Sussex Safer Roads Partnership Theatre in Education Year 7 Resource

A YEAR 7 N O E C R U O S TEACHING RE Y T E F A S N A I R T S PEDE

Welcome to Sussex Safer Roads Partnership Look Up! teaching resource designed to help Year 7s learn about the importance of pedestrian safety. This flexible teaching resource covers how to spot hazards on a journey as a pedestrian, the importance of using our senses in road safety and how to think like a driver to become more aware of the impact behaviour has on safety.

WHY WE DO THIS

This resource has been designed for teachers, by teachers, and we hope that you can use all or some of it across the current school year to help deliver these really important messages to your Year 7s and help establish good behaviours that will keep them safe.

In 2020, our free Theatre-in-Education Roadshow, that would normally visit your school has been temporarily suspended due to the current pandemic. However, SSRP is determined that no pupils will miss out on these vital messages that help keep our young people safer. We hope that you join us in our mission by using this resource with your Year 7s.

The resource can be used in a number of ways in the classroom: 1. All four lessons can create a project or topic to follow throughout a term 2. Organise a ‘topic’ day in school and use the lessons for activities 3. Each lesson can be used individually, without having to use the other lessons 4. If you are limited on time, you can just use the starter activities and still get the key messages across, or combine them into one full length lesson.

It is completely up to you, but everything you need is here to deliver inspiring lessons on this vital topic.

Remember, road safety can be a sensitive issue.

Before delivering this resource pack, please check whether any young people have been affected by a serious road incident as a witness or a victim and adjust any of the content you feel is necessary to allow for this.

Each lesson is supported by multi-media content that helps demonstrate the learning objectives in each lesson. You can find the videos here We hope that you enjoy using this resource with your students.

Sussex Safer Roads Partnership, SSRP, has been engaging and supporting schools across Sussex since 2013. On average 84 young people are killed or seriously injured as a pedestrian each year in Sussex. SSRP are determined to bring this number down through education and awareness.

We know how busy teachers are, so we aim to make all of our resources as flexible as possible allowing teacher to do what they are best at, teach.

To find out more about SSRP and our work please visit www.sussexsaferroads.gov.uk

CONTENT LESSON 1 FROM A TO B AND BACK AGAIN

A lesson on identifying hazards and how to avoid them Activity sheets: Hazard Bingo

From A to B and back again Video: From A to B and back again

LESSON 2 YOUR SENSE

Understanding how our senses keep us safe and what happens when we are distracted on a journey Activity sheet: Your sense Video: Your sense

Six seconds

LESSON 3 FULL STOP

Looking at the science of stopping distances, impact forces and how sharing spaces keeps everyone safe PowerPoint: Stop!

Video: Full stop

LESSON 4 iDRIVE

Learning to think like a driver in order to stay safer as a pedestrian and how being distracted means it’s not safe Video: iDrive

iDrive – the results

LESSON 1 FROM A TO B AND BACK AGAIN LEARNING OBJECTIVES - Spot different types of hazards as a pedestrian - How to avoid dangerous situations as a pedestrian - Being aware that distractions can cause accidents Resources needed: Prepare the following resources before the class.

Activity sheets: Hazard Bingo

From A to B and back again Video: From A to B and back again

INTRODUCTION Being a safe pedestrian, like driving a car or taking up a sport, takes practice. It is not just about knowing how to cross the road safely; stop, look, listen. It is also about being aware of what is going on around you and how your behaviour can affect a situation. There are so many things going on around us, as we walk to and from a destination, that it is easy to miss hazards or even become one.

STARTER ACTIVITY Ask students how they travel to and from school and collect the answers on the board. Explain to the class that they will be focusing on the journeys they take as pedestrians.

Put up the number 577 on the board and ask students to guess what it represents.

Reveal that this is the average number of pedestrians killed or injured in accidents on Sussex streets each year. Ask if they think it is a high number.

Secondary school tends to be the time that young people start to be more independent.

