetsense2.com
LEVEL
C

PAGE
116
ACTIVITY C3 REF C3(B)
Name:
Vehicles are Dangerous – Blind Spots
Date:
3. Now look at picture B showing the same car and the same group of children from a different angle. You should recognise some of the children.
Colour the same children that you coloured in picture A.
B
4. Can you explain why some children are not coloured in picture B?
LEVEL
C
REMEMBER
You may be able to see the car but the driver might not see you!
www.streetsense2.com
STREETSENSE 2

Vehicles are Dangerous – Blind Spots
Name:
TASK
Read the questions below and answer them carefully.
If you get stuck, remember the blind spots investigation you carried out.
1. Where are a driver’s blind spots?
PAGE
117
ACTIVITY C3 REF C3(C)
Date:
AIM: Y ou are going to learn about a driver’s bl ind spots.
2. What does this mean for you when you are walking or playing near vehicles or crossing between parked cars?
3. Make a list of all the ways you can think of to keep yourself safe when there are vehicles nearby.
REMEMBER
You may be able to see the car but the driver might not be able to see you!
STREETSENSE 2 www.streetsense2.com
LEVEL
C

PAGE
118
ACTIVITY C3 REF C3(D) Vehicles are Dangerous – Blind Spots
PUPIL ACTIVITIES ANSWERS
TASK Read the questions below and answer them carefully.
If you get stuck, remember the blind spots investigation you carried out.
AIM: Y ou ar e going driv er’s bl ind spots.
1. Where are a driver’s blind spots?
The areas a driver cannot see in his/her side or rear view mirrors.
2. What does this mean for you when you are walking or playing near vehicles or crossing between parked cars?
Pupils should realise that it is dangerous to assume drivers can always see them.
They should be careful and never play or walk behind vehicles or cross between parked cars. If crossing between parked cars is unavoidable, pupils should take extra care because of drivers’ blind spots.
3. Make a list of all the ways you can think of to keep yourself safe when there are vehicles nearby.
> >
Don’t assume the driver can see you.
> >
Wear appropriate clothing depending on the weather and time.
> >
Use The Green Cross Code.
> >
Balls should be played with well away from roads and should always be carried to school in a bag.
> >
Extra care should be taken when listening to your mp3 or CD player, or speak or text on a mobile phone.
> >
Keep your pet on a lead if you have one.
> >
If you have a pet keep it on a lead.
REMEMBER
You may be able to see the car but the driver might not be able to see you!
LEVEL
C www.streetsense2.com
STREETSENSE 2

Travelling Safely
PAGE
119
ACTIVITY C4
TEACHERS
’
NOTES
Method of
Transport
Car
Bus
Walking
Advantages
>
>
>
>
>
>
> >
Quicker than walking
> >
Comfortable
> >
Dry
>
>
>
>
>
>
Quicker than walking
Dry
Less pollution than a car
Healthy
Environmentally friendly
Free
Disadvantages
> >
Cost
> >
Caught in traffic jam
> >
Lack of exercise
> >
Pollution
> >
Cost
> >
Tied to a timetable
> >
Infrequency
> >
Lack of exercise
> >
Pollution
> >
Weather conditions
> >
At risk from traffic
> >
Takes longer
> >
Darkness in winter
> >
Weather conditions
> >
Darkness in winter
> >
Risky when cycling in traffic
Cycling
Rollerskates,
Rollerblades,
Skateboards and Scooters
> >
Healthy
> >
Environmentally friendly
> >
Quicker than walking
> >
Can become a confident road user
> >
Cheap
> >
Freedom and independence
> >
Healthy
> >
Environmentally friendly
> >
Quicker than walking
> >
Cheap
> >
Weather conditions
> >
Darkness in winter
> >
More at risk from traffic than walking
Useful Websites www.saferoutestoschools.org.uk
www.walktoschool.org.uk
www.childcarseats.org.uk/links www.youngtransnet.org.uk
www.bhit.org/index2.html
www.scotland.gov.uk/stats/land.htm
For www.scotland.gov.uk/stats/land.htm
click on Transport, Travel and Tourism. Recent publications are listed. Relevant publications include Scottish Transport Statistics, Road Accidents
Scotland and Household Transport.
LEVEL
C
STREETSENSE 2 www.streetsense2.com

