Leaders` Notes - Think! Road Safety

Transcript

Leaders’ notes Road safety activities for out-of-school groups www.dft.gov.uk/think/education Contents Introductory notes.................................................................... 3 Why road safety matters...................................................... 3 Badges................................................................................. 3 Tales of the Road................................................................. 3 Involving parents.................................................................. 4 Managing sensitivities and diversity.................................... 4 Using the resource............................................................... 4 Themes................................................................................ 4 Outdoor activities and trips.................................................. 5 Kerbcraft and cycle training................................................. 5 Theme 1: Walking near traffic................................................. 6 a) Recognising traffic........................................................... 6 b) Crossing the road............................................................ 9 c) Bright is right.................................................................. 12 d) Walk safer...................................................................... 14 e) Using road crossings..................................................... 15 Theme 2: Cycling.................................................................... 19 Theme 3: In-car safety........................................................... 23 Theme 4: Signs and signals................................................... 27 Further information................................................................ 31 Introductory notes Why road safety matters Tales of the Road Children are more likely to die in a road collision than from any other accidental cause. In 2008, 73 children aged 0–11 were killed on Britain’s roads, and another 1,436 were seriously injured. There is a need for all those involved with young people to communicate clear road safety messages effectively and consistently, working together to help children understand and manage risk. This booklet and the accompanying resources are aimed at leaders of groups such as Rainbows, Beavers, Brownies, Cub Scouts, Girls’ Brigades and Boys’ Brigades, and have been written to complement road safety materials available for teachers, pupils and parents at: www.dft.gov. uk/think/education Tales of the Road: A highway code for young road users is an official road safety guide for children aged 7–11. It is a colourful illustrated A5 booklet covering pedestrian safety and the Green Cross Code, cycle safety, travelling in the car and on public transport and road signs and markings, along with a handy glossary. Tales of the Road is an invaluable reference for many of the activities in this booklet and it is strongly recommended that group leaders order one copy per child for over sevens. Copies may be obtained free of charge from the THINK! Education teachers’ catalogue: www.dft.gov.uk/think/education/earlyyears-and-primary/teachers/teachercatalogue/ or a PDF of the booklet can be downloaded of from the website. These resources have been developed in conjunction with leaders of various children’s groups and contain ideas for games and activities based on the theme of road safety which reflect popular activities for the 5–11 age group in out-of-school settings. The emphasis is on practical, enjoyable activities which require minimal preparation and materials. You can download free materials to support some of the activities in this pack at: www.dft. gov.uk/think/education/early-years-andprimary/out-of-school-groups/ les Ta The Road code A highway users road for young Badges Cubs and Brownies groups which include children working towards the Road Safety badge can reinforce learning about road safety by using some of the activities and ideas in this booklet alongside the badge requirements. Using Road Safety badges as a focus for this work will motivate children and raise their awareness about the importance of safer behaviour around traffic. You can download free materials to support some of the activities in this pack at: www.dft.gov.uk/think/education/early-yearsand-primary/out-of-school-groups/ Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 3 Introductory notes Involving parents Using the resource Children learn effectively if they receive the same clear safety instructions from home as from their group leader, so it is helpful if parents and carers are encouraged to become involved with road safety activities and know what their children are learning. There are a number of ways that group leaders can involve parents and keep them aware: There is a wide range of activity ideas outlined in this pack, including physical games, drama activities, board games, card games, craft sessions, drawing challenges, talking activities, stories, rhymes and songs, videos to watch, and adaptations of traditional games such as bingo and a beetle drive. • Send home a note or newsletter to inform parents about what their children are doing in terms of road safety activities. • Encourage parents to become involved in activities and to reinforce key messages such as ‘Stop, look and listen’ or ‘Be Bright, Be Seen’. • Refer parents and carers to the Parents’ section of the THINK! Education website at www.dft.gov.uk/think/education • Suggest that parents read the Tales of the Road booklet with their children and talk about road safety (there is also a Tales of the Road website aimed at children, suitable for 7–11 year olds). • Encourage parents to help children to learn and use the Green Cross Code when they are crossing the road. Managing sensitivities and diversity Leaders using this resource should be aware of any child whose family member or friend may have been involved in a serious traffic incident. Special sensitivity will need to be shown in these cases, and it may be appropriate to prewarn the child’s parent / carer so they are able to prepare the child. Diversity is also an important issue, as there will be a wide range in children’s awareness of roads, traffic, signs and safety procedures depending on many factors. Some children may come from homes where there is no car, for example. 4 Leaders’ notes – Road safety activities for out-of-school groups The activities are divided both by road safety theme and by age group, and most require minimal preparation and materials. All of the printed resources needed for the activities are supplied either in the pack or as downloads from the THINK! Education website and can be printed and copied as required. All of the suggestions for activities are designed to be used flexibly by leaders and adapted to meet the needs and circumstances of individual groups. While road safety is a serious subject there is also the acknowledgement that learning should be fun wherever possible, so the majority of ideas include competitive, creative or interactive elements. Themes The materials are grouped into four sections. Section 1 is the largest, and this is subdivided into five parts: 1. Walking near traffic a) Recognising traffic (for younger children) b) Crossing the road c) Bright is right d) Walk safer e) Using road crossings 2. Cycling (aimed at older children) 3. In-car safety 4. Signs and signals (mainly for older children) If possible, leaders should try to include at least one activity from each section in a programme of road safety learning and vary the types of activity to maintain interest. Questions from children should be encouraged throughout, and it will be helpful to have a copy of the Tales of the Road booklet handy as a reference and to give official guidance. Links to online videos are provided but it is acknowledged that for many groups internet access is extremely difficult or impossible, or that equipment may not be available. In all cases, alternative ‘low tech’ activities are supplied which cover the same road safety learning points. Outdoor activities and trips Some out-of-school groups, including Cubs and Brownies, have organised cycle training for children. You can find out more information