The following link will bring you to the digital version of the Student Learning Log:
WELCOME TO ROAD SAFETY MATTERS
Road Safety Matters is an educational road safety toolkit designed to support teachers and Transition Year (TY) students. The road safety toolkit has a wide range of resources. Updates will be available as information is updated.
It is a simple step-by-step guide in preparing, educating and supporting students as safe road users. It aims to enrich students’ understanding of how our roads are shared spaces and how we can prepare and practise to ensure we are all safe road users.
The resource is designed in a concise, easy-to-follow and engaging format. It is a continuation and progression of prior road safety learning.
Aim
Road Safety Matters (Senior Cycle) is a road safety programme aimed at TY students to help them develop the knowledge, skills, values and dispositions to become safe road users. Students learn how everyone shares the road and how they have a personal responsibility to remain as safe road users. In the future, we would like you to be prepared as a road user and a safe driver if you decide to drive.
Remember, it’s about all road users.
Units
The resource is divided into 10 achievable units:
Unit 1: Setting the Scene
Unit 2: Learning to Drive
Unit 3: Components of a Car
Unit 4: Speed
Unit 5: Alcohol
Unit 6: Drugs
Unit 7: Distractions
Unit 8: Seat Belts
Unit 9: Vulnerable Road Users
Unit 10: Assessment and Celebrations
The Road Safety Matters toolkit consists of the following:
• Teacher Support Booklet
• Student Learning Log
• Templates
• PowerPoints
• Webinars
• Resources to support road safety
• Additional road safety material
• Road safety videos (recommended)
This toolkit will support road safety competencies in terms of knowledge, attitudes and behaviours.
This Road Safety Matters resource will prepare you as a road safety user now and in the future. It is important to complete this Learning Log and all the various activities.
Finally, wishing you every success with the Road Safety Matters programme now and in the future.
Good luck, and most importantly, be a safe road user.
RSA.ie
SETTING THE SCENE
Instructions: Attempt this Anticipation Exercise below. Read each statement and indicate by inserting a tick ( ) on the left, if you agree or disagree. Revisit this exercise when you complete the unit. Have you changed your mind/attitudes?
Place a tick ( ) if you agree / disagree about the following statements:
Rights and Responsibilities — as individuals we have rights and responsibilities. We need to be aware of hazards and risks.
Right
A right is what you can and cannot do. Can you give an example of a right?
Responsibility
A responsibility is a duty or obligation. State a road safety responsibility.
Hazard
A hazard is anything that has the potential to cause harm. Can you name a road safety hazard?
Risk
A risk is the chance of that harm occurring. Can you name a road safety risk?
The Rules of the Road
Are you aware of the Rules of the Road? Yes No
Road safety is a responsibility shared by everyone using the roads.
Agree Disagree
Learning never stops
Lastly, using the road is the most dangerous thing we do every day. Please take extra care if you are setting a foot or wheel on the road and remember, the learning never stops.
MY ROAD SAFETY LEARNING BOARD
Create a brochure/video showing your understanding of all road users.
Download the Rules of the Road.
Be safe… Be aware… Be a competent road user. My learning about road safety: 321
Presentation / Vlog
Working with others: Create a two-minute presentation on Road Safety Matters.
Create a Visual
Working with others: Create a mind map, poster, little booklet or other visual using the material covered in this unit.
Competencies
Insert a tick ( ) to show competencies learned and developed.
Thinking and solving problems Being Creative Communicating Working with others Participating in society Cultivating wellbeing
Describe how you developed a competency.
Remember
Revisit ‘Check Your Thoughts’ at the beginning of this unit. Place a tick ( ) on the right hand side if you agree or disagree with the statement. Have you changed your opinion?
What advice would you give on road safety?
My advice is...
LEARNING TO DRIVE
LEARNING TO DRIVE
Instructions: Attempt this Anticipation Exercise below. Read each statement and indicate by inserting a tick ( ) on the left, if you agree or disagree. Revisit this exercise when you complete the unit. Have you changed your mind/attitudes?
Place a tick ( ) if you agree / disagree about the following statements:
Before studying
Learning to drive
The Rules of the Road are for drivers only.
You must pass your theory test before you apply for a learner permit.
You have to have a learner permit for a minimum of 1 year before you can sit your driving test.
Your Essential Driver Training takes 12 hours to complete.
After studying
Create it. Working with others, students can create a Wordle on learning to drive, or a visual.
