SLS1.13
Recognises that their safety depends on the environment and the behaviour of themselves and others.

• lists safe passenger behaviours
• lists behaviours for playing safely
• identifies holding a grown up’s hand as a safety strategy
• produces illustrations depicting safe behaviours.
• describes what is needed for them to travel safely to and from their chosen location
• identifies a variety of restraints and understands that each has a purpose
• understands that there is an appropriate restraint for every passenger.

DMS1.2
Recalls past experiences in making decisions.

• predicts consequences of options in order to make a decision
• identifies the safer of alternatives.
• chooses safe places to play.

INS1.3
Develops positive relationships with peers and other people.

• displays cooperation in group activities
• observes rules regarding group conduct
• listens and responds to others.

COS1.1
Communicates appropriately in a variety of ways.

• explains that you should always a wear an appropriate seatbelt when travelling in a car
• actively listens to others talk about their families
• shows understanding about others feelings
• writes and sends information concerning health advice using e-mail.
• expresses feelings about the places they like to visit
• actively listens to the opinions of others.
• listens and responds to others
• expresses views about safety of themselves and others including family pets
• discusses safety issues that apply to them and their family
• creates a visual presentation or song about safety messages using a variety of technology eg digital camera, computer.

V4
Increasingly accepts responsibility for personal and community health.

• wears a seatbelt whenever in a car and encourages others to do the same
• values their health and safety and that of others
• appreciates the need for safe practices in a range of situations and environments.
• appreciates the need to always wear a seatbelt.
• defends the need for making decisions that enhance health
• appreciates the need for shared responsibility and decision making.

• Read the shared book Jeffrey.
  
  
• Divide students into small groups. Students discuss the sorts of things they like to do as a family. For those students who have pets, ask them to discuss with the class how they involve their pets in family activities.
  
  
• Ask students to recall some of the safe behaviours displayed by the characters in the book. Make a class list for display. Some students can complete an illustration to match each behaviour on the list for display.
  
  
• Show each of the following messages to the students and discuss their meaning. (Use the Paw print messages handout for this purpose):
  
  1.   Hold a grown up’s hand on the footpath.
  2. Always buckle up in your seatbelt.
  3. Always wear a helmet when you ride or skate.
  4. Ride your bike away from the road.

Note: The range of messages for Stage 1 students can be found in the Move Ahead With Street Sense Teacher Resource Booklet pages 8-9.

• Re-read Jeffrey to students highlighting the pages in the story that illustrate characters demonstrating the road safety messages.
  
  
• Use the paw print page (each paw print has a safety message). Cut around each paw print and place the paw prints on the page when the students identify the message being conveyed in the story. Use Blu-tac to position the message on the page. Discuss the illustrations on these pages.
  
  
• Read through the story again. Recall the messages that have been used for the students.
  
  
• Discuss with students the character of Jeffrey. Make a list of words that describe the range of emotions that Jeffrey feels in the story.
  
  
• Discuss with students the reason for a story such as this.
  
  
• Conduct a class discussion about the conclusion of the story. Ask students what actions led to the conclusion. Which of the road safety messages was a feature of the conclusion?
  
  
• Formulate a class response to the questions in Rap point 1. When the final text is approved by the teacher send the class answers to Rap point 1 questions. Insert the words Rap point 1 in the subject line of the message.

Suggested learning experiences

• Re-read Jeffrey.
  
  
• Ask student to brainstorm a class list of the forms of transport that have been illustrated in the book.
  
  
• Ask students to draw a picture of themselves at an interesting or favourite place they like to visit. Ask students to then write about their favourite place and how they get there safely.
  
  
• Divide students into small groups. Students record on the worksheet the places that they like to visit in the local area under headings that match each of the forms of transport illustrated in the story. Eg. Walking, bus, car, bicycle, rollerblades and skateboard.
  
  
• Ask students to map out some of the places suggested on large paper. Use the inside back cover of Jeffrey as a sample or use the map itself; simply Blu-tac place names over it.
  
  
• Ask students to present their information to the class. Discuss if the forms of transport that the students had noted are the safest ways to get to the interesting place suggested. Conduct a class vote on the most popular place to visit.
  
  
• Ask the class to select one of the key safety messages from the Stage 1 road safety messages that should be kept in mind when going to this place in the local area.
  
  
• Guide the class in planning a response to the Rap point 2. When the teacher has approved the final message, send it to the rap and discuss how incoming messages will be printed and filed in a book for re-reading. Refer to the rap map for the location of each school.

Suggested learning experiences

• Re-read Jeffrey and recall the safety messages in the story.
  
  
• Lead the class in developing a list of all the safety behaviours shown by Kim and Ben on their car trip in the story, Jeffrey. Use passenger safety songs from the Move Ahead with Street Sense Teacher Resource Booklet Stage 1 pages 48-51 to reinforce some of the safety behaviours illustrated in the book Jeffrey.
  
  
• Choose a piece of music you can use for a song. Ask students to replace the words with some road safety messages and/or words from the story. Prepare your own song, rap or jingle of Jeffrey’s story.
  
  
• Divide students into small groups and run a class press conference role play where each group takes turns in asking Jeffrey a question.
  
  
• Guide students in discussing the variety of restraints available and the restraints that members of their family use.
  
  
• Help students to find other stories that show characters travelling to other places. Identify and list safe behaviours displayed by the characters.
  
  
• Assist students to develop a reference list of relevant books and authors you have found in the library while exploring this topic. Share this with other rappers. In your email, only add ones that other rappers have not mentioned.