about the Bikeability cycle training scheme at: www.bikeability.org.uk Group leaders interested in Kerbcraft or cycle training in their area can contact their local Road Safety Officer through their local authority. In teaching children how to stay safer on the roads, there is no substitute for practical experience. In addition to using some of the ideas outlined in this booklet, leaders can reinforce road safety messages on all trips and excursions. Key recommendations are as follows: • Younger children should hold hands when near traffic. • Children should walk in a closely supervised ‘crocodile’ of pairs. • All age groups should understand the importance of ‘Stop, look and listen’. • Emphasis should be put on finding the safest place to cross (for example, away from junctions, buses and parked cars where possible). • Children should be taught to use and understand the Green Cross Code. • Children should know how to be safer when using public transport (for example standing well back on the pavement and not distracting the driver). Further details of these points can be found in the Tales of the Road booklet. Kerbcraft and cycle training Kerbcraft is a practical child pedestrian training scheme aimed at children aged 5–7. It involves trained volunteers teaching children in groups of two or three the essential skills of crossing the road, and has been used successfully for a number of years across the country. More information about the scheme can be found at: www.kerbcraft.org Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 5 Theme 1: Walking near traffic a) Recognising traffic Key safety message: traffic can be dangerous so we must know what it is and take great care when near it. Ages 5–7 1. Sound effect story: A noisy day This short story tells the tale of a young boy and his mum getting up, leaving the house and walking to school, passing lots of traffic and crossing the road. The story mentions lots of things (underlined) which make noises such as footsteps, cars, a fire engine, a dog barking etc. Read it aloud and tell the children to make the sounds of the things in the story, pausing for each one. After the story: • ask the children which vehicles were mentioned in the story • ask why Joe held hands with his mother • talk about why we need to be very careful near traffic • in the story Joe crosses the road safely by stopping, looking and listening. Ask the children why they need to do each of these three things when they cross the road, even though they are with an adult. 6 Leaders’ notes – Road safety activities for out-of-school groups Activity Story: A noisy day “Wake up, Joe!” said Mum. “It’s time to get up – and it’s school today.” Joe opened his tired eyes and sat up with a big yawn. “I was having a dream,” said Joe. “I was a farmer and I was driving a tractor!” “Well, even six-year-old farmers need a wash in the morning, so come on.” Joe went to the bathroom for a wash. He loved it when he pulled the plug in the basin and the water disappeared with a gurgle. He got dressed quickly and hurried down the stairs, stamping his feet. He could hear his baby sister crying in her cot. “Can I have cornflakes for breakfast, Mum?” He saw some bacon sizzling in the pan. “Come on, Joe,” said Mum. “We’re by the road now so you need to hold my hand.” They walked along the pavement towards Joe’s school. Mrs Evans passed by in her noisy little car. They also heard Mr Rashid’s dog barking next door. Soon they reached the busy main road. Mum held Joe’s hand tight. “We need to be very careful here because there’s lots of traffic at this time in the morning.” She was right, Joe had never seen so much on the road. There was a great big lorry. And a motorbike. And a bus. And a van. Then something really noisy made Joe jump. It was an ambulance! And it was followed by a police car! A few minutes later, Joe had his coat on and his school bag. Mum shut the front door with a bang. It was time to walk to school. They watched all the traffic go past then Mum said, “Right Joe, we need to cross the road in a minute. Can you remember what to do?” Joe nodded. “Stop, look and listen!” he said. “Good boy,” said Mum. “But we won’t cross here because there are parked cars and we can’t see the road very well.” Outside a cold, noisy wind was blowing. Overhead a seagull made a loud squawk. They walked a bit further on to where there were no cars parked. “OK, help yourself,” said Mum. Joe poured a bowlful and ate them with a loud munch. Joe heard a lorry toot its horn. “First, we stop near the edge of the pavement,” said Mum. “Then we need to look for traffic,” said Joe. Mum smiled. “That’s right. Look all around to see if anything is coming along the road.” Joe looked. There weren’t any cars or lorries but there was a cyclist. He pedalled past then the road was clear. “Can we cross now?” said Joe. “No, wait,” said Mum. “Can you hear that?” Joe listened, and he heard a noise growing louder and louder, just before a huge red fire engine came zooming past with its siren going. When it had gone, they looked and listened again. It was all clear so they crossed the road to the school. Joe arrived just in time because as he went through the gate, there was his teacher ringing the bell. What a noisy start to the day! Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 7 Theme 1: Walking near traffic 2. Guess the vehicle To run the activity: This activity requires the set of vehicle flashcards which are provided as a download on the THINK! Education website (see page 3 for details). The flashcards feature a car, bus, lorry, van, tractor, motorcycle, bicycle and a horse and rider. The children must guess which vehicle is on each card by the leader giving out clues. Children are only shown the card when it is guessed correctly. The child who says the right vehicle wins the card (each child can only win one card, to give others a chance). • Pick one of the cards at random, keeping it hidden. • Explain that there is a picture of a vehicle on the other side and that the children have to guess what the vehicle is and put up their hands to answer. • Say that you will give a series of clues and that children can make a single guess after each clue. • After each card is shown, briefly talk about the vehicle and where the children might see it, with the emphasis on road safety (for example motorbikes are small so hard to see, bicycles are quiet and lorries take a long time to stop). Clues are as follows: 8 Bus • It’s very long • It has lots of windows • It carries lots of people • It sometimes has an upstairs Car • It has four wheels • It can be small or quite big • It carries people • Lots of people own one Lorry • It is a big vehicle • It is often quite noisy • It carries big things • It usually only has two seats Van • It carries things • It has doors at the back • It sometimes has writing on the side • It can be big or small Tractor • It is very noisy • It has four wheels • It is seen in the countryside a lot • It has big wheels at the back and small ones at the front Motorcycle • It can be very noisy • It is smaller than a car • It can carry two people • It has two wheels Bicycle • It is very quiet • It doesn’t have an engine • It has handles • It has two wheels Horse and rider • It usually goes very slowly on the road • It is not noisy • It does not have wheels • It has a rider • It is an animal Leaders’ notes – Road safety activities for out-of-school groups Activity b) Crossing the road Key safety messages: stop, look and listen (ages 5–11); use the Green Cross Code (7–11). Note: There is no substitute for practical experience on the real roads. In addition to completing indoor activities such as this one, leaders should make sure that they practise the Green Cross Code on every trip. 2. Using posters Ages 5–7 1. Drama: Stop, look and listen In pairs, model crossing an imaginary road, using a line on the floor to mark the kerb. Children can hold hands and practise standing in the right place, looking all around and listening. Points to emphasise: • Children should continue to look all around as they cross. • They should not talk, as this prevents them from listening. • They should not run. Children can also model using a pedestrian crossing in this way. A green man image can be downloaded on the