PAGE
120
ACTIVITY C4 Travelling Safely
SUGGESTED LESSON PLAN
Aim
> >
To identify a range of ways of travelling safely.
Learning Outcome
> >
Be aware of the health and safety aspects in relation to travelling safely e.g. by foot, bicycle, bus, car, microscooter.
> >
Prepare a group oral presentation on one of these modes of transport.
Resources
> >
Info Sheet C4(A) – Ways of Travelling Safely.
> >
Worksheets C4(B) (C) (D) (E) (F) (G) and (H) – Ways of Travelling Safely.
> >
Photo of girl on bike. (In ‘Resources’ folder).
> >
Photo of boy on skateboard. (In ‘Resources’ folder).
> >
Arrive Alive: A Highway Code for Young Road Users (DfT).
(In ‘Resources’ folder).
Suggested Timing
> >
60 minutes.
There are a number of ways to teach this lesson. Here is one method.
> >
Decide which groups should work on a particular mode of travel. Travelling by microscooter and skateboards are perhaps the least familiar to pupils. However, pupil interests might determine your choice e.g. someone may be a keen skateboarder. You may also decide it inappropriate to cover each mode of travel.
> >
Split class into groups of four or five children.
> >
Distribute a copy of Info Sheet C4(A) to all groups and copies of Worksheet C4(B) (C) (D) (E)
(F) (G) and (H) to different groups.
> >
Allow each group a few minutes to read the questions associated with their task i.e. prepare an oral presentation on a given way of travelling safely, in relation to health and safety.
LEVEL
C www.streetsense2.com
STREETSENSE 2

Travelling Safely
PAGE
121
ACTIVITY C4
SUGGESTED LESSON PLAN (cont.)
> >
Go over the questions ensuring each group understands them and is aware of the nature of the presentation. N.B. Since each group ’ s questions vary, the teacher need not focus on one particular mode of transport but instead look at the questions in relation to a variety of transport modes.
> >
Brainstorm one or two of the questions together to get the children thinking and to recap on their previous knowledge of this subject (see Teaching Background Information).
> >
Set the children off to task in their groups. It may be necessary to oversee and offer help to some of the groups.
> >
When the children have had the appropriate amount of time (approximately 25 minutes) and are ready, they can take turns to give their short presentation.
> >
Provide feedback to each group and also invite feedback and questions from the other pupils.
> >
The pupils could assess one another’s presentations for content and delivery.
Assessment
> >
Have pupils covered different aspects of their mode of travel in their oral presentation?
Curricular Links
> >
English Language – Talking: Talking in groups.
> >
English Language – Talking: Audience awareness.
> >
English Language – Listening: Listening in groups.
STREETSENSE 2 www.streetsense2.com
LEVEL
C

PAGE
122
ACTIVITY C4 Ways of Travelling Safely
SUGGESTED LESSON PLAN (cont.)
>
Follow-up/Homework Activities
> >
Pupils could do a multi-media presentation (e.g. using PowerPoint) to the class on their mode of transport.
>
Pupils go to the Streetwise Guys website on
Play the game ‘On your bike’.
www.streetwiseguys.co.uk
> >
Each pupil could design an information sheet on the transport mode that they prepared for their oral presentation (bearing in mind it will be used as an aid by their peers to compile a leaflet – see next activity).
> >
These information sheets should be photocopied as necessary and distributed to each pupil as an aid to designing a leaflet in relation to health and safety for a particular mode of transport.
> >
Make a class display from their completed leaflets.
> >
Pupils could produce a class Highway Code based on local safety requirements.
LEVEL
C www.streetsense2.com
STREETSENSE 2

Ways of Travelling Safely: Cycling
Name:
PAGE
123
ACTIVITY C4 REF C4(A)
Date:
TASK In your group you are going to prepare a one minute talk on travelling safely.
> >
On your group’s sheet are a list of questions to think about to help you get started with planning your talk.
AIM: T and giv o prepar travelling s afely.
e e a talk on
> >
You might have some of your own ideas that you would like to include too!
> >
Try to think about health and safety when you are preparing your talk.
In your group you will have to agree on a speaker or speakers. The speaker or speakers will need time to practise the talk. Others in the group should act as the audience and give the speakers tips.
Points for the speaker(s) and audience to think about before giving the talk to the whole class.
> >
Have the speakers included all the main points i.e. the points you all discussed together?
> >
Can you give them advice or suggestions to improve the delivery of the talk i.e. can they be heard clearly?
> >
Was the timing of the talk about 1 minute?
REMEMBER
There are safety issues to think about whichever way you are travelling.
STREETSENSE 2 www.streetsense2.com
LEVEL
C

PAGE
124
ACTIVITY C4 REF C4(B)
Name:
Ways of Travelling Safely: Cycling
Date:
TASK
CYCLING
AIM: Y ou are going to give a t alk on travelling s afely.
What are the advantages (good points) of choosing to cycle?
(Think about your safety, your health, the environment, time, cost.)
What are the disadvantages (bad points) of choosing to cycle?
(Think about your safety, your health, the environment, time, cost.)
What do cyclists need to think about and wear to help keep them safe
(e.g. fluorescent and reflective clothing)?
What rules or laws for cycling do you know about (e.g. Arrive Alive)?
Are there any other points you still need to mention about cycling in your talk? If so, what?
LEVEL
C www.streetsense2.com
STREETSENSE 2

