PDHPE: Unit of Work Stage One - WordPress.com · with this initiative to allow students to practise their pedestrian (and other PDHPE) knowledge and skills. Conclusively, teaching

1 Kyra D’mello, S00046203; Ingrid Fizely, S00049474; Sherree Spargo, S00049891

PDHPE: Unit of Work

Stage One


Rationale

Road Safety is a major concern in Australian society. Traffic related accidents are a leading cause of death and serious injury for young children

(RTA, 1999). The Roads and Traffic Authority states that “about 20 per cent of the people killed on NSW roads each year are pedestrians. Of

those killed or injured, children, older pedestrians…are the most vulnerable pedestrians on NSW roads,” (RTA, 2008). As children spend a large

portion of their life at school, it is the best place to learn personal safety measures. Therefore, it is imperative for teachers to implement

sufficient road safety learning experiences for children.

In order to provide depth of knowledge and experience on one topic as opposed to limited information on each, it became necessary to

focus on a single area of road safety for the purpose of this unit. Hence, this unit focuses on the initial area of pedestrian safety. Teachers need

to keep in mind that each area of road safety must be addressed to cater for potential dangers.

The unit has been designed for Stage One as it is important that children receive road safety education from a young age. There are various

factors impacting on young children’s ability to keep themselves safe. Some of these factors include curiosity leading to risk of danger, their

dependency on grown-ups, an inability to decipher directions of sound and an unwillingness to hold a grown-ups hand when near traffic (RTA,

2008; Berk, 2003). The unit on pedestrian safety attempts to address these factors by providing students with informative, yet realistic

experiences that enhance their development.

Based on the above, the six pedestrian safety lessons provide a variety of learning experiences for teaching the unit content and achieving

the set outcomes. The topic covers safe crossing procedures and being safe in the traffic environment including roads, footpaths and carparks. As

students are exposed to these surroundings on a daily basis it is important to provide them with the necessary knowledge in order to stay safe.

The unit outcomes are also accomplished by the inclusion of a revised version of “Bloom’s Taxonomy’s” *2001+ higher order thinking skills. They

involve remembering, understanding, applying, analysing, evaluation and creating skills (Forehand, 2008). The skills allow students’ to experience

learning on a variety of levels through interactive, hands-on lessons. The entire unit incorporates these higher order thinking skills with


accompanying posters (Lombardi, 2007) to be placed on display in the classroom (Appendix, p. ___). This not only reinforces the unit, but also

encourages students to apply these skills in all aspects of their learning.

This unit integrates other PDHPE strands including Personal Health Choices, Interpersonal Relationships and Active Lifestyle. Key Learning

Areas (KLAs) such as Mathematics, English, HSIE, and Creative Arts have also been integrated throughout the unit content. It is beneficial to

incorporate a variety of strands and KLAs to ensure students’ learning is consolidated. Integrating KLAs also allows teachers to address the

content in the allocated time set by the Board of Studies.

Parent involvement is vital when it comes to children learning about pedestrian safety. The unit has practical elements where students can

experience realistic road situations with sufficient supervision. With this in mind, it is important to include parents in their child’s learning in

order to reinforce the key messages of pedestrian safety. If parents are supervising in this context, they need to be educated on how to enforce

the correct safety guidelines with the children. To assist with this, they need to be provided with an information session, or if not possible, notes

(such as the ones being used in this unit) need to be sent home. An excellent opportunity for families to participate is during the annual Walk

Safely to School Day – an Australian Government initiative held May 2nd, 2008 (Pedestrian Council, 2008). The unit should be taught to coincide

with this initiative to allow students to practise their pedestrian (and other PDHPE) knowledge and skills.

Conclusively, teaching pedestrian safety in the classroom plays a vital role in keeping ‘our’ children safe. It is the content of this unit that

provides students with essential skills which aid their wellbeing. The following learning experiences attempt to provide teachers with a structure

in which to teach pedestrian safety. The attached resources assist in providing ready-to-teach lessons and classroom displays which help to

convey the topic.


Learning Experience One:

Lesson Title: Places Year Two can Cross Safely Class: Year Two

Strands: Safe Living Time: 30 mins

Outcomes:

Knowledge & Understanding:

SLS1.13 Recognises that their safety depends on the environment

and the behaviour of themselves and others.

Skills:

DMS1.2 Recalls past experiences in making decisions.

Values and attitudes:

V4 Increasingly accepts responsibility for personal health.

Indicators:

- (SLS1.13) Describes what is needed for them to travel to and from school

safely and practices these things.

- (DMS1.2) Identifies the indicators of places to cross safely.

