•

TRAFFIC SAFETY EDUCATION IN VICTORIA

VOLUME 3

SECONDARY SCHOOLS

1990

SUSAN ANTHONY

PETER ALLEN

ANTONIETIA CAVALLO

HELEN HARALAM

GR 92 ~ 2

1992

TRAFFIC SAFETY EDUCATION IN VICTORIA

VOLUME 3

SECONDARY SCHOOLS

1990

GR 92 - 2

SUSAN ANTHONY

PETER ALLEN

ANTONIETTA CAVALLO

HELEN HARALAM

VIC ROADS KEW VIC 3101 1992 ISBN Number: 07306 13194

Available from: VIC ROADS Bookshop 60 Denmark Street KEW VIC 3101 AUSTRALIA

Phone: (03) 8602782

Fax: (03) 853 0084 VIC ~OADS

REPORT DOCUMENTATION PAGE

Report No: Report Date: ISBN: Pages: GR 92 - 2 January 1992 07306 13194 38 + Appendices

Title and Sub-title: Traffic Safety Education in Victoria; Volume 3 Secondary Schools 1990

Author(s): Type of Report & Period Covered: Susan Anthony, Peter Allen, Antonietta Cavallo General 1990 and Helen Haralam

Performing Organisation(s): Sponsoring Organisation: VIC ROADS Road Safety Division 290 Burwood Road, Hawthorn Victoria 3122 Australia

Executive Group/Steering Committee: Working Group/Study Team: John Lambert, Manager, Research & Investigations, Road Safety Division, VIC ROADS

Abstract:

The secondary school survey was conducted by VIC ROADS to establish the extent to which traffic safety education has been included in the activities of Victorian secondary schools.

Since 1978 VIC ROADS has been involved in the development of traffic safety curriculum units for use in Victorian schools. The program development has continued as a result of long term government support underlined through the report of the Working Party on Traffic Safety Education (1984) and the First Report of the Inquiry into Child Pedestrian and Cyclist Safety (1987).

The aim of the programs are to encourage children to adopt safer forms of behaviour in the short term and develop more responsible attitudes to road usage in the longer term.

Results indicated that 88% of schools taught at least one Traffic Safety Education (TSE) topic at some level and that 86% of schools incorporated TSE issues into at least one subject in the curriculum. Therefore, between eighty-six to eighty-eight percent of Victorian secondary schools address some TSE issues.

The most popular method of TSE instruction was the component method with 43'% of respondents indicating that they used this method.

Key Words: (IRRD except where *) Disclaimer: Child Survey" This report is disseminated in the interests Education Traffic Safety Education" of information exchange. The views expressed Safety Victoria" are those of the author(s), and not necessarily School those of VIC ROADS.

Reproduction of form and completed page is authorised TABLES OF CONTENTS

LIST OF TABLES ...... 1

LIST OF FIGURES ...... 11

ACKNOWLEDGMENTS ...... iii

EXECUTIVE SUMMARY ...... iv

1.0 BACKGROl.TN"D ...... , 1

2.0 AIMS OF THE SURVEY ...... 2

3.0 TRAFFIC SAFE'IY EDUCATION SURVEY METHOD ...... , 3

3.1 Sample...... 3 3.2 Respondents To The survey ...... 7 3.3 Distribution And Collation ...... 8' 3.4 Data Analysis ...... 8

4.0 RESULTS ...... 9

4.1 The Extent Of Traffic Safety Education (TSE) In Schools ...... 9 4.1.1 Extent Of TSE By Different School Sizes ...... 9 4.1.2 Extent Of TSE By Rural And Metropolitan Areas ...... 10 4.1.3 Extent Of TSE By Govenunent And Non-Government Schools ...... 10 4.2 Traffic Safety Education Topics Taught ...... 11 4.3 Integration Of TSE ...... 14 4.4 Method Of Instruction Of TSE ...... 15 4.5 TSE Curriculum Materials ...... 16 4.6 Implementation Problems ...... 18 4.7 Pre-Driver Education ...... 19 4.8 Cycling Programs ...... 22 4.9 Consultancy Services ...... 23 4.10 VIC ROADS Education Programs Video Library Service ...... 25 4.11 Other TSE Resources ...... 26 4.12 Traffic Safety Education Policies And Other School Safety Policies/Activities ...... 27 4.13 1991 TSE Intentions ...... 27

