Organisation: Road Safety Scotland
Date uploaded: 31st January 2012
Date published/launched: Pre 2009
In October 2007 the Scottish Government and Road Safety Scotland commissioned a review of the existing S1/S2 Personal and Social Development Road Safety Education Resource to provide recommendations on how to update and improve the materials.
This review focused on:
• The uptake of the resource among Scottish secondary schools over the
previous two years.
• How schools are using the resource.
• The reasons for any differences in uptake or use of the resource.
• How the resource complements other existing road safety education resources.
• The attitudes and opinions of Road Safety Officers, teachers and pupils regarding the existing resource.
• Developing recommendations for an updated resource for the S1/S2 age group, based on the research findings.
The research also included analysis of road accident casualty data involving children of school age, which is presented in an annex to the main report.
The key findings are as follows:
• Road safety formed part of the Personal and Social Education (PSE) curriculum in about two thirds of the schools surveyed.
• With the exception of the Roddy Hogg play, the existing resource materials are not widely used. The majority of schools surveyed indicated that they had never used any of the activities.
• The resource makes limited use of technology or multi-media approaches.
• The teaching ideas provided in the Roddy Hogg support material are best used if pupils have seen the play, which limits their use in schools that have not received the play.
• The general feeling from teachers, pupils and RSOs is that the resource is not sufficiently challenging for older pupils. They felt that there should be progression in content from S1 to S2, and that distinct activities should be developed to meet the needs of both S1 and S2.
• The general feeling amongst teachers from the 14 special schools who responded to the survey was that the S1/S2 PSD road safety education resource was not appropriate for pupils with special education needs.
These findings and a set of key recommendations are discussed in this publication.
For more information contact:
Hermann Maier, Colin Buchanan & Partners
T: +44 207 053 1504