One of the main independent activities is being able to walk to and from places, like school, without an adult and it is a great achievement. But they must have the tools to stay safe. The more you independently travel the higher the risk of an accident happening as staying safe is up to you and only you. Write the word HAZARD on the board and ask students to provide a definition. We have provided an example for you to use: Hazard: something that can be dangerous or cause damage Reassure students that hazards are things that CAN become dangerous when there are other factors involved. When a pedestrian crosses a road with the green man displayed the hazards are minimal as the traffic is stationary and the driver knows to stop at a red traffic light. However, when a pedestrian crosses the road, not at a crossing, the hazards become more dangerous as the pedestrian and the driver need to be aware of each other to remain safe.

Introduce the video From A to B and back again and play it for the class.

Once you have completed the video, hand out the activity sheet Hazard Bingo. This contains the hazard icons that they saw in the video as well as space for them to create their own. Ask if students can think of any other types of hazards that have not been covered. Examples to help students could be: 1: Broken traffic lights – means there is nothing controlling the traffic flow 2: No, or little, street lighting – reducing visibility for drivers and pedestrians to see each other 3: Road shape – shape or distance of a road can make it difficult for pedestrians to judge the speed of a vehicle Ask students to create an icon to go with the new hazards. This can be done individually or as a class.

Go through each of the hazards on the activity sheet and discuss if students think they have them on their own journeys to and from school, where they are and how they can avoid them.

EXTENSION ACTIVITY

PLENARY

As pedestrians we cannot control what drivers are doing, that is their responsibility, but there are lots of things we can do to stay safe as pedestrians, that we can control. One of those things is judging the environment around us and using it as safely as possible.

Remind students of the number 577 that you wrote on the board earlier in the lesson. Now that they have an understanding of how many different hazards they face as pedestrians, do they still think this is a high or low number. Explore why they think this might be. The number could be worse, and in the past it has been, but only awareness of how to be a safe pedestrian will keep this number going down. Sometimes it feels as though it would never happen to ‘you’ and that is perfectly normal, but it can. The more hazards pedestrians are aware of the less likely an accident will happen.

Hand out the activity sheet From A to B and back again and explain that they are going to survey the area around the school for pedestrian hazards.

If possible, take the class on a walk around the school perimeter. If you cannot do this, you can use google maps, or similar, as a guide or ask students to do it from memory.

Students should create a map of the route in and around the school and mark where the dangers for pedestrians are using the icons from the starter activity, the type of danger it is and how they think that hazard could be reduced. Some ideas are below to help you support students in finding solutions: • Pedestrian crossings - Understand the different types of crossing - Make sure you make eye contact with the driver so you know they have seen you • Narrow pavement - Walk in single file until you get to a wider pavement - Stay close to the wall side and away from the curb • No, or little, street lighting - Wear bright coloured coats - Wearable lights on bags and coats • Crossing from behind a large vehicle, such as a bus: - Just don’t do it!

- Reminder posters at bus stops

If you have received and handed out the Step Up leaflets from SSRP that were shared with schools in the Autumn term, remind students of the messages contained about preparing for a pedestrian journey. If they combine that knowledge with their hazard spotting ability they are on their way to being safe pedestrians.

HOMEWORK TASK Challenge students to do a hazard survey of the journey for home to school or another pedestrian journey they take. This could be a journey they do regularly or a one-off that they do at the weekend with family or friends. Ask them to present the hazards using icons and explain how they can stay safe around each hazard.

ACTIVITY SHEET HAZARD BINGO

Crossing from behind a parked or stationary vehicles

Not using pedestrian crossing

Messing around at the side of the road

Walking in the same direction as cars travel

Dark clothing

Blind corners for drivers

ACTIVITY SHEET FROM A TO B AND BACK AGAIN Create a map of the roads around your school and mark where the greatest hazards are for pedestrians. Start by putting your school in the middle of the page and create the roads from a bird’s eye view. You can write a brief explanation of what each hazard is and a potential solution for reducing the hazard.

LESSON 2 YOUR SENSE LEARNING OBJECTIVES - Using all of your senses to stay safe as a pedestrian - Mobile phones reduce our sensory perceptions Resources needed: Prepare the following resources before the class.

Activity sheet: Your sense Videos: Your sense, Six seconds

INTRODUCTION If you have done the lesson From A to B and back again remind students of the types of hazards you discussed and the ways that they discussed to avoid them.