5.0 SUMMARY ...... - .. 28

6.0 RECOMMENDATIONS/FUTURE DIRECTIONS ...... 31

APPENDIX A School Size Distribution APPENDIX Bl Road Traffic Authority - Education Programs Questionnaire APPENDIX B2 Traffic Safety Education Questionnaire - Post Primary 1990 APPENDIX C Percentage of Respondent Schools Teaching TSE Topics APPENDIX D Use of VIC ROADS Curriculum Material by Year Level APPENDIX E Respondent Problems Identified in Secondary School Survey and Other Comments - 1 -

LIST OF TABLES

Table 1 Sampling of Secondary Schools by Ministry of Education and Training Regions ...... 4

Table 2 Number of Respondent Schools by Ministry of Education and Training Region - Comparison of 1988 and 1990 Surveys ...... 5

Table 3 Number of Respondent Schools by Enrolment Size - Comparison of 1988 and 1990 Surveys ...... 6

Table 4 Number of Respondent Schools by Government/Non-Government - Comparison of 1988 and 1990 Surveys ...... 6

Table 5 Response Rates by Metropolitan and Rural Areas ...... 7

Table 6 Response Rates by Government/Non-Government Schools ...... 8

Table 7 Analysis of TSE Instruction by School Size ...... 9

Table 8 Schools Teaching TSE by Metropolitan and Rural Regions - Comparison of 1988 and 1990 ...... 10

Table 9 Extent of Teaching TSE in Government and Non-Government Schools - Comparison of 1988 and 1990...... 10

Table 10 The Number of Topics Taught by Schools ...... 11

Table 11 Topics Taught by Government and Non-Government Status ...... 13

Table 12 Subjects Which Address TSE Issues ...... 14

Table 13 Usage of Curriculum Materials ...... 16

Table 14 Source of Vehicle for Pre-Driver Education "In-Car" Instruction ...... 20

Table 15 Government and Non-Government Schools Presenting Pre-Driver Education (PDE) ...... 22

Table 16 Number of Schools with Bike Ed Trained Staff ...... 22

Table 17 Number of Schools Participating in Organised Cycling Tours (1989, 1990) ...... 23

Table 18 Audio-Visual Resources Used and Perceived Need for Further Development ...... 25

Table 19 Number of Schools Intending to Teach TSE in 1991 by Subject and Year Level ...... 27 - ii -

LIST OF FIGURES

Figurel Number of Schools Teaching TSE Topics at Any Year I.evel ...... 12

Figure 2 Popularity of Methods Used to Teach TSE ...... 15

Figure 3 Limitations on Implementing TSE ...... 18

Figure 4 ,Reasons for Not Implementing TSE ...... 18

Figure 5 Pre-Driver Education by Year I.evel ...... 21

Figure 6 Usage and Perceived Value of VIC ROADS Consultancy Services ...... 24

Figure 7 Usage Rates and Awareness of Available TSE Resources ...... 26

Figure 8 Major Safety Policies/Activities Implemented at Secondary Schools ...... 27 - 111 -

ACKNOWLEDGMENTS

The authors would like to thank:

John Lambert for designing the questiOIll1aire and selecting the sample of secondary schools to be surveyed. His contribution and comments on the report were greatly appreciated;

Linda Ivett for her comments and advice on draft versions of the report;

Secondary Traffic Safety Education Consultants Barry Scott and Malcolm Jolly, for providing comments on the draft report;

Victorian Secondary Schools for their participation in this survey; and

RafTaelina Lo Scavo and Angela Chu for comments on the draft report and advice on report format, and for its final presentation. - iv - EXECUTIVE SUMMARY

A sample of secondary schools in terms of government/non-government status and school population were selected randomly from the eight Ministry of Education and Training (MOET) regions in Victoria.

Secondary schools from rural areas were over-sampled (ie: schools from each rural region made up around 11-14% of the sample, whilst schools from these regions only make up between 5-9% of all secondary schools in the state) to provide an accurate picture of Traffic Safety Education (TSE) and related activities in these schools. The 1990 sUlvey provides some comparison with the 1988 survey, but was also altered to obtain other information as requested by program administrators.

The main findings of the survey were that TSE in some form was included by 86-88% of secondary schools at some level in the curriculum in 1990 compared with 79% of schools including it in 1988.

Eighty-eight percent of secondary schools were found to teach at least one traffic safety related topic to at least one year level, with almost all of these teaching two or more topics (80% of schools). The topics "Drinking & Driving", "Buying a Car", "Legal Issues & Road Safety" and "Road Law" were found to be the most commonly taught and are mostly taught within the year 10 and 11 curriculum.