- (V4) Appreciates the need for safe practices in a range of situations and

environments.

- (V4) Appreciates the need for shared responsibility and decision making.

Subject Matter Teaching Strategies/Organisation Higher Order

Thinking Skills

Resources

Road Safety

Pedestrian

Safety:

- Places to cross

safely

- Being safe in

the traffic

environment

- Teacher (T) settles students (Ss) onto the carpet.

- T reads picture book - Where’s Banjo, Mum? (Sreet Sense Kit)

- T gets Ss to analyse the book by asking questions such as

Q: Who are the main characters/Author/illustrator?

Q: What was the book about?

Q: What important signs did you notice in the pictures/illustrations?

Q: What were some of the important things Jess needed to remember

when crossing the road with his mum?

Q: What was the special thing Jess got to enjoy when he arrived home

safely?

- T asks Ss to remember times when they have crossed the road and the

experiences they have had, e.g. what have their parents asked them to do

or what places do they look for before crossing the road?

- T and Ss discuss and brainstorm what makes particular places safe for

crossing the road safely – such as crossing supervisors, zebra crossings, 40

zones, quiet road and children crossing signs (pre-made signs, messages

Analysing

Remembering

Understanding

RTA. (2001). Move Ahead

with Street Sense Kit, (Stage

1). NSW: Author

BOS. (1999) PDHPE K – 6

Modules. NSW: Author.

BOS. (1998). HSIE K – 6

Syllabus. NSW: Author.

RTA. (2008). NSW Centre

for Road Safety.

Pre-made cards of signs,

messages and symbols –

can be enlarged to desired

size (Appendix p.___).

Enlarged Road Safety Title

(Appendix p.___).

Blue-tac or Velcro (if using


and symbols: T gets Ss to come up to find the card that corresponds to

their answer and add it to the class’s Road Safety Wall – See appendix p. ___).

- T and Ss list the places to cross safely in their local traffic environment

(e.g. around the school and surrounding areas).

- T concludes with recap of important things to remember (can use Q/A

format and refer back to picture book):

Where it is safe to walk and cross the road.

When it is safe to walk and cross the road.

The need to stop and wait at the side of the road before crossing.

What to look for.

What to listen for.

Why they have to keep checking until they are safely across the road or

the driveway (RTA, 2008).

Evaluating

a carpet wall).

Assessment Evaluation

Formative:

- Observation of student answers and involvement in achieving

the knowledge, understanding and skill indicators.

- Observing Ss ability to identify messages and relevant signs and

symbols associated to road safety.

- T assesses Ss listening skills – ability to analyse picture book and

respond to comprehension questions.

- Does each S understand the need for holding hands while crossing a road

in relation to pedestrian safety?

- Were there sufficient opportunities for all Ss to participate?

- Did the book prove to be a useful resource?

Links to other strands:

Interpersonal Relationships – (COS1.1) Communication: actively listens to others, communication in group situations.

Links to other KLAs:

English: Links are evident through incorporation of reading material, comprehension questions and brainstorm strategy.

HSIE: Demonstrates of an understanding of the relationship between environment and people (HSIE, 1998) - links to identification and incorporation

of the local traffic environment and how it impacts on the road safety of students.


Learning Experience Two:

Lesson Title: What I do to cross the Road safely Class: Year Two

Strands: Safe Living Time: 30 mins

Outcomes:




Skills:




Indicators:

- (SLS1.13) Identifies grown-ups who can keep them safe and hand-holding

alternatives when an adults hand is occupied.

- (SLS1.13) Identifies the strategies used for safe crossing procedures.

- (DMS1.2) Suggests alternatives to hand-holding in a range of pedestrian

situations.


environments.


Subject Matter Teaching Strategies/ Organisation Higher Order

Thinking Skills

Resources

Road Safety

Pedestrian

Safety:

- Safe crossing

procedure

- Being safe in

the traffic

environment

- T settles students Ss onto the carpet.

- T and Ss recap some of the important things they must remember as

pedestrians in order to cross the road safely.

- T questions Ss as to what strategies they use when crossing the road:

Q: How do you cross the road?

- T displays strategy cards for safe crossing procedures (can be added to

class’ Road Safety Wall):

Always hold a grown-up’s hand

No running ahead

Stop!

Think!

Role Play Activity:

- T selects 5 Ss to take part in a role play of crossing the road safely. Ss are

given time to practise their parts before presenting (see appendix p.___

for instructions). Ss begin practising.

Understanding

Remembering



1). NSW: Author

BOS. (1999) PDHPE K – 6


BOS. (1998a). HSIE K – 6


BOS. (2000). Creative Arts K

– 6 Syllabus. NSW: Author.