The Process
List the 5 main steps involved in the learning to drive process:
Choosing a Sponsor
My sponsor
1. Who will it be?
2. Are they a competent, safe driver?
3. Have they had a full driver’s licence for 2 years?
4. Are they willing to support my driver learning process?
MY ROAD SAFETY LEARNING BOARD
reative
Source a video from YouTube on learning to drive.
Create tips on learning to drive.
Think about who would make a good sponsor as you learn to drive. Identify a suitable sponsor as per the work folder.
Create a MyGovID account.
Theory Test Questions:
1. A learner driver who has been stopped by a Garda for driving unaccompanied faces a minimum fine of how much?
a:
2. Where should L-plates be displayed on cars?
a:
3. What should the driver do when driving a vehicle they are not familiar with?
a:
4. What should the driver be aware of in this situation?
a:
a. ction
5. What should a driver be most aware of in this situation?
1.
Competencies
Insert a tick ( ) to show competencies learned and developed.
Thinking and solving problems Being Creative Communicating Working with others Participating in society Cultivating wellbeing
Describe how you developed a competency.
Remember
Revisit ‘Check Your Thoughts’ at the beginning of this unit. Place a tick ( ) on the right hand side if you agree or disagree with the statement. Have you changed your opinion?
Instructions: Attempt this Anticipation Exercise below. Read each statement and indicate by inserting a tick ( ) on the left, if you agree or disagree. Revisit this exercise when you complete the unit. Have you changed your mind/attitudes?
Place a tick ( ) if you agree / disagree about the following statements:
of a car?
The thread depth for tyres for cars is a minimum of 1.3mm.
are many types of costs involved in maintaining and driving a car.
Using your car brakes stops the car.
There are many components to a car.
Create it. Working with others, create a Wordle on the components of a car, or a visual. Some important questions about you and driving your car:
?
1. Can you see?
2. Can you be seen
3. Can you steer the vehicle?
4. Can you grip the road?
5. Can you stop the vehicle?
Example of Warning Lights
Examine the vehicle dashboard for warning lights. If a warning is present, as a general rule, yellow lights mean ‘check as soon as possible’, red means ‘stop vehicle as soon as it is safe to do so’.
Some common examples are outlined below:
Stop the vehicle as soon as it is safe to do so.
Check as soon as possible.
If you are unsure about any symbol appearing on your dashboard, please refer to your Owner’s Manual or contact the original manufacturer.
Notes
MY ROAD SAFETY LEARNING BOARD
Create a brochure/video showing your understanding of the components of a car.
Use the tyre depth gauge to check a tyre. Do a sample check in the car park and report on the findings.
What car would you like to drive? Presently, what is the cost to buy this car?
Theory Test Questions:
1. What is the purpose of daytime running lights on a vehicle?
a:
2. What should a driver do if a system warning light lights up on the dashboard of their vehicle whilst driving?
a:
3. Under what circumstances would a driver increase the air pressure in the tyres?
a:
4. What effect does low tyre pressure have on a vehicle?
a:
5. During a weekly check, a driver notices a badly worn front tyre. What should the driver do?
a:
Working with others: Create a two-minute presentation on the Components of a Car.
Working with others: Create a mind map, poster, little booklet or other visual using the material covered in this unit.
Competencies
Insert a tick ( ) to show competencies learned and developed.
Thinking and solving problems Being Creative Communicating Working with others Participating in society Cultivating wellbeing
Describe how you developed a competency.
Remember
Revisit ‘Check Your Thoughts’ at the beginning of this unit. Place a tick ( ) on the right hand side if you agree or disagree with the statement. Have you changed your opinion?
What advice would you give on tyres and driving safely?
My advice is...
SPEED
Instructions: Attempt this Anticipation Exercise below. Read each statement and indicate by inserting a tick ( ) on the left, if you agree or disagree. Revisit this exercise when you complete the unit. Have you changed your mind/attitudes?
Place a tick ( ) if you agree / disagree about the following statements:
Create it. Working with others, create a Wordle on speed and speeding, or a visual.
Walking Debate
Should the government decrease the speed limits?
Strongly Agree Agree
Disagree Strongly Disagree
Document points for agree and disagree:
Agree Disagree
Working in pairs, complete the word exercise template.
MY WORD EXERCISE
Explanation with an experience
State what it means
Create a visual to represent the word
SPEED
The word in a sentence linked to safety
Speed is one of the main factors in fatal road collisions.