THINK! Education website (see page 3 for details) (the green man will need to be coloured in). The sequence is as follows: • Stop at the pedestrian crossing, near the kerb, where you can see traffic. There are three free A4 colour posters showing different road crossings which can be downloaded on the THINK! Education website (see page 3 for details). These posters show an adult and child crossing at a zebra crossing, a puffin crossing and where there is no road crossing. They can be used to talk about different types of road crossing and to help children understand the vocabulary of road safety. The posters can also be used for a game as follows: • Fix the poster to the walls at different places in the room where they can easily be seen. • The children stand in the middle of the room and must run to the right poster when asked a question. • Example questions: which crossing has traffic lights? Which picture has no road markings? Which one is the zebra crossing? Which one has a green man? Which one has a button to press? Which one has no lights? • Push the button. • Look across the road to where the signal is (for a pelican crossing) or to the side (for a puffin crossing). The leader can hold up the green man in either of these places to signal when the children should cross. • When the green man is shown, wait for the traffic to stop then cross the road. • Keep looking and listening as you cross. • Do not run. Mention that some crossings also make a bleeping noise. It will be helpful to show the children a poster of a pedestrian crossing (see activity 2 below) and to talk about where there are green man crossings nearby. Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 9 Theme 1: Walking near traffic Ages 7–11 1. The Green Cross Code jumble To help with this activity a summary of the Green Cross Code can be downloaded on the THINK! Education website (see page 3 for details). You can also print and cut out the cards for the game below. Before doing this activity the children will need to be introduced to the Green Cross Code. A good way to do this is by giving each child a copy of the Tales of the Road booklet (see page 3 for how to obtain free copies) and reading out the summary together: 1. Find the safest place to cross. 2. Stop just before you get to the kerb. 3. Look all around for traffic and listen. 4. If traffic is coming, let it pass. 5. When it is safe go straight across the road – do not run, keep looking and listening while you cross. To play the Green Cross Code jumble game: • Divide the children into three groups. • Each group will need a set of game cards for the activity – the cards feature the five parts of the Green Cross Code but each part is split into four (with one part being the number). This means there are four cards for each part which must be matched together, for example: 1. Find the safest place to cross. • Each group’s 20 cards are placed opposite them, turned over and jumbled up. • On the word go the teams run to their cards and try to sort them, working together as a team. They sit down when they are finished. • It’s important that all groups carry on until they are finished. 10 Leaders’ notes – Road safety activities for out-of-school groups 2. Code call out This activity should be carried out after children have read or been introduced to the Green Cross Code, possibly through the Tales of the Road booklet, and in addition to other activities, not as a standalone exercise. The leader reads out the five parts of the Code, as written below, with words missed out. The group call out the missing words as follows (answers in brackets): 1) Find the safest place to _______ [cross]. 2) Stop just before you get to the _______ [kerb]. 3) Look all around for _______ [traffic] and _________ [listen]. 4) If traffic is ________ [coming] , let it _________ [pass]. 5) When it is _______ [safe] , go straight across the ______ [road] – do not _______ [run], keep looking and ________ [listening] while you cross. This is an effective way to learn the Green Cross Code, if it is done several times. Children will need to complete other activities in addition to this one to make sure that they really understand the Code once they have learned it. Activity 3. Tales of the Road quiz As suggested above, older children can be given this booklet and asked to read it at home. To add an incentive for reading the booklet and talking about it with parents and carers, a team quiz can be organised, based on the “Walking” section of the booklet (pages 4–13). Prizes can be provided and teams can be organised 1. On which side of the road should you walk if there’s no pavement? (The side facing traffic) 2. Fluorescent materials can help you to be seen by drivers. Do they show up in daylight or darkness? (Daylight) 3. What do we call materials which help you to be seen by traffic at night? (Reflective) 4. How many parts does the Green Cross Code have? (5) 5. Name one of the road crossings mentioned in part 1 of the Green Cross Code. (subway, footbridge, an island or zebra, pelican, puffin or toucan crossing) 6. Name another of the road crossings mentioned in part 1 of the Green Cross Code. (subway, footbridge, an island or zebra, pelican, puffin or toucan crossing) 7. You should avoid crossing between parked cars, if you can, and two other places – name one of them. (blind bends or near the brow of a hill) in various ways to suit individual groups. Conferring can be allowed between team members and teams can be given alternate questions, with the question passed to the other team if a wrong answer is given. If some children were not present the previous week, allow ten minutes before the quiz for children to look through the booklets and recap. Questions as follows (answers in brackets): 8. Name one of the three people who can control crossing points mentioned in part 1 of the Green Cross Code. (Police officer, school crossing patrol, traffic warden) 9. Name another of the three people who can control crossing points mentioned in part 1 of the Green Cross Code. (Police officer, school crossing patrol, traffic warden) 10. The first part of the Green Cross Code is ‘Find the safest place to cross’. What is part 2? (‘Stop just before you get to the kerb’) 11. What is part 3 of the Green Cross Code? (Look all around for traffic and listen) 12. Part 4 of the code is ‘If traffic is coming let it pass’, and part 5 says to cross when it’s clear, but what mustn’t you do when you cross the road? (Run) 13. How does part 5 of the Green Cross Code say you should cross the road? (Go straight across) 14. Sometimes you cannot avoid crossing between parked cars but which vehicles should you not cross near? (Large ones) 15. Which type of crossing has a green man on the opposite side of the road? (Pelican) 16. At a crossing controlled by traffic lights, you should only cross when the green man shows and when what happens? (Traffic stops) 17. At a zebra crossing you must wait for traffic to stop. What should you do while crossing? (Keep looking and listening) 18. What should you look out for when crossing the road near a junction? (Traffic turning the corner) 19. If you cross a bus lane you need to watch out for buses, taxis and what else? (Cyclists and sometimes motorcyclists) 20. At a railway level crossing you should never cross when what signal is showing? (Flashing red lights or warning sounds) Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 11 Theme 1: Walking near traffic 4. Online videos and games c) Bright is right If internet access is available, there are a number of videos and games on the THINK! Education website (see page 3 for details) which will enhance learning and get children thinking, specifically: Key safety message: Be Bright, Be Seen by wearing bright clothes and fluorescent (in the day) or reflective clothing (in the dark). • The video Yasmin’s story, about a girl who was hit by a car as a result of not using the Green Cross Code Ages 5–7 (and 7–11) • Tales of the Road videos 1 and 3: short animations which reinforce key safety messages about crossing the road • Codebreaker game: a set of fun web activities based around the Green Cross Code 1. Bright is right relay The children are asked to each bring one clean bright and one darker t-shirt or top. The children are divided into two, three or four teams and set up in lines at one end of the room. Each team’s tops are put in a box at the other end. In relay fashion each child runs to the box, puts on a bright top and returns until the first team is finished. At the end talk about why ‘bright is right’ when out and about near traffic. Leaders will need to provide spare clothes as necessary. 