If you have not used the lesson From A to B and back again explain to the class that you are focusing on pedestrian safety. 577 pedestrians are killed or injured on Sussex roads, on average, per year. Accidents that are avoidable. Becoming an independent pedestrian, like taking up a new sport or learning a new skill, takes practice - and some knowledge.

STARTER ACTIVITY List the five senses on the board; Sight, Hearing, Touch, Smell and Taste. Ask the class which senses they think are the most important for keeping you safe when you are pedestrian. Our sight and hearing are the most important senses when crossing the road and these are the ones they will be exploring today.

Introduce and play the video Your sense.

Ask for a show of hands, and record the results, who has done any of the sense distractions discussed in the video. Each of these activities limits our ability to pay attention to our surroundings and turns us, the pedestrians, into a hazard. The biggest cause of pedestrian accidents is distraction. All of the actions described in the video impair the senses we have that are designed to keep us safe.

Set up a series of challenges that are designed to test our sense. If you have time extend these activities to a whole class activity. If you are using the starter activity only ask for one volunteer for each sense.

Sight: Using a blindfold, it works best when the blindfold is slightly transparent but not seethrough. Challenge a student to walk a prescribed course through a series of chairs or obstacles.

Challenge the student to walk the course first without the blindfold, then with it. Once the blindfold is on move some of the obstacles to different places. Explain without being about to see completely clearly, like looking down when you are crossing the road, you can’t adapt to a changing environment. Just like crossing a road.

Hearing: Ask a student to walk a prescribed course through chairs or a set of obstacles with headphones on. Every time they hear a buzzer or horn they must change direction. First, ask the student to do it without headphones on, then with headphones. This works best if you can play music into the headphones while they are walking and adjust to volume to make it harder to hear the buzzer or horn.

Ask the rest of the class if they noticed a difference in the ability to carry out the challenges when there was a distraction. Discuss what they saw happen and how this activity can translate to being a pedestrian in the ever-changing environment of the roads. Ask if they would cross a road, where there are serious dangers, without using these senses.

EXTENSION ACTIVITY

AU T PIL O OT

On average a person has to repeat an action for 66 days for it to become a habit. Once something is a habit you tend to do it without consciously thinking. Ask how many people have ever done a journey they are really familiar with, like travelling to school, but then realise they don’t remember the details of the journey. It’s called autopilot.

Write AUTOPILOT on the board. Our brains know what to expect when we are in a familiar environment, so it doesn’t focus as much.

Ask the class why they think autopilot might be dangerous for pedestrians and write their responses, as a mind map, on the board. We have to engage our brain to stay safe, even if our brain recognises where we are or if it is distracted by something emotional, because the roads are an ever-changing environment. You can over-ride autopilot or distractions by simply stopping and asking your brain to focus on the task at hand.

Simply stop, take a breath and agree with yourself you will focus on where you are going. When you arrive safely then you can process the other things going on. If we don’t do this, the speed in which the environment on the road can change means we are in a dangerous position.

Explain that it takes between six and eight seconds to cross a normal two-way street. Ask what students think they can achieve in six seconds. Display the Your sense activity sheet on the board, or hand out to students, and go through each challenge and mark how much of each challenge they got completed in six seconds.

It won’t be much.

At 30 mph a car can travel 81 metres in six seconds. If a pedestrian looks down for six seconds a car can appear very quickly without them seeing. It can be tempting to watch something on your phone or listen to a song with headphones, or even read a social media post when you are crossing the road. Now play the video Six seconds to demonstrate how much can change in six seconds from a pedestrian point of view.

Using our senses and engaging our brain keeps us safer as pedestrians, and we need to do it constantly because the environment can change in a very short space of time.

6

sec

PLENARY Remind students of the number of people that are killed or injured on Sussex roads. The majority of pedestrian accidents are caused by distraction.

Every time that a pedestrian chooses to be distracted they are endangering their own life. No video, text, call or book is worth the six seconds it endangers your life and health for.

Next time someone wants you to look at something on their phone or takes your focus away from the road you are crossing, remember that six seconds of concentration can save your life and the video will still be there at the other side for you to look at, safely.

HOMEWORK Ask students to note, next time they are on a journey as a pedestrian, how many people they see limiting their senses by doing some of the things you have discussed today. Did they see the danger to the pedestrians? They can share their stories of what they observed in the next session.