Just a few km/h over the limit could be the difference between life and death. Responsibility for maintaining an appropriate speed lies solely with the driver.
What is a speed limit?
Is a speed limit a target?
What could you say, as a passenger, to a driver who is driving too fast?
Explain the two-second rule.
What advice would you give on having loose objects in your car?
Speed limits on the different types of roads.
Complete the types of roads in the diagram below:
Speed limits for roads:
80km/h
60km/h
60km/h
50km/h
Did you know there are two types of speed limits?
1. Speed limit for roads
2. Speed limit for vehicles
30km/h
Always be considerate of other road users.
MY ROAD SAFETY LEARNING BOARD
Scenario: Road safety in the community
There has been an increase in collisions and crashes in your home area, causing serious consequences. The local community group is going to call a meeting, a think tank to discuss what needs to be done and how can this be achieved. The organisers have specifically looked for many stakeholders to attend the meeting and give a 1-minute presentation/speech.
1. Garda — law enforcement
2. RSA member — support
3. Local road engineer
4. Local politician
5. A family who suffered a major road tragedy
Student (learning to drive)
Assign students different roles. An opportunity to demonstrate Beer Goggles!
Top Five Theory Test Questions:
1. What is the recommended minimum stopping distance for a car travelling at 50km/h on a dry road?
2. What is the recommended minimum stopping distance for a car travelling at 50km/h on a wet road?
3. Subject to the speed limit, what is the ‘safest’ speed to drive at?
4. What effect does the carrying load have on a vehicle’s braking ability?
5. What should a driver do to avoid the need for harsh braking?
1.
Competencies
Insert a tick ( ) to show competencies learned and developed.
Thinking and solving problems
Describe how you developed a competency.
Remember
Revisit ‘Check Your Thoughts’ at the beginning of this unit. Place a tick ( ) on the right hand side if you agree or disagree with the statement. Have you changed your opinion?
What advice would you give on speed and driving safely?
My advice is...
UNIT 5
ALCOHOL 5
BEFORE WE BEGIN
Instructions: Attempt this Anticipation Exercise below. Read each statement and indicate by inserting a tick ( ) on the left, if you agree or disagree. Revisit this exercise when you complete the unit. Have you changed your mind/attitudes?
Place a tick ( ) if you agree / disagree about the following statements:
Create it. Working with others, create a Wordle on drink driving, or a visual.
Walking Debate
Do you strongly agree, agree, disagree or strongly disagree with the below statement. Why?
Alcohol has an effect on our driving.
Strongly Agree Agree
Disagree Strongly Disagree
Document points for agree and disagree:
Agree Disagree
DRINK DRIVING — RISKS AND CONSEQUENCES
What is the average alcohol content for the following?
When you’re on the road, one drink is too many!
If you plan to drink, plan your way home.
However, these examples include numerous drinks which have a variety of alcohol content.
Alcohol affects your ability to drive. You increase your risk of a collision after you have been drinking. Even after one drink.
The message is simple – Never Ever Drink and Drive.
Describe the standard measures — approximation.
What are the main effects of alcohol?
Alcohol
Know the effects and impact on driving.
Toxicology tests show that alcohol is detected in more than a third of drivers killed in crashes.
4. Beer Goggles
First time: Complete a task without the beer goggles: walk a straight line and touch your nose. Other students can observe and document the difference.
Second time: Wear the beer goggles and complete the task.
Reflect on what happened.
MY ROAD SAFETY LEARNING BOARD
reative
Choose an advertisement or a poster on drinking and driving. Comment on the advertisement/poster.
Think: Who is it aimed at? What’s the message?
Top Five Theory Questions:
1. What effect does alcohol have on a driver?
2. What is the possible consequence for a learner driver if they drive after drinking as little as just one unit of alcohol?
3. Can An Garda Síochána conduct roadside testing for drugs and alcohol in the mornings?
4. A driver is automatically disqualified from driving for how long if, on a first offence, they refuse to provide a member of An Garda Síochána with a sample of blood, urine or breath?
5. What is the maximum disqualification period imposed in court when the learner driver has a blood alcohol concentration (BAC) level in excess of 80mg?
ction eflection
Be safe… Be aware… Be a competent road user.
Working
Competencies
Insert a tick ( ) to show competencies learned and developed.
Thinking
solving
Describe how you developed a competency.
Remember
Revisit ‘Check Your Thoughts’ at the beginning of this unit. Place a tick ( ) on the right hand side. If you agree or disagree with the statement. Have you changed your opinion?