BOS. (1998b). English K – 6


Strategy cards for safe

crossing procedures – can

be enlarged to desired size

(Appendix p.___).

Look!

Listen!


Let’s Walk Safely Comprehension Activity:

- T explains ‘Let’s Walk Safely’ comprehension activity. The remaining Ss

complete the activity whilst the role play Ss practice.

- Ss present the role play to the class.

- Class discusses interesting elements; what was done well; safety

considerations and strategies used.

Applying/

Creating

Understanding

Applying

Understanding/

Evaluating

Let’s Walk Safely

worksheet (Appendix

p.___).


Formative:

- Observation of student answers and involvement in achieving

the knowledge, understanding and skill indicators.

- Observing Ss ability to identify and devise alternative strategies.

- T assesses Ss comprehension skills – ability to correctly match

the sections of the Let’s Walk Safely worksheet.

- Peer assessment: Ss appreciate skills and strategies used in role

play.

- Does each S understand the need for safety while crossing roads?


- Did the use of resources and creative activities engage Ss?

- Were there opportunities for Ss to put the theory into practice?



Personal Health Choices – (PHS1.12) Making Decisions: Taking responsibility for one’s own decisions; supporting others in their decision making;

evaluating decisions; identifies environmental factors that impact on health, e.g. traffic.


Drama: Role play allows Ss to apply their performing and appreciating skills.

English: links evident through comprehension materials.


Learning Experience Three:

Lesson Title: I Can Cross Roads Safely! Class: Year Two

Strand: Safe Living Time: 45 minutes

Outcomes:




Skills:


PSS1.5 Draws on past experiences to solve familiar problems.



Indicators:

- (SLS1.13) Identifies safer places to cross based on their pedestrian

experience.

- (DMS1.2) Selects the most appropriate crossing from various options.

- (PSS1.5) Recounts correct crossing procedures.


environments.



Thinking Skills

Resources

Road Safety

Pedestrian

Safety:

- Places to cross

safely

- Being safe in

the traffic

environment

- Safe crossing

procedure:

Stop! Look!

Listen! Think!

- “I must hold

an adult’s

hand when I

- Recap places to cross safely (i.e. Zebra crossings, signal crossings) and the

method of crossing safely. Emphasise that children must hold a grown-

up’s hand while walking on footpaths/in car parks/crossing a road; use

photographs 3 and 5.

- Recap safe crossing procedure – Stop! Look! Listen! Think! Have the

laminated cards in the incorrect order on board. As a whole class, place

cards in correct order while discussing each step.

- Re-model correct crossing procedure in classroom with one or two Ss and

yourself (the T) – linking hands and looking right/left/right.

- Take the class out to a suitable area within the school (e.g. basketball

court). Practise crossing roads and walking on footpaths using the pre-

marked area. Split class in half so one half participates in crossing and the

other half observes and comments once all students have finished

(physical activity component).

- At the end of the lesson, give Ss a copy of the take home note in kit

Remember

Understanding

Creating/

Applying



1). NSW: Author

BOS. (1999) PDHPE K – 6


Photographs 3 and 5 (from

the above kit).

Stop! Look! Listen! Think!

Laminated cards (Appendix

p.___).


cross the

road!”

Resource Booklet, p. 72 and 73 (See Appendix p.___).


Formative:

Observe students as they participate in ‘road crossing’ activity; note

correct method of crossing the road.

- Does each S understand the need for safety while crossing roads?



Links to other strands: Interpersonal Relationships – (COS1.1) Communication: actively listens to others, communication in group situations. Personal Health Choices – (PHS1.12) Making Decisions: Taking responsibility for one’s own decisions; supporting others in their decision making. Active Lifestyle – (ALS1.6) Ways to be active: Engages in a planned activity.


English: Links evident through the incorporation of the sequencing activity.


Learning Experience Four:

Lesson Title: I know how to be safe on Footpaths! Class: Year Two


Outcomes:




Skills:


Values and Attitudes:


Indicators:

(SLS1.13) Recognises potential hazards associated with using a footpath.

- (DMS1.2) Uses past experiences to make better decisions when using

footpaths.

(V4) Discusses the importance of being with an adult when using a

footpath.


Thinking Skills

Resources

Road Safety

Pedestrian

Safety:

- Places to cross

safely

- Being safe in

the traffic

environment

- Safe crossing

procedure:

Stop! Look!

Listen! Think!

- Holding an

adult’s hand

when walking

on a footpath.