ACTIVITY SHEET YOUR SENSE How much of each activity can you complete in six seconds? Some you need to read out loud and some you need to physically do.

The Alphabet

A B C D E F G H I J K L M

N O P Q R S T U V W X Y Z

A poem

An exercise

Wind On The Hill A. A. Milne

Complete 10 star jumps

No one can tell me, Nobody knows, Where the wind comes from, Where the wind goes.

It’s flying from somewhere As fast as it can, I couldn’t keep up with it, Not if I ran.

But if I stopped holding The string of my kite, It would blow with the wind For a day and a night.

And then when I found it, Wherever it blew, I should know that the wind Had been going there too.

So then I could tell them Where the wind goes…

But where the wind comes from Nobody knows.

x10

LESSON 3 FULL STOP LEARNING OBJECTIVES

STARTER ACTIVITY

- The science of stopping distances and impact - Understand how the pavement is a shared space - Our behaviour keeps ourselves and others safe Resources needed: Prepare the following resources before the class.

PowerPoint: Stop!

Video: Full stop The PowerPoint Stop! is embedded in this file at the end of Lesson 3. You can display these pages on the whiteboard by either extracting the pages from this file and displaying as a PDF or using screenshot you can build it in PowerPoint.

Explain that you are going to start by looking at how well we can stop when we need to. Ask students to walk at a normal pace and stop when you sound a horn or shout ‘stop’. Repeat this with students jogging, then running. Explain what you see happen to their reaction times. Note that it takes longer to stop the faster you are going no matter how quick your reaction time is.

INTRODUCTION If you have used the previous lessons recap some of the key points you have learnt about using your sight and hearing to stay safe and the different types of hazards students discovered.

If you have not used the previous lessons, write 577 number on the board and explain this is the average number of pedestrians that are killed or injured on Sussex roads each year. Part of staying safe as a pedestrian is understanding the science behind how quickly a car can stop and what affects that car stopping.

Ask students if they have ever walked along and had to avoid someone coming in the opposite direction. At a walk it’s easier to go around without a collision but at faster speeds, like running, it’s harder and when it doesn’t work the impact of bumping into someone can hurt. The faster you go the bigger the impact.

Play the video Full Stop which will explain all about stopping distances and the force of motion.

Display the first image on the Stop! PowerPoint.

Ask students to look at the image and imagine it is taken from a driver point of view. They should work as a group to spot where the danger is, what is happening in the picture that could cause someone to go into the road and the car to have to come to a sudden stop.

Thinking about the information on the video regarding stopping distances, ask students to imagine that the pedestrians had to step into the road, what do students think the outcome of this scenario could be?

The pavement is a place for everyone to be safe on, to share as a space. Now ask students what they think the safe option of this scenario would be.

EXTENSION ACTIVITY

PLENARY

Go through the rest of the images on the Stop!

PowerPoint one by one. Give students time to review the images and note their ideas down.

Then discuss, as a class, what the danger is to a pedestrian, how that situation could have happened and what the other factors are for the driver. This can be a class or group activity.

As pedestrians, if we understand the damage a vehicle can do to us in a road traffic accident and how to behave as a safe pedestrian, we can greatly reduce our chances of being seriously injured or even killed in a traffic collision. By understanding stopping distances we can help drivers to avoid us and not force them to react to our behaviour, and avoid an accident. It is safer to stop a conversation to move out of someone’s way than be part of the cause of an accident, or the victim of one.

Ask students to think about the first image again, you can put it back on the board if required.

Imagine a pedestrian was badly injured by the vehicle. Who else apart from the driver and pedestrian, do they think, would be affected by this accident?

We have listed examples of those affected below to help the discussion: • Pedestrian • Driver • Witnesses • Paramedic • Pedestrian family • Pedestrian friends • Driver family • Driver friends

!

LESSON 4 iDRIVE LEARNING OBJECTIVES - To understand how drivers see pedestrians and to avoid being a hazard - Avoid distractions to stay safe Resources needed: Prepare the following resources before the class.

Videos: iDrive,

iDrive – the results

INTRODUCTION If you have used the previous lessons recap some of the key points you have learnt about hazards, stopping distances and not being distracted.

