Curriculum712

=Curriculum 7-12 years old=

Description of the target group.
Children's attitudes toward driving a cycle or walking and the capacity for judgment that they use when operating a vehicle are mainly reflections of their traffic safety culture, associated with experience, outlook, and decision-making abilities. Building awareness and influencing the right attitudes to increase the safety and security of young people when walking or operating vehicles on the roads are the main aims of Pro-Cadrin LLP Project.

This curriculum for 7-12 has been developed on the basis of the GTSE matrix and in consideration of the 5 key elements identified in Green Paper titled "Towards a new culture for urban mobility" published on 25 September 2007 from the European Commission for a sustainable urban mobility with transport's systems more fluid, greener, smarter, more accessible, and safer.

All modules help the young people empower their traffic safety knowledge by experiencing directly in school different aspects of their lives by using games and simulation. In relation to children as pedestrians, this curriculum is aimed to promote pedestrian education and the importance of compulsory road-safety education. In relation to children as bicyclists, the main aim is to promote bicycling education. In relation to children as vehicle occupants, is important achieve high seat-belt wearing rates in private cars. In relation to children as vehicle occupants, is important to promote vehicle occupant education. Moreover, for this 7-12 group, the support of communities and parents is essential, and integration within the external context and the school system is critical.

Future traffic education is built on six interdependent elements (real traffic, closed track, driving simulator, multimedia, classroom, context) which are continuously interacting. These are the goals, related to the educational process.

Goals of the Curriculum
The goals of the curriculum to teach traffic education to the age group concerned are the following:
 * 1) Knowledge of the norms and rules regulating rights and duties of Citizens. Educate to the respect of the shared values; empower the availability to the collaboration and to the respect of the traffic rules, knowledge of the traffic policemen and their tasks
 * 2) Knowledge of the roads signs in their context, learn to prevent incorrect behaviours, acquire sense of responsibility, and self-control
 * 3) Understanding the importance of prevention, safety distance, keep right, knowledge about the effects of the road accident, fundament of First Aid, knowledge of specific terms
 * 4) Favour the comprehension of the importance to keep correct behaviours in traffic and in vehicles, publics and privates, knowledge of signalling of traffic policeman, of the traffic light signs and right use of zebra crossing
 * 5) Knowledge of the different vehicles and functions; different equipments; manoeuvring spaces; Risk Analysis

Detailed goals relating to the four levels of the GTSE matrix

 * Goals for life and skills for living**:
 * Knowledge of the road code, rules, behavior on the different roads and vehicles and skill of managing pedestrian crossing, crossroads, road signs, and behavior, as passenger
 * Knowledge of the Civil Life rules for the right use of the roads in the respect of others and skills of managing safety devices and First Aid kit
 * Knowledge and recognition of different transport vehicles (cycles, moped, …) and skills of managing them by using interactive games, pictures and others
 * Knowledge of traffic policemen, police offices, with their distinguishing marks, and skills of interacting with them
 * Knowledge of the traffic context to move itself in safety on the roads and skills of managing different situations
 * Knowledge of the language and specific terms for traffic safety and skills of using them correctly by songs and nursery rhyme, poetry, stories


 * Goals and context of travel (particular route, trip):**
 * Knowledge about the trip factors, like necessity of the travel, the planning and the selection of routes and the skills of managing them
 * Knowledge about the right position (posture) in the vehicle, and the skills of managing sea-belt and helmet
 * Knowledge of travel situations and manual signals of a traffic policeman and skills of managing with them by using psycho-motor games
 * Knowledge of driver's condition, purpose of the driving and skills of managing road signs, traffic-lights, pedestrian crossing
 * Knowledge and discrimination of the sound and lights of traffic, and skills of understanding the road signs and particular situation
 * Knowledge of the journey home-schools and skills of managing the risk prevention by using maps and camera


 * Management of traffic situations (particular situation)**:
 * Basic knowledge concerning real traffic rules, speed adjustment, safety margins and skills of running through and going along a road
 * Knowledge of the risks deriving from not respecting Civil Life rules and skills of differentiating right and left hand in particular situations
 * Knowledge about the needs of speed adjustment, safety margins, and skills of managing situations in which are not respected the road signs
 * Knowledge of strong and weak points of the vehicle in traffic with sounds and visual effect and skills of managing particular situations in traveling
 * Knowledge of the risks on the roads and in urban traffic and skills of managing the behaviors in traveling
 * Knowledge about the risks in and out of the vehicle and skills of managing particular situations by individuating secure and dangerous places


 * Tactile/manual control (particular task)**:
 * Basic knowledge concerning vehicle's equipments and space need of maneuvering and skills of understanding the time series of events
 * Knowledge of the risks caused by vehicle's maneuvering and skills of preventing dangerous events
 * Basic knowledge of vehicle (manual) control and skills of managing a set course with road signs, pedestrian crossing and traffic lights
 * Basic knowledge about potential risks caused by vehicle maneuvering, devices on board and special equipments (like mobile, navigators, TV) and skills of managing them by drawing pictures of particular situations
 * Basic knowledge of the strong and weak points of vehicle maneuvering and skills of managing hazard situation, pedestrian crossing, traffic light, sidewalk
 * Basic knowledge of the vehicle maneuvering and skills of managing bicycle and others in restricted areas

Methods

 * Simulation of situation in which are not respected the roads signs; knowledge of the right behavior when in traveling; meeting with traffic policemen; marks distinguishing
 * interactive lessons, games in groups, practical exercitations, simulation, construction of set course with obstacles, discussion in classroom, experiences on the roads
 * Practical experiences, discussion in classroom, collective games, interaction with traffic policemen and experts
 * Practical experiences in closed track, analysis of the journey home - school by using maps and cameras in consideration of the road signs, pedestrian crossing, and cross roads; visits to the Police Station, development of stories and games in which each one has to individuate the mistakes of the others and correct them
 * Practical experiences on road cycling, meeting with traffic policemen and driving instructors, develop games, songs, situation comedy to individuate the different vehicles and the space need when in maneuvering;

Teaching modules

 * Compliance with traffic rules and importance of preventing road accidents
 * Existing road signs, forms, colors and meanings, behavior on the roads and in vehicles, the diverse typologies of roads and their use
 * Effects of speed, drugs, alcohol, First Aid principles, Road Code
 * Civil Life rules, Road Code, Traffic lights, sidewalk use and abuse, zebra-crossing, traffic policeman, sounds and lights of the traffic
 * Different vehicle equipments and devices, space needs in maneuvering, effects of the series of events