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CHAPTER SEVEN RESOURCE DEVELOPMENT PLAN

7.1 Introduction

7.1.1 The qualitative research with teachers, pupils and RSOs clearly showed that the existing S1/S2 resource is in need of updating. It seems that is it is not simply a case of re-branding and re-presenting the resource; there is a need for a fundamental change of approach.

7.1.2 There are certain considerations to take into account when developing a new resource including curriculum demands, pupil maturity, technological developments and raising awareness of the resource in schools.

7.2 Curriculum demands

7.2.1 There are two key aspects of the curriculum to take into account. In the first instance, there is the obvious need to ensure that a road safety resource satisfies the demands of the Curriculum for Excellence (CfE). This may be less about specific content and more about the learning and teaching approaches that should be provided. CfE is about developing individuals and providing active opportunities for pupils to participate, rather than being passive education recipients. This was recognised by teachers and pupils in the study. There was a clear preference for classroom activities that engaged pupils and encouraged them to think for themselves.

7.2.2 The second key aspect to consider is the curriculum area that a new resource should target. The survey of schools indicated that teachers considered that PSE was the curriculum area where road safety was most likely to be taught. The interviews with teachers also confirmed that CfE was unlikely to result in major organisation changes in how PSE was delivered. That said, it was also apparent that the time given to road safety education was generally around 1-2 lessons per year, with S2 less likely to receive even this. This may appear very limiting but at least it does provide a specific curriculum target. It would not be realistic to try and support a wide range of curriculum subjects, but it should be recognised that CfE suggests that "… the health and wellbeing curriculum provides an opportunity for working across curriculum areas."²⁶

7.2.3 It would be appropriate for those charged with the development of a new resource to establish contact with the engagement team of Learning and Teaching Scotland.

7.3 The resource

7.3.1 It is evident that there is a clear need for an independent resource not connected with Theatre in Education (TiE). Not all schools are presented with the Roddy Hogg play on an annual basis, the result being that the resource is largely redundant to schools who do not receive the play.

7.3.2 There is a strong view that the production of the Roddy Hogg play should continue, but with an approach that is suitable for all geographic areas in Scotland. The play is presented by a Theatre Company based in Glasgow and much of the slang used in the script may currently be specific to West Scotland.

7.3.3 The timing of the presentation of the play and the usage of the resource is paramount to the effectiveness of the resource. To keep the momentum going from primary school this resource should ideally be used in the first term of S1.

7.3.4 A de-linking of the play from the S1/S2 resource will allow for independent development of the play or for the production of a new TiE resource. This will offer potential cost and operational advantages to Road Safety Scotland by obviating the need for parallel development of the two resources.

7.3.5 Concern was expressed that the road safety message is diluted through the activities in the resource. Any new resource will need to emphasis the basic road safety message. It is advisable that any adaption of the existing Roddy Hogg play or new production should be carried out with reference to road safety resources being used for the S1/S2 age group.

7.4 Pupil maturity

7.4.1 The development of a new resource must take into account both the range of maturity and ability of the S1/S2 age group. This is important in terms of both the content and the classroom activities. Basic road user skills will need to be reiterated in terms of the type of journeys that pupils make and the social influences that may affect pupils making safer decisions. In addition, pupils will need to be stretched in terms of both personal and community responsibility.

7.4.2 There was a strong view that separate and distinct activities are required for S1 and S2. The level of maturity in S2 is noticeably different from S1. S2 expressed a dislike to resources associated with primary or S1, whilst S1 acknowledged that they still need to be reminded of the basics. The resource ideally should have clear continuation from Streetsense to Crash Magnets (road safety resources for primary school and S3/S4).

7.4.3 The existing S1/S2 resource included road safety topics that could be described as standard for this age group, but what was lacking was a recognition that pupils, and in particular streetwise S2 pupils, were not being encouraged to develop their safety skills. Although S1/S2 are too young for practical driving instruction, skills such as hazard perception and anticipation are extremely relevant for young drivers as well as being relevant for S1/S2 road users as pedestrians, cyclists and users of public transport. This was certainly a topic identified as 'missing' by S2 pupils.

7.5 Developments in technology

7.5.1 Access to multi-media technology in schools is growing apace and although not necessarily available in every classroom, it is apparent that teachers consider these as media of the future. The range of acceptance of information and communications technology ( ICT) in the classroom is illustrated by the quote from a recent report The impact of ICT in schools - a landscape review²⁷ which conducted the review across the UK on behalf of Becta ²⁸.

"The development of ICT in schools is progressing unevenly across and within schools and technologies. Some seem to be content with achieving the government's targets in terms of numbers of computers and connectivity, while others are being highly innovative, attempting to capitalise on the benefits that ICT has been shown to bring."

7.5.2 However, education is not just about ICT and any resource should include, for example, discussions and group activities that are non ICT dependent. The key focus should not be ICT itself, but the active learning that it aims to promote, whether it is pupils using their experiences and real life events to inform their learning, or pupils investigating and exploring new experiences. This suggests that resources need to be flexible, accessible and able to be used in different ways.

7.5.3 It is likely that a resource influenced by modern technologies will be popular with pupils in the S1/S2 age group.

7.5.4 Listed below are the key suggestions with regard to the format, presentation and content of a new road safety resource for S1/S2.

Format

• Resource available on disc and/or available on a website
• DVD
• Teachers' Guide
• Options for activities
• Lesson outlines - timing appropriate for lesson length
  • clear outcomes expressing learning that is clear to both teachers and pupils
  • extension suggestions especially to localise an activity
  • support materials that are easily accessible

Learning and teaching

• Discussions - group
• Independent, paired and group activities
• Quizzes/games (non-primary school style presentation)
• Background information
• Internet links

Content

• DVD
  • with realistic story line
  • real actors rather than cartoons
  • show the consequences of road traffic crashes
  • explore the perspectives of different people involved
• Link to personal and social themes, for example
• peer pressure, assertiveness, influences
• taking responsibility, citizenship
• Road safety topics - examples representative of the consultation are shown in Figure 6.1.

Figure 6.1: Recommended road safety topics relevant to S1/S2

7.6 Raising awareness

7.6.1 Teachers acknowledged that a CPD (continual professional development) session on road safety education would be of benefit to them, but this must also be examined against the cost and practicability of delivering training. Several teachers commented that teachers are urged to include a number of important topics in their promotion of health and wellbeing, and road safety resources have to compete with these.

7.6.2 RSOs will have a critical role to play in disseminating a new resource, but it may also be helpful to use teacher networks to inform people of the resource and raise awareness of its importance. This may, for example, be through local groups of guidance teachers, or could also be achieved through promotion at national education conferences. The Scottish Learning Festival ²⁹ takes place in September 2008 in Glasgow and in the past this has provided an ideal platform for road safety education promotion.

7.7 Summary of recommendations

• Develop a new resource with the focus on PSE, but allow reference to the role that health and wellbeing plays across the curriculum
• Devise activities specifically developed for S1, with particular reference to their first term of secondary school
• Devise distinct activities for S2 that extend their knowledge and encourage active involvement in decision making
• Develop a resource that utilises modern technology
• Incorporate active learning experiences that are not dependent on technology for their delivery
• Ensure that a new resource is not intrinsically linked to a Theatre in Education production
• Continue with the existing Theatre in Education production (Roddy Hogg road safety play) but look to updating this in the future
• Consider how awareness of the resource can be raised in schools and make use of existing professional education networks to inform teachers

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