2. Dress me safer This is suitable for younger children. It requires a set of cut out doll / child figures and some matching cut out clothes (boys’ and girls’). These can be downloaded on the THINK! Education website (see page 3 for details). • Best results will be obtained from printing the figures and clothes out on card. • Children first cut out and add detail to the doll figure. • Next, children cut out the clothes and use them as templates to draw around on bright coloured paper to make clothes (magazines can be used or bright scrap paper). • Finally the clothes can be glued to the doll. • Alternatively, the templates can be coloured in to make ‘bright is right’ clothes. • Ensure that children understand the point of the activity: we are safer near traffic if drivers and other road users can see us: bright clothes help us to be seen and to be safer. 12 Leaders’ notes – Road safety activities for out-of-school groups Activity Ages 7–11 3. Poster talk This activity uses two posters based on the theme of ‘Bright is right’. These posters can be downloaded from the THINK! Education website (see page 3 for details). The posters show urban and rural road scenes at dusk and include illustrations of different people wearing various types of high-visibility and lowvisibility clothing to help children talk about and understand the issue of being seen near traffic. Show each poster to the group and talk about what they show: • Who is easy to see? • Who might drivers not be able to see very well? • Why is it important for drivers to be able to see you near roads? • What could this child wear to be seen more easily? • What do you wear so that you can ‘Be Bright, Be Seen?’ 1. Bright is right relay (see page 12) 2. Boot camp poem Below is a specially written interactive poem in which children repeat a rhyme, in loud army training camp style, all about wearing bright clothes to stay safer. What to do: • Line the children up in lines of four to six behind each other, like a squad of soldiers. • Briefly explain about boot camps and soldiers going on long route marches. • Jog on the spot and pretend you have a heavy pack. • Call out the lines in a really loud ‘sergeant’ rhythm. • Children copy each line as they jog. • The final line can be repeated. • What can you wear to be seen in the dark? (talk about reflective bands, stickers, bags etc.) Bright is right boot camp poem There is also a story in the 5–7 ‘Read’ section of the above website about a girl called Molly who is nearly hurt because she is wearing dark clothes. This could be printed out and told to the group. Traffic coming will see me, My coat’s as bright as it can be; When I’m walking by the road, Gonna crack the Highway Code; Fluorescent may be hard to spell, But it sure has kept me safe and well; Stickers on bags reflect the light, A shining example when it’s night; Don’t just wear what’s dark outside, Drivers aren’t all eagle-eyed; So if you want to do what’s right, Show the world that you are bright! Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 13 Theme 1: Walking near traffic 3. Short video: Tales of the Road 2 d) Walk safer If internet access and a computer or laptop is available then children can be shown the very short animation Tales of the Road 2 about a girl who can’t be seen easily by motorists. This cautionary tale can be accessed on the THINK! Education website (see page 3 for details). Key safety message: use a pavement if there is one and where there isn’t walk facing the traffic in single file; never rollerblade on the road and watch out for pedestrians on the pavement. If a computer or laptop is available, but there is no internet access, it is possible to download the Tales of the Road advertisements in MP4 format before the session and burn them onto a DVD: www.dft.gov.uk/think/ mediacentre/237144/current Ages 5–7 1. Action game: Single file This is based on the simple action game ‘Captain’s coming’ and involves teaching the children a set of actions that they must do when instructions are called out in random order. Children need to spread out in a hall / room. The instructions and actions are as follows: • Single file! (all get in a line one behind the other) • Hold hands! (with nearest person) • Face the traffic! (turn the other way) • Use the pavement! (go to the side of the hall indicated) • Stop, look and listen! (stand still, quietly, looking all around, ready to cross) • Walk across! (walk as if crossing a road, looking all around) • Car coming! (sit and pretend to drive) • Motorbike coming! (pretend to ride) • Lorry coming! (stand and hold big steering wheel) Remind children that they should always use the pavement when there is one. On some country roads, there are no pavements, in which case they should walk on the right hand side of the road to face the traffic coming towards them, keeping close to the side of the road. The exception to this is if there is a sharp right hand bend, when it’s better to cross to the left so that oncoming traffic has a better chance of seeing you. Cross back after the bend. 14 Leaders’ notes – Road safety activities for out-of-school groups To play the game, show the children the actions and let them practise each one. Then start to call out the instructions in random order. Explain that the idea for the children is not to be last (but in this case no one is out). Start slowly but speed up as the children start to learn the actions. Finish the game by letting children rest and asking them questions such as why they need to walk in single file on narrow country lanes and why they should face the traffic where there is no pavement (stressing that they should always use a pavement if there is one). Activity Ages 7–11 e) Using road crossings 1. Role play This activity involves a series of short scenarios for pairs to act out based again on walking along a country lane where there are only occasional pavements. It will work best with children who are used to role play, but where this isn’t the case the leader can demonstrate how it works by performing an example, acting in role with a confident child who is good at drama or another adult. The scenarios are as follows: • A tries to convince B why they need to walk in single file while B says that it’s not important. • B tries to convince A that it’s safer to walk on the side of the road facing traffic while A says that it doesn’t matter. • A is wearing bright clothes and argues that B should be too, while B disagrees. After each scenario ask for a pair to perform theirs in front of the group and use this to draw out important safety points, based on the Highway Code, such as ‘always walk facing traffic where there is no pavement’ and ‘Be Bright, Be Seen.’ Ask the children why we have these rules. 2. Rollerblade play Extend the above idea to a town setting where two friends are going rollerblading: • A suggests rollerblading on a quiet road; B argues that it isn’t safe, saying why. • B suggests rollerblading outside the local shops where there are lots of pedestrians, A argues that this isn’t safe, saying why. Key safety message: know about safer places to cross the road and how to use them. Younger children should know about road crossings but it is presumed that they will not be crossing the road independently at all at this age so most of these activities are aimed at older children who, depending on the area in which they live, may be beginning to do this, or will be soon. Ages 5–7 1. Traffic light biscuits Children can learn about traffic lights by making traffic light biscuits. To do this: • You will need a packet of round plain biscuits and red, orange and green icing, which can be made in advance if there isn’t time to make it with the children during the session. • Simply spread the icing on top of the biscuits. • Make the biscuits in the order red, amber, green and line them up so that they look like a set of traffic lights. • Talk about traffic lights as you do the activity: what they are for, how they work, what the sequence of lights is and how they help keep pedestrians safer at crossings. Note that this activity should be carried out alongside other ‘Walk safer’ road safety activities aimed at this age group as it has limited learning value on its own. Official advice about walking safely, rollerblading and crossing the road can be found on pages 4–13 of the Tales of the Road booklet. Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 15 Theme 1: Walking near traffic Ages 7–11 1. Shona’s shopping trip The theme of this drama / mime activity is ‘what to do about parked cars’. A story is provided below for leaders to read while the children act out the story through mime. The story involves a child going to the shops to buy a present and involves looking for a safer place to cross. A bend in the road is avoided, as is a place below the brow of a hill and then parked cars are avoided as a potential crossing place. A pedestrian crossing is found and used, and other good places are spotted, e.g. a subway and footbridge. On the way back the child walks a different route where there are lots of parked cars – this is used as an opportunity to model crossing between parked cars where there is no alternative (the story gives detailed guidance on how to do it safely). After reading the story: • Ask the children which safer crossing places Shona used. • Talk about why it’s important to try to avoid crossing the road where there are parked cars (mentioning that it is harder to see traffic and be seen, and that parked cars may start to reverse or move forward and that drivers may not see children – this is especially true of larger vehicles). • Go through the correct procedure for crossing where there are parked vehicles, as modelled in the story and outlined on page 8 of the Tales of the Road booklet. Story: Shona’s Shopping Trip It was Shona’s great grandmother’s birthday on Saturday. She was 99! That’s nearly a hundred. Oh, you know that? OK. Well, anyway, Shona and her big brother Jed went out to buy her a bunch of flowers. Off they went, down the road, past the bus stop, through the alleyway, down the hill and onto the main shopping street. Whoah, it was really busy: people everywhere, market traders shouting, cars, buses, taxis, scooters – traffic buzzing along the road non-stop. Shona pointed to the flower shop across the road. But where to cross the road? It was so busy! Shona stopped to cross but her brother shook his head and said it was on a bend and hard to see cars coming. They walked along and Jed stopped to cross. She pointed out that it was right next to a junction with cars turning behind them – no good. They went a bit further and Shona stopped. No bends or junctions here. But her brother shook his head again. He said it was dangerous – too 16 Leaders’ notes – Road safety activities for out-of-school groups near the brow of a hill – you can’t see traffic coming from the other side. They went on. Jed stopped, ready to cross but Shona pulled him back. There were parked cars, she pointed out, and explained how it was safer to cross where there was nothing parked. They wondered if they were ever going to cross safely then they saw the traffic lights – a pedestrian crossing! They went over and Shona pressed the button. The green man appeared – good old green man – and over they went, across the road to the shop where they picked up a beautiful big bunch of tulips for just £3. Shona noticed that there was a footbridge a bit further along, and just past that a subway. They could have crossed safely there, she was just about to say, but Jed was going a different way, behind the shops and across the park and up the hill and through the gate and past the school. They were nearly back but they had to cross another road and this one had vehicles parked along both sides as far as they could see. Oh no. But Shona remembered what it said in the Highway Code. Activity 2. Action game: Cross dash How to play the game: This is a very lively running around game which starts with the children standing in a circle. It will help if the children have already been introduced to different types of road crossings beforehand (for example using the A4 posters as mentioned on page 13). • Each child in the circle is named in turn Zebra, Pelican or Puffin (after three types of road crossing). • The leader stands in the centre of the circle and calls out one of the names, e.g. ‘Pelican!’ At this signal, all the pelicans run around the outside of the circle, clockwise, back to their places – last one back sits down and is out. • Do this several times, ensuring that all three groups get at least two turns. • If you’re brave you can call out two at once or one while another is still running. • For older children add an extra element that they must change direction if they hear a clap (or if you shout ‘change!’). Jed stepped forward between two vans. But Shona shook her head and told him that you must never cross between large vehicles – it’s harder to see traffic and the drivers who have parked might not see you if they’re setting off (they have blind spots). Then she saw a good wide space between two small cars. It was easy to get to the other side here. Shona peered inside to check that there were no drivers in the cars. Jed listened to check their engines were off. Then, carefully, they walked to the outside edge of the cars and looked all around for traffic. They listened too. A bus was coming so they let it pass. And a cyclist – they nearly missed seeing her. Then it was clear. They followed the Green Cross Code and went straight across, looking and listening, not running. • Children sitting down have chances to get back into the game by answering questions about road crossings in between the running, eg ‘Does a zebra crossing have traffic lights?’ Further questions are: • True or false, a pelican crossing has a ‘green man’. (True) • What does a flashing green man mean? (Do not start crossing) • Which type of crossing has stripes on the road? (Zebra crossing) • Does a puffin crossing have a green man signal on the near or far side of the road? (near) • What do we call a place where you need to stop half way across a road? (An island) • What rules do you need to follow when using a pedestrian crossing? (The Green Cross Code) • What two things should you do when using a zebra crossing? (Look and listen) Shona’s great grandmother was delighted with her tulips. She’s 99 you know. Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 17 Theme 1: Walking near traffic 3. Posters How to play: Show the children pictures of different crossings to familiarise them with the various types and how they work. There are two sources of pictures for this: • Children play the standard snakes and ladders game but each time they land on a snake or a ladder they pick up a hazard card (the cards must be shuffled and placed in random order upside down). • The three free A4 colour posters of road crossings from the THINK! Education website (mentioned on page 13). • A set of illustrations of a range of crossings, including toucan, zebra and puffin crossings plus a footbridge, subway and a crossing with an island. These can be downloaded on the THINK! Education website (see page 3 for details). Show the children each crossing and ask if they know where one is. Talk about how to use them safely and the dos and don’ts in each case. A reference for this is the Tales of the Road booklet. 4. Board game: Snakes and hazards This is an adaptation of snakes and ladders using standard boards. One board is needed per three or four children (they can be found and printed from the web as pictures if necessary), plus a dice and counters for each group. Also needed per group is a set of hazard cards and an answer sheet, both of which can be downloaded on the THINK! Education website (see page 3 for details). • Each card has a true or false question about safer and unsafe places to cross the road – the child answers the question while the others check the answer sheet to see if it’s right or wrong. • For a right answer the child goes up the ladder or avoids the snake. • For a wrong answer the child goes down the snake or misses out on the ladder. • The winner is the first to the end or the one who progresses furthest within a time limit. 