- Discuss the use of footpaths in neighbourhoods (E.g. Walking, bike riding,

cars reversing out of driveways). Show Ss photographs 1 and 2 and

emphasise message – holding a grown-up’s hand when you’re on the

footpath (also Stop! Look! Listen! Think!).

- Talk about issues which arise relating to footpaths in their area. Ask

students about their own experiences walking on footpaths, i.e. walking

to and from school etc.

Brainstorming Activity:

- Divide class into groups and have Ss brainstorm dangers on footpaths. Ss

write their answers on butcher’s paper.

- Each group shares their ideas. Ask students ‘Why is it important to hold a

grown-ups hand when you are walking on a footpath?’

- Recap appropriate and inappropriate actions while walking on footpaths.

Footpath Board Game Activity:

- Give each student a ‘Footpath Board Game’ template. Students (in pairs)

are to devise a quick (rolling die based) game with rules relating to

Analysing

Remembering

Creating/

Applying

Evaluating

Understanding/



1). NSW: Author

BOS. (1999) PDHPE K - 6


BOS. (1998). HSIE K – 6


Stop! Look! Listen! Think!

Laminated cards (See

Appendix p. ___).

Board game template for

footpath safety (See

Appendix p. ___).


footpath safety. See template in Appendix p. ___.*

* N.B. This would follow on to an additional lesson, where pairs would swap their games and play according to the rules written.

applying


Formative:

- Observe Ss as they are completing brainstorming activity,

looking for comprehension and cooperative group work.

- Upon completion of board game, T assesses Ss use of

footpath safety information from lesson.

- Does each S understand the need for safety on the footpath?




Links to other strands: Interpersonal Relationships – (COS1.1) Communication: actively listens to others, communication in group situations. Personal Health Choices – (PHS1.12) Making Decisions: Taking responsibility for one’s own decisions; supporting others in their decision making.


English: The brainstorming and board game activities incorporate the comprehension components commonly used in English. Maths: The board game utilises die and Ss need to be aware of counting forwards and backwards while using concrete materials.


Learning Experience Five

Lesson Title: I know how to be safe in the Car Park Class: Year Two


Outcomes:




Skills:




Indicators:

(SLS1.13) Describes what is needed for them to be safe in a carpark

environment.

(PSS1.5) Appreciates the need for safe practices in a range of carpark

situations and environments.

(V4) Appreciates the need for shared responsibility and decision making.


Thinking Skills

Resources

Road Safety

Pedestrian

Safety:

- Being safe in

the traffic

environment

- Safe crossing

procedures

- Awareness of

their

surroundings

in the carpark

- T talks about how we can be safe in a carpark

– Why do we have to walk this way? A car might be reversing out;

cars are fast; crowds and drivers may not see us.

– How do we keep safe in a carpark? Walk slowly and carefully;

always being aware of moving cars; holding a grown-up’s hand,

arm, bag, pram etc.

- Ss reflect on their safe experiences in a carpark and share this with the

class. T encourages other Ss to decide whether safe methods are being

used.

- Selected Ss role play safe procedures using pre-made cardboard box cars

(from previous Visual Arts lesson) to demonstrate to remaining Ss in the

class. Ss role playing draw upon previous discussion to show ways to be

safe in the carpark.

- I know how to be safe in the Carpark Worksheet

Ss must circle the potential hazards in the two carpark situations provided

and gives reasons for their chosen answers.

Understanding

Remembering

Applying

Applying

BOS. (1999) PDHPE K – 6


BOS. (2000). Creative Arts K

- 6 Syllabus. NSW: Author.

Cardboard box cars

I know how to be safe in

the Carpark Worksheet

(Appendix p. ___)

Art supplies – poster paper,

textas, paint, pencils etc


- Being Safe in the Carpark Role Play

As Ss work on their scenario worksheet, they come in turns (as decided by

T) and work with their desk partner in role play activity, using pre-made

cars as done in the earlier demonstration. Ss take turns to play the ‘child’

(walking on knees) and the other, the adult. Ss swap roles. Ss go back to

their desks and discuss what they did and why they think that was

important to being safe in a carpark.

- Sharing role play experiences with class

Ss share their experiences and answers for the worksheet with class,

reflecting on safety in the carpark and reasons for why certain situations

are dangerous.

- Reminder for Pedestrian Safety Awareness Walk

T reminds Ss that in the next lesson, Ss will be applying understanding of

crossing safely by going out with T and parents to demonstrate this in

groups.

Applying

Evaluating


Formative:

- Collect and mark Ss’ I know how to be safe in the Carpark

Worksheet to assess their understanding of safety in the carpark.