Ways of Travelling Safely: By Bus
Name: Date:
PAGE
125
ACTIVITY C4 REF C4(C)
TASK
AIM: Y ou are going to give a t alk on travelling s afely.
BUS
What are the advantages (good points) of choosing to travel by bus?
(Think about your safety, your health, the environment, time, cost.)
What are the disadvantages (bad points) of choosing to travel by bus?
(Think about your safety, your health, the environment, time, cost.)
What do bus passengers need to think about and wear to help keep them safe
(e.g. seat belts, getting on and off a bus)?
What rules or laws for bus passengers do you know about (e.g. seat belts)?
Are there any other points you still need to mention about travelling safely by bus in your talk? If so, what?
LEVEL
C
STREETSENSE 2 www.streetsense2.com

PAGE
126
ACTIVITY C4 REF C4(D)
Name:
Ways of Travelling Safely: By Car
Date:
TASK
CAR
AIM: Y ou are going to give a t alk on travelling saf ely.
What are the advantages (good points) of choosing to travel by car?
(Think about your safety, your health, the environment, time, cost.)
What are the disadvantages (bad points) of choosing to travel by car?
(Think about your safety, your health, the environment, time, cost.)
What do car passengers need to think about and wear to help keep them safe
(e.g. seat belts)?
What rules or laws for car drivers and passengers do you know about
(e.g. legal age to drive)?
Are there any other points you still need to mention about travelling safely by car in your talk? If so, what?
LEVEL
C www.streetsense2.com
STREETSENSE 2

Ways of Travelling Safely: By Motorbike
Name: Date:
PAGE
127
ACTIVITY C4 REF C4(E)
TASK
MOTORBIKE
AIM: Y ou are going to give a t alk on travelling saf ely.
What are the advantages (good points) of choosing to travel by motorbike?
(Think about your safety, your health, the environment, time, cost.)
What are the disadvantages (bad points) of choosing to travel by motorbike?
(Think about your safety, your health, the environment, time, cost.)
What do motorcyclists need to think about and wear to help keep them safe
(e.g. special clothing)?
What rules or laws for motorcyclists do you know about (e.g. helmets)?
Are there any other points you still need to mention about travelling safely by motorbike in your talk? If so, what?
LEVEL
C
STREETSENSE 2 www.streetsense2.com

PAGE
128
ACTIVITY C4 REF C4(F)
Name:
Ways of Travelling Safely: By Microscooter
Date:
TASK
AIM: Y ou are going to give a t alk on travelling saf ely.
MICROSCOOTER
What are the advantages (good points) of choosing to travel by microscooter?
(Think about your safety, your health, the environment, time, cost.)
What are the disadvantages (bad points) of choosing to travel by microscooter?
(Think about your safety, your health, the environment, time, cost.)
What do microscooter owners need to think about and wear to help keep them safe
(e.g. special clothing)?
What rules or laws for microscooter owners do you know about
(e.g. use of the pavement and roads)?
Are there any other points you still need to mention about travelling safely by microscooter in your talk? If so, what?
LEVEL
C www.streetsense2.com
STREETSENSE 2

Ways of Travelling Safely: By Skateboard
Name: Date:
PAGE
129
ACTIVITY C4 REF C4(G)
TASK
AIM: Y ou are going to give a t alk on travelling saf ely.
SKATEBOARD
What are the advantages (good points) of choosing to travel by skateboard?
(Think about your safety, your health, the environment, time, cost.)
What are the disadvantages (bad points) of choosing to travel by skateboard?
(Think about your safety, your health, the environment, time, cost.)
What do skateboarders need to think about and wear to help keep them safe
(e.g. special clothing)?
What rules or laws for skateboarders do you know about (e.g. use of the pavement/roads)?
Are there any other points you still need to mention about travelling safely by skateboard in your talk? If so, what?
LEVEL
C
STREETSENSE 2 www.streetsense2.com

PAGE
130
ACTIVITY C4 REF C4(H)
Name:
Ways of Travelling Safely: By Walking
Date:
TASK
WALKING
What are the advantages (good points) of choosing to walk?
(Think about your safety, your health, the environment, time, cost.)
AIM: Y ou are going to give a t alk on travelling s afely.
What are the disadvantages (bad points) of choosing to walk? (Think about your safety, your health, the environment, time, cost.)
What do walkers need to think about and wear to help keep them safe
(e.g. don’t use mobile phones when crossing a road)?
What rules or laws for walkers do you know about (e.g. Arrive Alive)?
What do dog owners have to think about when walking their dog
(e.g. to keep themselves, other road users and their pet safe)?
Are there any other points you still need to mention about walking in your talk?
If so, what?
LEVEL
C www.streetsense2.com
STREETSENSE 2

Arrive Alive
PAGE
131
ACTIVITY C5
TEACHERS
’
NOTES
Teaching Background Information
> >
Arrive Alive is a Highway Code written for young road users.
> >
Pupils should be familiar with the Arrive Alive booklet. This is an ideal opportunity for pupils to access Arrive Alive through the Internet.
STREETSENSE 2 www.streetsense2.com
LEVEL
C