5. Map trip This activity involves using a local street map to plan a walk around nearby roads, discussing possible hazards with the children and thinking where to cross safely. When the walk is carried out it is an excellent opportunity for leaders to model applying ‘stop, look and listen’ and to help children to put the Green Cross Code into practice. Other points to note: • Talk about the relative safety of different crossing points along the way, for example: between parked cars, near a bend, where there is a police officer. • The emphasis should be on children thinking for themselves and taking responsibility for their own safety, not relying on the leader (for example by looking and listening for traffic even when the leader has said that it is ok to cross). • This activity obviously depends on a high level of supervision so it should only be carried out where there is parental permission and sufficient adult support. • It is essential to ensure that children do not take risks when walking near traffic, especially when crossing the road. 18 Leaders’ notes – Road safety activities for out-of-school groups Theme 2: Cycling This section is aimed at ages 7–11. 1. Tales of the Road booklet Key safety messages: make sure that your bike is as safe as possible; wear a helmet at all times; Be Bright, Be Seen; use lights when it is dark and follow the rules of the road. This booklet is a junior version of the Highway Code and has a section on cycling on pages 15–19 which children should be encouraged to read at home. Again, a team quiz with prizes could be an incentive to do this. The booklet also acts as a reference and will help the children to enjoy and get more from the cycling activities below. See page 3 for how to obtain free copies of Tales of the Road. 2. Design a helmet On the THINK! Education website you can download an outline of a cycle helmet (see page 3 for details). The sheet has a simple helmet outline (front and side views) for children to use as the basis for their design. They can use any colour / medium for the artwork, including magazine collage. During the activity or when the children have finished, talk with them about the following important safety points: • Cycle helmets save lives. • They should be worn for even short journeys. • Your helmet must be the correct size and must be securely fastened. Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 19 Theme 2: Cycling 3. Beetle bike How to play This is a beetle drive but with a bike to create. A downloadable bike card and instructions are provided on the THINK! Education website (see page 3 for details). The card shows a basic frame (children usually find drawing bikes very difficult!) and onto this various parts are added by drawing, after the dice is rolled. The parts to be drawn are as follows (these are listed on the card). • Children are arranged in teams of four. • Each table has a dice. • The aim is to become the first player to complete a bike with all of the parts listed. • The players at each table roll the dice to decide who starts (turns are then taken clockwise). • A player must throw a six to start to draw the front wheel. Number rolled 20 • Each player needs a bike card and a pencil. Item to draw • After throwing a six the player then draws a part, as listed above, for each throw of the dice (there are eight parts to draw in total – two separate wheels and two separate pedals; the reflector and lights count as one). 6 Wheel with mudguard (two needed) 5 Seat 4 Pedals (two needed) 3 Handlebars / brakes 2 Chain with chainguard • Players then start again with a new card and keep track of their overall scores (play as many rounds as you wish). 1 Reflector & lights • The game can be organised so that players move from table to table after each round. Leaders’ notes – Road safety activities for out-of-school groups • The first player to complete a bike shouts ‘bike!’ and everyone stops and adds up the parts they’ve drawn, scoring one point for each part. This can easily be adapted but the game should provide the basis for emphasising the importance of each part of a bike being in good working order, of the bike being the right size and of the rider knowing the rules and having cycle training before going near traffic. Details of the Bikeability cycle training scheme can be found on page 5. Activity 4. Role play drama 5. Card collection game This activity involves a set of simple scenarios for older children to explore based on the theme of cycling safety. As before, this will work best with children who are used to role play but where this isn’t the case the leader can demonstrate how it works by performing an example, acting in role with a confident child who is good at drama or another adult. This is a very active ‘running around’ game which consolidates important lessons about safer cycling. The cards required for the game can be printed from the THINK! Education website (see page 3 for details). The following scenarios are for pairs of children to create short scenes: • A wants to go out riding without a helmet, B disagrees and says why helmets are important. • B wants to ride at dusk but has no working lights, A argues that they shouldn’t go and says why. • A argues that it’s important to wear bright clothing when cycling in the daytime and tries to convince B who can’t see the point. • A and B are going out for a ride on a busy road. A wants to ride two abreast but B says that it should be single file and explains why this is safer. Children can create other scenarios based on the cycling section of the Tales of the Road booklet. At the end of each scenario ask for confident volunteers to perform their role play to the group and use this to talk about the road safety issues involved, giving other children a chance to add arguments in favour of safer cycling. How to play: • The children are divided into two teams and each is given half of the hall to work in. • Each team needs a set of game cards which consist of 10 cycling ‘rules’ or safety statements and 10 matching illustrations. Each rule is split in two so there are 30 cards per set in total. • Each team’s 30 cards are spread around their half of the hall, facing upwards and jumbled up in order; the teams sit in a line against opposite walls. • In order, on go, each child must find and collect a card, starting with number 1. The second child must find the next card to match number one (the second half of that rule) and the third child must find the matching picture. If they come back with the wrong one then they must take it back. • The game is a race but both teams carry on until they have all 10 rules in order. Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 21 Theme 2: Cycling The rules are as follows: 1. You must obey 2. You must not cycle in the dark 3. Make sure your traffic light signals. without using lights. brakes and tyres work well. X 4. Don’t wear 5. Always wear 6. Wear something reflective loose clothing when you cycle. a cycle helmet that fits. when riding in the dark. X X 7. Stop for pedestrians 8. Road signs 9. You must not carry at zebra crossings. must be obeyed. a passenger on your bike. X 10. On busy or narrow roads ride single file. 22 Leaders’ notes – Road safety activities for out-of-school groups Theme 3: In-car safety This topic looks at in-car safety. For reference, you can find out more about the law on the use of seat belts and child restraints at: www. dft.gov.uk/think/education/early-yearsand-primary/parents/7-to-11s/car-seatsboosters-and-seat-belts/ Key safety messages: always use a seat belt, with a car seat or booster if you need one; only get out of a car on the pavement side; don’t distract the driver; leave doors and windows alone. Ages 5–7 1. Drama: Well done, Jack This activity consists of children miming a story, printed below, which is read aloud. The story involves a young child going on a car journey with his mother and practising safer behaviours such as using a car seat / booster and getting out on the pavement side. This is a simple but effective way to communicate important learning points. Children will need space to move around and act out the movements in the story. Story: Well done, Jack This is the story