What advice would you give on alcohol and road safety?
My advice is...
DRUGS 6
BEFORE WE BEGIN
Instructions: Attempt this Anticipation Exercise below. Read each statement and indicate by inserting a tick ( ) on the left, if you agree or disagree. Revisit this exercise when you complete the unit. Have you changed your mind/attitudes?
Place a tick ( ) if you agree / disagree about the following statements:
Drug Goggles
The drug goggles demonstrate the real-life risks of drug impairment on safety.
Activities may include:
• Walk the line
• Touch your nose
• Toss a ball
• Stack cups
• Combination of some of the above
First time: Complete a task without the drug goggles: walk a straight line and touch your nose. Other students can observe and document the difference.
Second time: Wear the drug goggles and complete tasks.
Document what you have learned:
Driving under the influence of drugs
Whether prescribed medication or illegal substances, driving under their influence is just as dangerous as driving under the influence of alcohol.
Indicate whether the following statements are true or false. Then comment on or discuss each statement. Statement
1. It is illegal to drive under the influence of drugs.
2. It is illegal to take drugs and cycle a bike.
3. Some drugs have no effect or can improve your driving.
4. You can drive immediately after taking cannabis as the effects don’t set in for some time.
5. Cannabis can be detected in urine for up to four weeks after a person takes it.
6. Cannabis users are 3 times more likely to be involved in a road collision than non-cannabis users.
7. When you take drugs and alcohol together it counteracts (cancels out) the effects.
8.
More than 1 in 5 people have been passengers in a car driven by someone under the influence of drugs.
MY ROAD SAFETY LEARNING BOARD
Create a poster on drug awareness.
Research drugs and driving. What does the Rules of the Road recommend?
Five Theory Test Questions:
1. What is the maximum penalty on conviction for drug driving?
2. Along with an impairment test, what may a Garda request if they suspect a driver of driving under the influence of drugs?
3. Can An Garda Síochána conduct roadside testing for drugs and alcohol in the morning?
4. If a motorist is taking medication which may affect their driving, what should they do?
5. Do the limits for drink and drug driving differ if detected in the morning?
Be safe… Be aware… Be a competent road user.
Working
Competencies
Insert a tick ( ) to show competencies learned and developed.
Thinking
solving
Describe how you developed a competency.
Remember
Revisit ‘Check Your Thoughts’ at the beginning of this unit. Place a tick ( ) on the right hand side. If you agree or disagree with the statement. Have you changed your opinion?
What advice would you give on drugs and road safety?
My advice is...
DISTRACTIONS
BEFORE WE BEGIN
Instructions: Attempt this Anticipation Exercise below. Read each statement and indicate by inserting a tick ( ) on the left, if you agree or disagree. Revisit this exercise when you complete the unit. Have you changed your mind/attitudes?
Place a tick ( ) if you agree / disagree about the following statements:
Create it. Working with others, create a Wordle on distracted driving, or a visual.
Explain distractions:
Example: Driving using a mobile phone.
Effect: Driver doesn’t see pedestrian.
IN THE TABLE BELOW...
Can you identify specific examples of when a pedestrian, motorist, cyclist and e-scooter could encounter the various distractions?
1. Pedestrian
2. Motorist
3. Cyclist
4. E-scooter
MY ROAD SAFETY LEARNING BOARD
Create some tips on reducing distractions whilst driving.
Five Theory Test Questions:
1. What should drivers do if they become drowsy while driving?
2. When driving along and wishing to use a hand-held mobile phone, what should a driver do?
3. What should a driver do if they feel tired before starting a journey?
4. What should a driver do if they are taking medication which can make them feel drowsy?
5. What should a driver do if they experience micro-sleep whilst driving?
Working with others: Create a two-minute presentation on Distractions in Road
Working with others: Create a mind map, poster, little booklet or other visual using the material covered in this unit.
Competencies
Insert a tick ( ) to show competencies learned and developed.
Thinking and solving problems
Describe how you developed a competency.
Remember
Revisit ‘Check Your Thoughts’ at the beginning of this unit. Place a tick ( ) on the right hand side. If you agree or disagree with the statement. Have you changed your opinion?
What advice would you give on distractions and road safety?
My advice is...