PAGE
132
ACTIVITY C5 Arrive Alive
SUGGESTED LESSON PLAN
Aim
> >
To further pupils’ knowledge of road safety through the use of ICT.
Learning Outcomes
> >
Learn and find out more about Arrive Alive, the Highway Code for young road users.
Resources
> >
Worksheet 5(A)/(B) – Arrive Alive.
> >
Answer Sheet C5(C)/(D) (E) – Arrive Alive.
> >
Access to computers and the Internet.
Suggested Timing
> >
40 minutes.
Suggested Development of Lesson
>
> >
Arrange pupils in pairs or individually in front of a computer.
>
Explain activity to pupils. Get them to log onto www.hedgehogs.gov.uk
> >
Pupils complete Worksheet C5(A)/(B) – Arrive Alive.
> >
Teacher could ask the pupils to add this site to favourites, by instructing them to click on
‘favourites’ and then clicking on ‘add to favourites’.
Assessment
> >
Have the pupils been able to access specific road safety information in order to answer the set questions?
Curricular Links
> >
Information and Communications Technology – Searching and Researching.
Follow-Up/Homework Activities
> >
Pupils devise a road safety word list and meanings by logging back onto the website and clicking on all the words written and underlined in blue.
> >
Pupils carry out an exploratory session in the Arrive Alive website.
LEVEL
C www.streetsense2.com
STREETSENSE 2

Arrive Alive
Name:
PAGE
133
ACTIVITY C5 REF C5(A)
Date:
TASK
> >
Log onto www.hedgehogs.gov.uk
and click on Arrive Alive.
Congratulations! You should now be in the home page of Arrive Alive
’ s website .
This page is like a contents page in a book. It lists all the different topics you can read about.
1a. How many different topics are listed?
____________________________________________________
1b. Click on Animals on the Road. How should you take care of dogs?
__________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Find the word traffic . Click on it. What does traffic mean?
__________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. Go back to the home page . Count the number of different types of traffic you see in the picture and write them down. ________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4. Click on Riding in Cars.
What does the law say about seat belts?
____________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
REMEMBER
Read the questions carefully and make sure you click on the correct titles to help you answer the questions above.
www.streetsense2.com
LEVEL
C
STREETSENSE 2

PAGE
134
ACTIVITY C5 REF C5(B)
Name:
Go back to the home page and click on Road Signs.
5. What do circular signs usually give?
6. What do triangular signs usually give?
7. What do rectangular signs usually give?
Date:
Arrive Alive
8. Find this sign.
What does it mean?
Click on Find out more about keeping safe with road signs.
9. Find this sign.
What does it mean?
10. Find this sign.
What does it mean?
11. Copy and label one of the warning signs.
12. Copy and label the tourist information sign.
Go back to the home page and explore the rest of this website.
If you have time test yourself with the question at the end of each page.
NEXT
What was your score?
LEVEL
C www.streetsense2.com
STREETSENSE 2

Arrive Alive
PAGE
135
ACTIVITY C5 REF C5(C)
PUPIL ACTIVITIES ANSWERS
Answers may change depending on the version of the Highway Code used.
TASK
> >
Log onto www.hedgehogs.gov.uk
and click on Arrive Alive.
Congratulations! You should now be in the home page of Arrive Alive ’ s website .
This page is like a contents page in a book. It lists all the different topics you can read about.
1a. How many different topics are listed?
______________________________________________________________
1b. Click on Animals on the Road. How should you take care of dogs?
______________
STREETSENSE 2 and the traffic. Make sure the dog is restrained in the car.
__________________________________________________________________________________________________
2. Find the word traffic . Click on it. What does traffic mean?
________________________
Anything which uses a road.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
3. Go back to the home page . Count the number of different types of traffic you see in the picture and write them down. __________________________________________ emergency vehicle.
______________________________________________________________________________________
______________________________________________________________________________________
4. Click Riding in Cars.
What does the law say about seat belts?
________________
______________________________________________________________________________________
______________________________________________________________________________________
REMEMBER
Read the questions carefully and make sure you click on the correct titles to help you answer the questions above.
LEVEL
C www.streetsense2.com

PAGE
136
ACTIVITY C5 REF C5(D)
PUPIL ACTIVITIES ANSWERS
Arrive Alive
Go back to the home page and click on Road Signs.
5. What do circular signs usually give?
Orders
6. What do triangular signs usually give?
Warnings
7. What do rectangular signs usually give?
Information
8. Find this sign.
What does it mean?
No Vehicles
Click on Find out more about keeping safe with road signs.
9. Find this sign.
What does it mean?
10. Find this sign.
What does it mean?
Uneven road
One way street
11. Copy and label one of the warning signs.
12. Copy and label the tourist information sign.
NEXT
Go back to the home page and explore the rest of this website.
If you have time test yourself with the question at the end of each page.
What was your score?
LEVEL
C www.streetsense2.com
STREETSENSE 2

