Safe Journeys Start Here

Lesson Overview

Year Group: Year 3
Subject: Other – Road Safety
Unit: Road Safety Explorers (Lesson 1 of 6)
Duration: 60 minutes
Class Size: 3 students

Curriculum Links

PSHE Education (Personal, Social, Health and Economic Education) – KS2

• Health and Wellbeing: Understanding how to keep themselves safe in different situations, including when near roads.
• Living in the Wider World: The responsibilities of pedestrians, cyclists, and drivers in keeping roads safe.

Science – KS2

• Forces: Exploring how stopping distances work for bikes and cars.

Citizenship – KS2

• Rules and Laws: Understanding the purpose of road rules and how they protect communities.

Learning Objectives

By the end of this lesson, students will be able to:

1. Identify different types of roads and their uses.
2. Understand the roles and responsibilities of pedestrians, cyclists, and drivers.
3. Discuss why road safety is important and how accidents can be prevented.

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Lesson Structure

1. Starter – Road Safety Brainstorm (10 minutes)

Activity:

• Begin by asking students: "What do you know about road safety?"
• Write their ideas on a whiteboard or large sheet of paper using a mind map format.
• Introduce the concept of different road users (pedestrians, cyclists, drivers) and ask students if they can think of ways each group stays safe.

Wow Factor:

• Show students a small toy car and ask: "What happens if I push this car too fast?"
• Explain how vehicles take time to stop, just like real cars on the road.

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2. Types of Roads – Movement Mapping (15 minutes)

Activity:

• Use images or a printed road map to show different types of roads (e.g., residential streets, high streets, motorways, zebra crossings).
• Give students a set of cards with different road users (pedestrian, cyclist, driver, lorry driver, bus passenger).
• Ask them to place their cards on the type of road they think they use most.

Discussion Questions:

• Where do children need to be most careful?
• How is crossing a road on a busy street different from a quiet lane?
• Who has to follow the most rules on the road?

Wow Factor:

• Introduce signs (examples: stop sign, pedestrian crossing sign) and challenge students to match them to road situations.

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3. Safety Drama – Role-Playing Scenarios (20 minutes)

Activity:

• Assign students different roles (one pedestrian, one cyclist, one driver).
• Set up a simple ‘road’ in the classroom using masking tape or paper strips.
• Give each student a challenge, such as stopping at a zebra crossing, looking both ways before crossing, or checking their bicycle is safe to ride.
• Ask students to switch roles after one scenario, so each has a turn at different responsibilities.

Key Questions to Ask During Role-Play:

• What should the pedestrian do before stepping onto the road?
• Why should a cyclist wear a helmet?
• As a driver, what should you watch out for most?

Wow Factor:

• Use a stopwatch to show how long it takes for a pretend ‘car’ (a student walking fast) to stop.
• Compare this to a pedestrian who is already paying attention.

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4. Reflection – Safety Slogans (15 minutes)

Activity:

• Ask students to come up with a catchy safety slogan (e.g., "Stop! Look! Listen! Think!").
• Encourage them to create a small poster using coloured pencils.
• Allow students to share their slogans with the class and explain why their message is important.

Wow Factor:

• Take a photo of their slogans and keep them displayed for future lessons in the unit.

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Assessment for Learning

• Observation: Monitor students’ participation in discussions and role-play.
• Questioning: Use thought-provoking questions during activities to assess understanding.
• Work Review: Evaluate the creativity and accuracy of their safety slogans.

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Resources Needed

• Toy car (small, push-along type)
• Masking tape or paper strips for making a classroom ‘road’
• Role-play cards (pedestrian, cyclist, driver, lorry driver, bus passenger)
• Images of different types of roads and road signs
• Coloured pencils and paper for creating safety slogans

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Teacher Reflection

• Were students engaged with identifying road users and risks?
• Did role-playing help them empathise with different perspectives on road safety?
• How well did they explain their safety slogans?

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Next Lesson: Understanding Road Signs – Why They Matter 🚦