of Jack, a boy about your age, a boy who didn’t always do as he was told… Well today, you’re going to pretend to be Jack. Let’s see if you can do everything that Jack does in the story. The thing about Jack was, well, he didn’t mean to be naughty – it just sort of happened. His mum was always having to tell him off, and he was always saying sorry. He just wished that one day she would say, “Well done, Jack.” On this day Jack was going to the shops in the car with Mum. Was he good? Let’s see… Jack opened the door of the car and climbed in. He looked at his car seat. Would he make a fuss about using it? Not today. He sat in the car seat while Mum clicked the strap into place. She smiled. He smiled. And then they were off. Jack watched the houses and trees go by through the window. Then Mum stopped at the traffic lights. They were red. Jack counted the cars on the other side of the road with his finger. One, two, three, four, five, six… He was just about to shout to Mum that he had seen their neighbour Mr Robinson when he remembered that Mum was concentrating hard on watching the traffic lights, waiting for them to change. He put his lips together and waited. Then they arrived outside the shops. Jack wanted to get out. Mum parked at the side of the road and Jack leaned over to pull the door handle open. Just as he did this a huge lorry zoomed past really close. It was right next to the door he was going to open. Then he remembered that you must only get out of a car on the pavement side. Mum opened the other door for him. He undid his seat belt and climbed out. He had a stretch. Mum looked at him and smiled. “You’ve been a really good boy on this journey. Well done, Jack!” He smiled again, and then Mum looked in her bag and gave him a strawberry lolly. He opened it and gave it a lick. Yum-my! “I think I’ll try being good again,” he said to himself. Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 23 Theme 3: In-car safety 2. Song: The car seat click 3. Stories This simple action song is based on the tune of the nursery rhyme ‘Here we go round the Mulberry Bush’. As well as singing the children can perform actions about wearing a seat belt (the actions are below). If internet access and a laptop are available, children can watch two animated slideshow stories (online big books) which help children to learn about staying safer on car journeys. Let’s all do the car seat click Let’s all do the car seat click The car seat click The car seat click Let’s all do the car seat click We’re going for a ride. Sit in the seat and click the belt Click the belt Click the belt Sit in the seat and click the belt And then you will be safer. Let’s all do the car seat click The car seat click The car seat click Let’s all do the car seat click We’re going for a ride. Actions: for verses one and three move round in a circle pretending to drive; for verse two sit down and mime fastening a seat belt using two closed hands. • Sing the song and show the children the actions, then allow them to join in and learn the words and movements. • Sit the children down and ask them what a car seat / booster is for, explaining how it prevents them from getting hurt if a car has to stop suddenly. • Remind children that there are lots of different types of car seats and boosters and seat belts or harnesses but they must all click to be fastened properly. 24 Leaders’ notes – Road safety activities for out-of-school groups • One story, A safe place to sit, can be found on the THINK! Education website (see page 3 for details). It is about two children called Az and Molly who learn how important it is to use a car seat / booster and get out on the pavement side of the car. • The second story is on the THINK! Education Early Years site. This is called Mr Lumpy’s journey and is about a boy’s teddy which falls off the seat and ‘hurts himself’ when the car has to stop suddenly. • Read the stories with the children and ask them what happened and why. Talk about what they can learn from the stories. Activity Ages 7–11 2. Poster catchphrase / slogan 1. Role play Children in groups of three or four can develop scenarios around the idea of a family going on a car journey, using four chairs to represent the seats. This activity is most suitable for older groups that have experience of drama and role play. Ideas that could be developed include: • One or two individuals could play adults in the front of the car while the other two play children in the back complaining about having to use boosters. • Another scene could involve children in the back wanting to open the window and lean out. • Other themes: distracting the driver (or blocking the driver’s rear view), getting out of the car on the pavement side only, keeping hands away from door handles when the car is moving. The Tales of the Road booklet gives details of how to be safer on car journeys (page 20). Children who produce good role play scenes should be given the chance to perform for the rest of the group and the opportunity used to discuss the key safety points mentioned in the Tales of the Road and the possible consequences of not following them. On the THINK! Education website (see page 3 for details), leaders can download and print three A4 posters about car safety. These have illustrations based on different in-car safety points and the idea is that children provide wording for the poster or a simple catchphrase / slogan, as well as adding colour to make them more eye-catching. The themes covered by the posters are: • Always get out of a car on the pavement side. • Boosters and seat belts keep you safer. • Do not distract the driver. There is space on the posters for children to write their message or catchphrase. The best posters can perhaps be displayed on the wall for others to see. Note that the law says that children under the age of 12 who are also under 135cm in height must use the correct car seat / booster for their weight with very few exceptions. The THINK! website summarises the rules. Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 25 Theme 3: In-car safety 3. Emergency phone call 4. Video: Alisha’s story In this activity, children are shown how to make an emergency phone call for an ambulance in the event that they are at the scene of an incident where someone is injured. Children can then have a go at the procedure of making a call, using a mobile phone or old telephone handset, with the leader on the other end of the line posing the questions. Choose a quiet location just outside and describe a scenario where there is an imaginary collision, such as a woman of about 20 who has been knocked off her bike by a van and is lying on the pavement. She is conscious and talking but unable to move and says that her back and one of her legs is very painful. If web access is available children can watch Alisha’s story, a video about a girl who took off her seat belt too soon. The video can be found on the THINK! Education website (see page 3 for details). The procedure is as follows: 1. Dial 999. 2. The operator will ask what service you require: police, fire service or ambulance. 3. You will be asked to give your location. 4. You will be asked what is wrong with the patient. 5. You need to give the patient’s gender and approximate age. 6. Your name will be asked. 