Arrive Alive
PAGE
137
ACTIVITY C5 REF C5(E)
PUPIL ACTIVITIES ANSWERS
11. Copy and label one of the warning signs.
Danger – words describe the danger
Children going to or from school
Road works Slippery road
Steep downwards hill Crossroads Roundabout Uneven road
Cycle route ahead
Road narrows on both sides
Traffic signals ahead
Accept any of the above warning signs.
12. Copy and label the tourist information sign.
Pedestrian crossing ahead
Two way traffic ahead
Go back to the home page and explore the rest of this website.
If you have time test yourself with the question at the end of each page.
NEXT
What was your score?
LEVEL
C
STREETSENSE 2 www.streetsense2.com

PAGE
138
LEVEL C Activity Record Sheet
STREETSENSE
Activity Record Sheet
Pupils’ Names C1 C2 C3 C4 C5 Comments
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
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________________________________________________________________________________________________________________________
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________________________________________________________________________________________________________________________
LEVEL
C www.streetsense2.com
STREETSENSE 2

PAGE
139
LEVEL C Useful Words and Their Meanings
USEFUL WORDS AND THEIR MEANINGS
Below is a list of words that can be used to support work and aid understanding of Level C activities.
A fuller list can be found in the original Streetsense pack.
Aisle The passageway separating seats on the bus.
Behaviour
Blind spots
The way someone acts or behaves.
The areas around a vehicle the driver cannot see in his or her rear and side view mirrors.
Child restraint
Distract
Child restraints are designed to keep the child safe and secure in the event of an accident. Baby seat, child seat, booster seat and booster cushion are all examples.
To put someone off doing something or paying attention e.g. chatting to the bus driver distracts him or her from driving.
Highway Code
Peer pressure
Rural
Seat belt
Urban
Survey
A set of rules for all road users, (pedestrians, horse riders, cyclists, motorcyclists and drivers).
You feel you should be doing the same as your friends.
A place in the countryside, not in a city or town.
A strap attached to a car or bus seat, worn across the body making injury less serious in an accident.
A place in a city or town, not in the countryside.
A way of finding out about what people do e.g. ways of getting to school.
STREETSENSE 2 www.streetsense2.com
LEVEL
C

PAGE
140
LEVEL C
Flashcards
LEVEL
C
www.streetsense2.com
STREETSENSE 2

Flashcards
PAGE
141
LEVEL C
STREETSENSE 2
www.streetsense2.com
LEVEL
C

PAGE
142
LEVEL C
Flashcards
LEVEL
C www.streetsense2.com
STREETSENSE 2

STREET SENSE 2
LEVEL
D

PAGE
143
LEVEL D ACTIVITIES
LEVEL D
Level D Activities
D1
D2
Stopping Distances
Peer Pressure
CROSS-CURRICULAR YEAR PLAN P7 Level D
Attainment
Outcome Strand
LISTENING
TALKING
: for information, instructions and directions
: in groups
: in order to respond to texts
: conveying information, instructions and directions
: in groups
: audience awareness
: about texts
: for information READING
WRITING
MATHS
: functional
: handwriting and presentation
: collect, organise and display
: measure and estimate
ES SOCIAL
SUBJECTS
: position and movement
: using maps
: rules, rights, responsibilities in society
People and Place : conflict and decision making in society
People in Society : developing informed attitudes
HEALTH : physical
EDUCATION : emotional
: social
EXP. ARTS
ART & DESIGN
PSD
: creating and designing
: observing, reflecting, describing, responding
: self awareness
: independence and interdependence
TERM
D1 D2
Stopping Peer
Distances Pressure
✓
✓
✓
✓
✓
✓
✓
✓
✓
LEVEL
D
STREETSENSE 2 www.streetsense2.com

PAGE
144
LEVEL D ACTIVITIES Stopping Distances
D1: Stopping Distances
Curricular links
Attainment outcome: Taking responsibility for health
LEVEL D
STRAND
Social health
This strand explores the interaction of the individual, the community and the environment in relation to health and safety.
ATTAINMENT TARGET
Identify ways in which the wider community takes action to protect health e.g. traffic and pollution management.
RSE GUIDELINES
Stopping distances.
Teaching background information
The following points should be covered with pupils. Reaction time should be discussed.
Thinking Distance
The distance that a vehicle continues to travel when the driver responds, thinks about and processes the information required to stop the vehicle.
Braking Distance
The distance that the vehicle continues to travel once the brakes are applied.
Stopping Distance
The total distance that a vehicle travels before coming to a stop, once the driver has realised that the vehicle must stop.
More information is available from this website: http://www.highwaycode.gov.uk
LEVEL
D www.streetsense2.com
STREETSENSE 2