SEAT BELTS 8
SEAT BELTS
BEFORE WE BEGIN UNIT 8
Instructions: Attempt this Anticipation Exercise below. Read each statement and indicate by inserting a tick ( ) on the left, if you agree or disagree. Revisit this exercise when you complete the unit. Have you changed your mind/attitudes?
Place a tick ( ) if you agree / disagree about the following statements:
Seat belts are designed to minimise the risk of injury. 2 Airbags are designed to work with seat belts, not replace them. 3 You must deactivate the front airbag if using a rear-facing car seat. 4 The Gardaí are empowered by law to enforce seat belt regulations. 5 There are no exemptions for wearing seat belts.
Ask students to either strongly agree, agree, disagree or strongly disagree with the statement. Use the four corners of the room.
Discuss with students why?
MY ROAD SAFETY LEARNING BOARD
Design a classroom door, using art supplies, to show the importance of seat belts whilst driving.
Theory Test Questions:
1. What would be the effect of overloading a vehicle with passengers or goods?
2. Who is responsible for ensuring that a passenger under 17 years of age is wearing a seat belt while travelling in a car?
3. Where there are seat belts fitted to a car, when must adult occupants wear them?
4. Why should a driver adjust their head restraint before starting a journey?
5. In general, how should children under 3 years of age be secured in a vehicle?
Working with others: Create a two-minute presentation on Seat Belts and
Working with others: Create a mind map, poster, little booklet or other visual using the material covered in this unit.
Competencies
Insert a tick ( ) to show competencies learned and developed.
Thinking and solving problems Being Creative Communicating Working with others Participating in society Cultivating wellbeing
Describe how you developed a competency.
Remember
Revisit ‘Check Your Thoughts’ at the beginning of this unit. Place a tick ( ) on the right hand side if you agree or disagree with the statement. Have you changed your opinion?
VULNERABLE ROAD USERS
9 VULNERABLE ROAD USERS
Instructions: Attempt this Anticipation Exercise below. Read each statement and indicate by inserting a tick ( ) on the left, if you agree or disagree. Revisit this exercise when you complete the unit. Have you changed your mind/attitudes?
Place a tick ( ) if you agree / disagree about the following statements:
Create it. Working with others, create a Wordle on vulnerable road users, or a visual.
Explain your understanding of vulnerable road users.
MY ROAD SAFETY LEARNING BOARD
Discuss what advice you would give to vulnerable road users and link your advice with the Rules of the Road.
Theory Test Questions:
1. If there is no footpath, where must a pedestrian walk?
2. When should pedestrians wear reflective clothing at night?
3. When is parking permitted on a footpath?
4. What distance before a zebra crossing is parking prohibited?
5. What traffic may use a cycle lane accompanied by a continuous white line?
Working
Competencies
Insert a tick ( ) to show competencies learned and developed.
Thinking and solving problems Being Creative Communicating Working with others Participating in society Cultivating wellbeing
Describe how you developed a competency.
Remember
Revisit ‘Check Your Thoughts’ at the beginning of this unit. Place a tick ( ) on the right hand side if you agree or disagree with the statement. Have you changed your opinion?
What advice would you give on vulnerable road users?
My advice is...
ASSESSMENT AND CELEBRATION
10 ASSESSMENT AND CELEBRATION UNIT 10
Now that you have completed your Road Safety Matters programme, it is important to constantly keep up to date. Review your learning, become more observant and know that the road is a shared space.
Ensure you have completed all the tasks required and perhaps use this opportunity to showcase what you have learned.
A good idea is to have a Road Safety Matters day/week.
As a team, decide on how you could promote road safety.
Brainstorm ideas...
• Teach a first year class on road safety
• Work with primary schools and create a workshop on road safety
• Communicate to adults e.g. Parents’ Night/open evening
• Link with other groups e.g. Gardaí
• You could consider a cross-curricular approach, linking road safety to all your TY subjects and modules
• Posters
• Social media
• Other
There are numerous ways to promote how to be a safe road user.
• Ensure you know and understand the Rules of the Road
• Apply the Rules of the Road
• Revise your theory questions from this resource
• Practise and understand content for the Driver Theory Test
• Review and recall the material from all the units
KNOW IT DO IT APPLY IT
A life skill that requires experience and continuous learning.
A. Your road safety class
B. You as a road user
Third Edition August 2025
All rights reserved. No part of this resource may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or information and retrieval systems, for any purpose other than stated below, without the express written permission of the Road Safety Authority. Copyright waiver: Any part of the resource may be photocopied for use by students and teachers.