7. You will be asked if the patient is conscious. Points to stress to children: • Consider your own safety first: for example do not walk out into a busy road to help someone if you will be in danger from traffic. • Callers should try to stay calm so that they can think clearly. • Remember that an ambulance might have to travel to the scene from some distance away so the driver or operator might not be familiar with the area you are in. • Look for help nearby once you have made the call. 26 Leaders’ notes – Road safety activities for out-of-school groups After the video discuss what happened and why it happened and how the incident has affected Alisha’s life. Mention that you are twice as likely to die in a crash if you don’t wear a seat belt. Seat belts help to keep people safer and must be worn at all times when travelling in a vehicle fitted with them. Theme 4: Signs and signals Key safety messages: learn what signs and signals mean; obey them; understand police and drivers’ signals. NB. These activities are mainly for 7–11s but some may be suitable for ages 5–7 1. Game: Road sign runaround This is an active game which needs a hall. Four large road signs are fixed to each corner of the hall (these can be downloaded on the THINK! Education website – see page 3 for details): 1. A blue circular sign: Turn left ahead 2. A red circular sign: No entry 3. A triangular warning sign: Roundabout 4. A rectangular information sign: One way. The children start in the middle of the hall and are told what each sign is. The leader then calls out a challenge and the children must choose a sign to run to. Any child that runs to the wrong sign is out and this continues until there’s a winner. The challenges to call out are as follows (answers in brackets): • Go to the sign for roundabout (triangular sign) • Go to the sign that means no entry (red circular sign) • Go to the sign that means turn left ahead (blue circular sign) • Go to the sign that tells you what you mustn’t do (No entry) • Go to a warning sign (Roundabout) • Go to an information sign (One way) • Go to a sign that gives an order (No entry or Turn left ahead) • Go to a sign that’s the same shape as a road works sign (Roundabout) • Go to a sign that’s the same shape as a cycle lane sign (One way) • Go to a sign that’s the same colour and shape as a give way sign (Roundabout) Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 27 Theme 4: Signs and signals 2. Kim’s game 3. Matching pairs game This game uses a set of 16 small road sign flashcards, which can be downloaded on the THINK! Education website (see page 3 for details). Kim’s game is a memory game but it can also be used to help children learn some of the most useful and common road signs, as follows: This game needs the 16 road sign flashcards, as used in the Kim’s game activity, along with the 16 matching card with the signs’ meanings, so each picture card has a matching label to make a pair. This is another simple game to help children learn the signs. It can be played individually or in teams of two. How to play: • Go through each of the 16 cards with the children, asking them what they mean and where they might be seen; talk about why the sign is needed and what type it is (warning signs, signs giving orders or information signs – see pages 24–25 of the Tales of the Road booklet. • Go through each of the 16 sign cards with the children, asking them what they mean and where they might be seen; talk about why the sign is needed and what type it is (warning signs, signs giving orders or information signs – see pages 24–25 of the Tales of the Road booklet. • The children are divided into three or four teams (each with a pencil and paper). • The 32 cards are shuffled then placed face down on the floor and mixed up. • The signs are blu-tacked to a board and shown to the children for one minute. • Children take turns to turn over two cards with the idea that they find a matching pair. The two cards turned over must be visible to everyone. If they find a matching pair they keep it and have another turn. • The leader, unseen, takes away one sign and then the board is shown to the groups again. • The teams write down which is the missing sign, (writing down its name, not a description). • The answer is revealed and teams get one point for each correct answer. • Work through all ten cards to find the winning team. 28 Leaders’ notes – Road safety activities for out-of-school groups • If the player or players don’t find a matching pair the cards are turned back over and the next player or players has a go. • The idea is to memorise the position of the cards so that pairs can be found. • The winners are the ones with the most cards at the end. Activity 4. Sign story This simple story is a good way for younger children to learn about traffic signs. The leader reads the story below which is about a bike journey across a town. The children use the same road sign flashcards as used in the previous two activities. The label cards can also be used, depending on the number of children in the group. The children must hold up their card when it features in the story, e.g. as the rider gives way, stops at the roundabout or goes down a one-way street. Sign story Meera and her dad were off to see Meera’s friend Kim across town. She was excited because they were going by bike. And this is the way they went… They set off down their road and turned into Oak Lane. Meera liked Oak Lane because it went down a hill so they didn’t have to pedal. She saw the sign that warned it was downhill so she put on her brakes. Weeeee – it was fun. At the bottom they came up to a mini-roundabout. Meera’s dad said, “Be careful, we have to give way to traffic from the right.” A car came so they waited and then carried on. Next they came to the busy main road. Here there was a triangular sign saying GIVE WAY. Meera’s dad explained that they had to stop here and wait for traffic on the main road to pass before they could join it. They passed a sign that meant ‘no right turn’. Meera laughed because she didn’t want to turn right anyway. Dad turned left and Meera followed then they stopped. “Hmmm,” said dad. “I think we took the wrong turn.” “Can we go down there?” said Meera, pointing. “No,” said her dad. “See that red circular sign with the white bar across it? That means no entry. That’s a one-way street.” They turned back and went a different way past the park. Meera wanted to cycle over the grass but a no cycling sign was by the entrance. But then they saw a blue sign with a white bike on it: a cycle route! They went down the cycle route, past five other people on bikes, and then they came to another sign with a crooked arrow which dad said meant ‘turn left ahead’. There was Kim’s! Phew, what a trip – Meera couldn’t wait to see her. They knocked on the door but there was no answer. They tried again but nothing happened. “Maybe she’s upstairs,” said Meera, “I’ll call her on my mobile.” But no one answered the home phone. Meera tried Kim’s mobile next and this time Kim answered. “Hi Meera,” she said. “I’m at your house – I thought I’d give you a visit.” Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 29 Theme 4: Signs and signals 5. Road sign bingo This also uses the 16 small road sign flash cards used in the previous three activities. Bingo sheets are provided which list six different road signs in words. These will need to be photocopied as required. How to play: • The leader gives out the bingo sheets, one each or one between two. Each player needs a pencil or pen. • Rather than calling out, the leader holds up one of the 16 road sign cards so all can see it (do not say which card it is). • Children cross off the card if it is on their sheet until they have a full set. • The first person with a full set calls out ‘bingo!’ (check that the cards match the sheet). 30 Leaders’ notes – Road safety activities for out-of-school groups Further information The following websites are useful sources of help and information: THINK! Education www.dft.gov.uk/think/ education Here you’ll find all sorts of useful resources and advice. There are games and stories in the pupils’ area plus videos, ideas for activities and a parent’s section. THINK! Road Safety www.dft.gov.uk/think The government’s official road safety website. This contains guidance for all road users and has detailed information about the law regarding car seats. Tales of the Road http://talesoftheroad. direct.gov.uk/ Fun games and advice on road safety for 7–11 year olds and their parents. Road Safety GB www.roadsafetygb.org.uk Formerly LARSOA. Check the ‘contacts’ section for details of your Road Safety Officer or contact [email protected] for further information. Kerbcraft www.kerbcraft.org For details of the pedestrian training scheme outlined on page 5. Bikeability www.bikeability.org.uk Bikeability is the new national standard cycling award scheme, developed by the Department for Transport and various cycling bodies. From here you can find out where your nearest cycle training scheme for children is. ROSPA www.rospa.com The Royal Society for the Prevention of Accidents gives advice and provides a wide range of resources covering road safety. Download resources at www.dft.gov.uk/think/education/early-years-and-primary/out-of-school-groups/ 31