Peer Pressure
PAGE
145
LEVEL D ACTIVITIES
TEACHERS
’
NOTES
D2: Peer Pressure
Curricular links
Attainment outcome: Taking responsibility for health
LEVEL D
RSE GUIDELINES STRAND
Emotional health
This strand explores emotions, feelings and relationships and how they affect our mental wellbeing.
ATTAINMENT TARGET
Recognise that peer and media influences can affect the choices they make.
Peer pressure
> >
Reasons for inappropriate behaviour
> >
Personal assertiveness
Teaching background information
This activity picks up and builds on the work already carried out in C1 above.
When starting this topic, concentrate on the forms of public transport available in the local area.
This will better allow the pupils to identify with the scenarios. At a later stage other forms of transport could be covered.
Peer pressure is when an individual’s decision-making is influenced by their friends, or similar aged individuals. Peer pressure may act in different ways to cause young people to do or say something they do not like.
Personal assertiveness enables an individual to make his/her own decisions, even in face of influence or pressure from other(s)
This work could be linked to peer pressure in other health areas, such as smoking.
Pupils should develop their own code of conduct for using public transport so that they can travel safely and do not affect the safety and comfort of others.
Pupils need to understand that public transport is a shared space and that if they behave stupidly they can put others in danger.
Pupils can be helped to develop a range of strategies to deal with peer pressure in difficult situations.
This will equip them to become confident individuals.
Some strategies for pupils to adopt include:
> >
Speak to an adult or responsible friend
> >
Ignore any individual(s) trying to influence your decision making
> >
Stand up for yourself
> >
Try to see that it’s not always cool to do what everyone else is doing
LEVEL
D
STREETSENSE 2 www.streetsense2.com

PAGE
146
ACTIVITY D1 Stopping Distances
TEACHERS
’
NOTES
> >
Stopping distances are affected by:
>
Type of vehicle
>
Weather
>
Road surface
> >
Worn or damaged tyres
> >
Larger vehicles and motorcycles need a greater distance to stop.
Typical Stopping Distances
20mph =12m or 3 car lengths
Thinking distance
6m 6m
30mph
9m 14m
40mph
12m
50mph
60mph
15m
18m
70mph
24m
38m
55m
21m
=23m or 6 car lengths
75m
=36m or 9 car lengths
Braking distance
Average car length = 4m
=53m or 13 car lengths
=73m or 18 car lengths
=96m or 24 car lengths
Useful Website www.highwaycode.gov.uk
LEVEL
D www.streetsense2.com
STREETSENSE 2

Stopping Distances
SUGGESTED LESSON PLAN
Aim
> >
To develop an awareness of stopping distances and times.
Learning Outcomes
> >
Understand that the time it takes for a car to stop depends on how fast it is travelling.
> >
Understand that stopping distance is made up of thinking distance and braking distance.
Resources
There are two alternative suggested lessons below requiring different resources:
ACTIVITY 1
> >
Toy car
> >
Ramp (at least 1 metre long)
> >
Metre rule/Tape measure
ACTIVITY 2
> >
Trundle wheel/Tape measure
> >
Chalk
> >
Worksheet D1(A) – Stopping Distances.
> >
Answer Sheet D1(B) – Stopping Distances.
> >
Words and their meanings.
> >
Word Flashcards.
Suggested Timing
> >
60 minutes.
PAGE
147
ACTIVITY D1
STREETSENSE 2 www.streetsense2.com
LEVEL
D

PAGE
148
ACTIVITY D1 Stopping Distances
SUGGESTED LESSON PLAN
There are a number of ways to teach this lesson. Here are two options.
Activity 1 – Classroom-based activity
Teacher demonstration using a toy car and a ramp to show that stopping distances depend on the speed of travel.
> >
Discuss with the pupils what is meant by thinking distances and braking distances.
> >
Place the model car 10cm from the bottom of the ramp and release it.
> >
Measure the distance the car travels after leaving the ramp.
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Repeat from 20cm, 30cm and so on up the ramp.
> >
Each distance should be done at least three times to eliminate possible experimental error with average distance being used as the result.
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Record the results on the board.
> >
Plot these results on a sheet of squared paper with distance up the ramp on the horizontal axis and stopping distance up the vertical axis.
Points to Consider:
> >
The pupils will need to be aware that the speed the car leaves the ramp is proportional to the distance of the starting point from the bottom of the ramp.
> >
This only measures braking distance. The model car doesn’t have to think about stopping.
> >
It is friction in the wheels that stops the car, whereas it is friction in the brakes that stops a real car.
Activity 2 – Playground-based activity
Pupil activity to show that stopping distances depend on the speed of travel. This activity could be done with several small groups or the whole class.
> >
Discuss with the pupils what is meant by thinking distances and braking distances.
> >
In the playground mark a line with enough space for the pupils to run before the line and stop after it.
> >
A pupil walks up to the line. As soon as he/she reaches the line they stop as soon as possible.
> >
Measure the distance taken to stop.
> >
The same pupil then runs to the line. As soon as he/she reaches the line they stop as soon as possible.
LEVEL
D www.streetsense2.com
STREETSENSE 2