If you have not used the other lessons in this resource explain to the class that you are focusing on pedestrian safety. Write 577 on the board and explain this is the average number of pedestrians that are killed or injured on Sussex roads each year, and it is avoidable. Becoming an independent pedestrian, like taking up a new sport or learning a new skill, takes practice - and some knowledge.

STARTER ACTIVITY Ask how many students have ever driven a real road car. The answer should be zero. However, you may have a student who has done a young driver event day, if so use their experience as part of the discussion. Discuss how many things students think drivers are doing simultaneously while they are driving.

Drivers are physically doing, and thinking about, multiple tasks simultaneously just to keep a car travelling along a road. If you do not drive it is difficult to understand how much a driver is thinking about while they are in charge of a vehicle.

Some of the most skilled drivers on our roads are emergency service response drivers. They do hours and hours of training to become qualified and one of the training exercises they do is called ‘say what you see’ and that is what the class is going to replicate today. If we can understand how a driver sees the road and its hazards it can make us safer pedestrians. You can avoid becoming a hazard or being in dangerous situations.

Play the first video iDrive and ask students to count how many hazards they can spot as the vehicle moves along. The video is from the driver’s perspective and the driver is travelling at 30 mph through an urban setting. Highlight a couple of the hazards they spotted and discuss. If you have a lot of cyclists at your school it would be beneficial to discuss the cyclist in the video.

Explain that the closer you are to the curb as a cyclist the more likely a driver won’t see you as your merge with the pavement surroundings that is why you should be at least one metre from the curb so that a driver sees you as an independent vehicle.

If you have planned to use the extension activity, move onto that now. If you are not doing the extension activity, now play the second video iDrive – the results that shows where the hazards are. Look at the ones the students didn’t see, discuss why they think they missed them.

EXTENSION ACTIVITY Ask students to create a list of all the things a driver is doing constantly while they are driving.

Below is a list that you can use to help the discussion: • Adjusting and judging road conditions • Adjusting and judging speed • Adjusting and judging road position • Observing traffic laws • Observing road signs • Observing road markings • Following directions, road signs or sat nav • Aware of other vehicles around • Aware of pedestrians • Checking mirrors • Checking instruments (ie speedometer) • Changing gear You can also add in some distractions in the car to the list: • Listening to music • Eating • Drinking • Changing music/radio station It seems like an impossible number of tasks to do all at the same time. The more practice a driver has the less consciously aware they become of doing some of those tasks. But they still have to do them. Explain this time you are going to play the first video iDrive again but this time the students must spot hazards while achieving a number of tasks, as if they were the driver (The tasks are designed to be almost impossible to achieve). We have given you some example tasks below that you can use or you can create your own: 1) Tap their right foot on the floor – this simulates managing pedals 2) Punch their left arm up, then to the side then downwards and repeat – this is simulating using a gear stick or other equipment in the car 3) Quickly look down and back up again every time they hear a clap (you can clap or ask another student to do it – it shouldn’t be done more than every 10 seconds) – simulating observations that you do when driving; mirrors, speed check etc 4) Sing or hum along to a song (you will need to play this while the video is playing) – simulates listening to the radio 5) Shout out the name of a vegetable every time someone says to the ‘give me a vegetable’ (again you can do this or ask another student to do it – it shouldn’t be done more than every 10-15 seconds) – simulates a conversation

This activity may be best suited to using one or two volunteers rather than the whole class. You may find it useful to write the tasks on the board.

Discuss how difficult this was to achieve with the added tasks, compare the results to the first time with no tasks to distract them. Now you can play the video iDrive – the results and reveal the hazards to the students. Note the ones they missed and discuss why this might be. As a pedestrian you should be thinking about what a driver may or may not be able to see, if it is dark or bad weather that can affect the distance and clarity of what they can see. If you, as a pedestrian, can understand that from a driver’s point of view then you have the tools to stay safer.

PLENARY If we can understand, as pedestrians, how drivers see us, we can adjust our behaviour to stay safer.

The majority of under 16s are hit by vehicles when they come from behind a sight obstruction. Now students have learnt how a driver sees the road, next time they are out and about the short cut of running across a road from between cars or across a junction won’t seem so appealing.