- Observe Ss actions as they role play being safe in a mock carpark.

- Note what Ss suggest as their methods for being safe, what are

hazards there are in carparks, as they reflect on the role play to

ensure they have clear understanding.

- Does each S understand the need for safety in the carpark?






Personal Health Choices – (PHS1.12) Making Decisions: Taking responsibility for one’s own decisions; supporting others in their decision making.


Creative Arts: Visual Arts - Ss jointly create cars with cardboard using art skills, such as drawing and painting.


Learning Experience Six

Lesson Title: The Pedestrian Safety Awareness Walk Class: Year Two


Outcomes:




Skills:



V4 Increasingly accepts responsibility for personal and community

health.

Indicators:

(SLS1.13) Describes what is needed for them to travel to and from

school safely, as well as in other environments such as carparks.

(PSS1.5) Appreciates the need for safe practices in a range of situations

and environments.

(V4) Appreciates the need for shared responsibility and decision making.


Thinking Skills

Resources

Road Safety

Pedestrian

Safety:

- Being safe in

the traffic

environment

- Safe crossing

procedures

- Holding an

adult’s hand

when walking

a footpath.

- Awareness of

their

- T recaps on what has been learnt throughout the Road Safety –

Pedestrian Safety Unit. Discusses safety in traffic environment; the need

to be safe crossing the road, walking on footpath and in the carpark.

– How do we keep safe in these situations? Always hold an adult’s

hand, cross the road where you are easily visible by cars, use a

pedestrian crossing etc.

- T informs Ss on the Pedestrian Safety Awareness Walk and the procedure

that this event will take. Parent helpers will assist T in the supervision of S

groups. T groups Ss for the walk.

- Pedestrian Safety Awareness Walk (physical activity component)

Ss are taken to an appropriate place for crossing outside of school

grounds, such as a pedestrian crossing.

- Discussion

As a class, Ss discuss the methods that they used to be safe in the traffic

Remembering/

Understanding

Applying

Evaluating

BOS. (1999) PDHPE K – 6


BOS. (1998). HSIE K – 6


Parent helpers

Safety vests

Pedestrian Crossing flags

Stop signs


surroundings

in the carpark

environment, drawing on what they have learnt throughout the unit and

how they applied it in the real life situation.


Summative:

- Observe Ss as they cross roads and interact with the traffic

environment such as footpaths, ensuring they are using the

correct travelling safely strategies.

- Observe Ss ability to work with others in groups. Note peer

interactions and capabilities to work as a team.

- Does each s understand the need to be safe when in the traffic

environment?

- Was there sufficient time spent on learning about pedestrian safety in

this unit for clear understanding of how to put these measures into

practice?

- Were the resources appropriate and useful?



Personal Health Choices – (PHS1.12) Making Decisions: Taking responsibility for one’s own decisions; supporting others in their decision making.

Active Lifestyle – (ALS1.6) Ways to be active: Engages in a planned activity.


HSIE: Relationships with Places - Ss demonstrate an understanding of the relationship between traffic environment and people – the need to be

safe in this particular environment.


REFERENCES

Berk, L. (2003). Child Development. (6th Edition). USA: Allyn and Bacon.

Board of Studies NSW. (1998a). HSIE K – 6 Syllabus. Sydney: Author.

Board of Studies NSW. (1998b). English K – 6 Syllabus. Sydney: Author.

Board of Studies NSW. (1999a). PDHPE K – 6 Syllabus. Sydney: Author.

Board of Studies NSW. (1999b). PDHPE K – 6 Modules. Sydney: Author.

Board of Studies NSW. (2000). Creative Arts K – 6 Syllabus. Sydney: Author.

Forehand, M. (2008). Bloom’s Taxonomy. Retrieved April 6, 2008, from Website:

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Lombardi, E. (2007). Bloom’s Revised Taxonomy. NSW: Author.

Pedestrian Council. (2008). Walk Safely to School Day. Retrieved April 6, from Website:

http://www.walk.com.au/WSTSD01/page.asp?PageID=268

RTA. (2001). Move Ahead with Street Sense Kit, (Stage 1). NSW: Author

RTA. (2008). NSW Centre for Road Safety. Retrieved on April 6, 2008, from Website: http://www.rta.nsw.gov.au/roadsafety/index.html

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

http://www.walk.com.au/WSTSD01/page.asp?PageID=268

http://www.rta.nsw.gov.au/roadsafety/index.html

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PDHPE: Unit of Work Stage One - WordPress.com · with this initiative to allow students to practise their pedestrian (and other PDHPE) knowledge and skills. Conclusively, teaching