Stopping Distances
PAGE
149
ACTIVITY D1
SUGGESTED LESSON PLAN (cont.)
> >
Measure the distance taken to stop.
> >
The same pupil sprints to the line. As soon as he/she reaches the line they stop as soon as possible.
> >
Measure the distance taken to stop.
> >
Each speed should be done at least three times to eliminate possible experimental error with average distance being used as the result.
> >
Repeat with other pupils.
Points to Consider:
> >
This only measures braking distance. The pupil doesn’t have to react as they know they are going to stop.
Activities 1 and 2 – Follow up work
After completing activity 1 or 2 ask the pupils:
> >
What do we mean by thinking distance and braking distance?
> >
Why were the stopping distances different in each example carried out (e.g. walking in comparison to running or the car starting at the top of the ramp in comparison to the bottom)?
> >
What happens to the stopping distance as speed increases?
> >
Why do you think this happens?
KEY POINT: Greater Speed Greater Stopping Distance
> >
What would you expect to happen to the stopping distance if it was raining, foggy or night time and why?
> >
Complete Worksheet D1(A).
Assessment
> >
Are the pupils aware that the faster the speed of travel the longer it takes to stop?
Curricular Links
> >
Environmental Studies – Knowledge and Understanding – Energy and Forces: Forces and their effects.
> >
Mathematics – Information Handling: Collect, organise and display.
> >
Mathematics – Number, Money and Measurement: Measure and estimate.
LEVEL
D
STREETSENSE 2 www.streetsense2.com

PAGE
150
ACTIVITY D1 REF D1(A)
Name:
Stopping Distances
Date:
TASK Write the correct word in each space to complete these sentences:
AIM: Y ou are going to learn about stopping dis tances.
1. The distance is the distance that a vehicle continues to travel while the driver thinks about and processes the information needed to stop.
2. The distance is the total distance that a vehicle travels to come to a stop once the driver realises that the vehicle has to stop.
3. The distance is the distance that the vehicle continues to travel once the brakes are applied.
Look at the pictures below and for each one calculate the stopping distance.
Speed
20 mph
Thinking
Distance
6m 6m
Braking
Distance Speed
40 mph
12m
Thinking
Distance
24m
Braking
Distance
Stopping Distance
Speed
60 mph
Thinking Distance
18m 55m
Stopping Distance
Braking Distance mph means miles per hour.
Stopping Distance
The stopping distances in these examples are for a car in good condition, driven by an alert driver, on a dry, straight road. The stopping distance for a driver would increase if the car had, for example, bad brakes or the driver had been drinking and driving or was speaking on a mobile phone.
NEXT On the back of this sheet make a list of any other things you think might affect a driver’s stopping distance.
REMEMBER
Drivers do need time to stop. You need to be a safe pedestrian.
LEVEL
D www.streetsense2.com
STREETSENSE 2

Stopping Distances
PAGE
151
ACTIVITY D1 REF D1(B)
PUPIL ACTIVITIES
ANSWERS
TASK Write the correct word in each space to complete these sentences:
AIM: Y ou are going to learn about stopping dis tances.
1. The
Thinking distance is the distance that a vehicle continues to travel while the driver thinks about and processes the information needed to stop.
2. The
Stopping distance is the total distance that a vehicle travels to come to a stop once the driver realises that the vehicle has to stop.
3. The
Braking distance is the distance that the vehicle continues to travel once the brakes are applied.
Look at the pictures below and for each one calculate the stopping distance.
Speed
20 mph
Thinking
Distance
6m
Braking
Distance Speed
40 mph
Thinking
Distance
Braking
Distance
6m 12m 24m
Stopping Distance
Speed
60 mph
Thinking Distance
18m
12m 36m
Stopping Distance
Braking Distance
55m
73m mph means miles per hour.
Stopping Distance
The stopping distances in these examples are for a car in good condition, driven by an alert driver, on a dry, straight road. The stopping distance for a driver would increase if the car had, for example, bad brakes or the driver had been drinking and driving or was speaking on a mobile phone.
EXTRA On the back of this sheet make a list of any other things you think might affect a driver’s stopping distance.
REMEMBER
Drivers do need time to stop. You need to be a safe pedestrian.
LEVEL
D
STREETSENSE 2 www.streetsense2.com

PAGE
152
ACTIVITY D2 Peer Pressure
SUGGESTED LESSON PLAN
Aims
> >
To show how peer pressure can affect a child’s behaviour, their own and other’s safety.
> >
To show how they can take responsibility for their own actions.
Learning Outcomes
> >
Be aware of how peer pressure can affect their behaviour and safety.
> >
Understand the meaning of personal assertiveness.
> >
Understand that they can and should take responsibility for their own actions by being assertive.
Resources
> >
Sheet D3(A) – Peer Pressure – Makes You Think Scenarios.
> >
Words and their Meanings.
> >
Word Flashcards.
Suggested Timing
> >
60 minutes.
There are a number of ways to teach this lesson. Here is one method.
> >
Split the class into small groups of 3 to 5. Give each group one of the “Makes You Think” scenarios.
> >
Each group will discuss the scenario.
> >
They will decide on what they would do based on the 4 questions:
>
Why do you think your friend is behaving like this?
>
What might happen if you do this?
>
What will you say and do?
>
What do you think your friend will say to you if you don’t join in?
LEVEL
D www.streetsense2.com
STREETSENSE 2

Peer Pressure
SUGGESTED LESSON PLAN (cont.)
> >
Discuss and decide the possible outcome of their decision particularly with regard to their relationship with their friend(s).
> >
Prepare a short presentation for the rest of the class:
>
Read the scenario.
>
Give their decisions.
>
Explain their decisions.
> >
Each group delivers their presentation to the rest of the class.
> >
Discuss with the class the learning outcomes above.
Assessment
> >
Can the pupils identify how peer pressure can affect their safety in the scenarios?
> >
Can the pupils suggest reasons why ‘the friends’ in the scenarios might be behaving inappropriately?
> >
Can the pupils show a sufficient level of personal assertiveness within the scenarios?
Curricular Links
> >
English Language – Talking: Talking about experiences, feelings and opinions.
> >
English Language – Listening: Listening in groups.
Follow-up/Homework Activities
> >
The children make up their own scenarios in which peer pressure may affect their own or other’s safety.
PAGE
153
ACTIVITY D2
STREETSENSE 2 www.streetsense2.com
LEVEL
D

PAGE
154
ACTIVITY D2 REF D2(A)
Name:
Peer Pressure – Makes You Think Scenarios
Date:
Scenario 1
You and your friend Jamie get off the school bus at the end of the school day. You
’ re both late for football. Without looking,
Jamie runs in front of the bus and across the road. He shouts at you
“
Come on, get a move on, we
’ re late for football.
”
> >
Why do you think your friend is behaving like this?
> >
What might happen if you do this?
> >
What will you say and do?
> >
What do you think your friend will say to you if you don’t join in?
Scenario 2
You are walking along the pavement when you see your friend playing
“
Chicken
”
– standing in the road waiting for vehicles to come and leaving it as late as possible before jumping clear. He calls to you,
“
Hey, are you chicken? Prove it.
”
> >
Why do you think your friend is behaving like this?
> >
What might happen if you do this?
> >
What will you say and do?
> >
What do you think your friend will say to you if you don’t join in?
Scenario 3
You find your friend on the bridge over the motorway dropping small stones over the side trying to hit the cars below. She says,
“ Come on. Try it, it ’ s fun. The stones are small so they won ’ t do any harm.
”
> >
Why do you think your friend is behaving like this?
> >
What might happen if you do this?
> >
What will you say and do?
> >
What do you think your friend will say to you if you don’t join in?
Scenario 4
You and your friend are riding your microscooters home from school. The pavement ahead is busy with shoppers.
Suddenly your friend shoots off and yells,
“ Come on, let ’ s have some fun.
” He rides straight at the pedestrians forcing them to jump out of the way. Some of the pedestrians are forced onto the busy road.
> >
Why do you think your friend is behaving like this?
> >
What might happen if you do this?
> >
What will you say and do?
> >
What do you think your friend will say to you if you don’t join in?
LEVEL
D www.streetsense2.com
STREETSENSE 2

Activity Record Sheet
PAGE
155
LEVEL D
STREETSENSE
Activity Record Sheet
Pupils ’ Names D1 D2 Comments
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LEVEL
D
STREETSENSE 2 www.streetsense2.com

PAGE
156
LEVEL D Useful Words and Their Meanings
USEFUL WORDS AND THEIR MEANINGS
Below is a list of words that can be used to support work and aid understanding of Level D activities.
A fuller list can be found in the original Streetsense pack Level D.
Braking distance
Hazard
The distance that a vehicle continues to travel once the brakes are applied.
Peer pressure
An obstacle that could be dangerous e.g. car parked outside a primary school gate.
When friends or peers influence a person’s decision-making. An individual may be pressured, persuaded or coaxed into doing or saying something through peer pressure.
Personal assertiveness When an individual will not be frightened to say or do what he/she thinks
Stopping distance The total distance that a vehicle travels to come to a stop once the driver realises that the vehicle has to stop. This is the thinking distance plus the braking distance.
Thinking distance The distance that a vehicle continues to travel whilst the driver thinks about applying the brakes
LEVEL
D www.streetsense2.com
STREETSENSE 2

Flashcards
PAGE
157
LEVEL D
LEVEL
D
STREETSENSE 2 www.streetsense2.com

PAGE
158
LEVEL D
Flashcards
LEVEL
D www.streetsense2.com
STREETSENSE 2

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