Eighty-six percent of schools indicated that at least one school subject addresses TSE in at least one year level, with Commerce/Legal Studies, Pre-Driver Education/TSE, Science and Health/Personal Development subjects most commonly addressing TSE issues. The only area which showed a marked decline in addressing TSE issues was the Humanities/Social Education area.

Of the VIC ROADS curriculum materials available to teach TSE, "Teenagers, Alcohol and Road Safety" and the "Legal Studies Pack" were the most commonly used.

In schools conducting TSE, the major factors which inhibited or limited an increase in the level of teaching TSE included an over-crowded curriculum (86%), a lack of trained staff (39%) and restrictions due to timetabling difficulties (63%).

The major factors which prevented TSE being taught included an already over-crowded curriculum (77%), and a lack of trained and interested staff (34% and 26% respectively). Some respondents indicated that the introduction of TSE had never been considered (30%).

In relation to the Pre-Driver Education (PDE) program, forty-one percent of schools indicated that they offered PDE in 1990 (40% in 1988) with many more government schools (56%) offering PDE than non-government schools (24%). Pre-Driver Education was taught mainly to year 10 and 11 students.

When it came to cycling programs, almost all schools (94%) were aware of the Bike Ed program and 43% had one or more Bike Ed trained staff at their school. Around 22% were already aware of the new cycling program "Cycle On" that was released after completion of the survey in late 1991. - v - It was found that 39% of schools conducted cycling programs with more non-government schools (42%) conducting cycling programs than government schools (38%).

A large number of schools (42%) had also participated in externally organised cycling tours (eg: Great Victorian Bike Ride) in 1989 and 1990, and 37% had organised an internal cycling tour.

In regard to awareness of consultancy services, the vast majority of government schools (87%) and around half of the non-government schools (49%) indicated that they were aware of VIC ROADS consultancy services. This gave an overall figure of 70% of schools aware of the services compared with 79% in 1988.

Consultancy services which were found to be most valued by schools were; responses to individual requests (58%), assistance with planning a TSE program (57%), assistance with implementing the Personal Development Framework (PDF) (52%), and addressing Curriculum Committees (42%).

One or more consultancy services had been used by 25% of schools, including individual teacher requests, implementing PDF, attendance at school council, parent and staff meetings and Curriculum Committee meetings. Two thirds of schools surveyed indicated that they would like a visit from a VIC ROADS consultant.

In relation to the VIC ROADS audio-visual services, in 1990, 59% of schools were aware of this service compared with 43% in 1988, with 24% using the VIC ROADS Education Programs Video Library Service in 1990 (21% in 1988). The most popular resources/areas were identified as "Alcohol & Drugs" (72%), "How to Drive" (41%), "Defensive Driving" (45%) and "First Aid" (25%). However, "Alcohol & Drugs" was also one of the two areas rated most in need of future development, along with "Cycling Safely".

Other TSE resources used most by teachers include complimentary support materials (stickers, posters, etc.) from VIC ROADS, the Police in Schools Program, and RACV Education Resources.

In regard to traffic safety policies and other policies/activities, eight percent of schools indicated that they had a specific TSE policy, whilst 88% had a policy requiring students to wear bicycle helmets when cycling to and from school. Policies related to the safe use of tools/chemicals were found in 74% of schools, whilst 21% had at least one other safety policy or activity covering a wide range of areas such as pool safety and laboratory technique. Fifty-four percent of schools had safety activities involving visits/programs from Victoria Police. - 1 -

1.0 BACKGROUND

Since 1978 VIC ROADS has been involved in the development of traffic safety curriculum units for use in Victorian schools. The program development has continued as a result of long term government support underlined -through the report of the Working Party on Traffic Safety Education (1984) and the First Report of the Inquiry into Child Pedestrian and Cyclist Safety (1987). In 1991 there are 13 units available to schools for use with children from early childhood to Year 12, all of which have been developed in close co-operation with the Ministry of Education and Training (MOET).

The aim of the programs is to encourage children to adopt safer forms of behaviour in the short term and have more responsible attitudes to road usage in the longer term.

To promote and assist in the implementation of the traffic safety programs. practising teachers have been seconded from the MOET to provide a consultancy service to Victorian schools. This service commenced in 1980 with one consultant employed part­ time and has grown in parallel with the growth in the availability of Traffic Safety Education (TSE) programs.

In 1989 nineteen TSE consultants provided a service to schools across Victoria from the Road Safety Division based in Melbourne. In February 1990 regionalisation of the consultancy service to VIC ROADS regions commenced with teams of two primary school and one secondary school consultant located in the VIC ROADS Eastern and Northern Zones. In June, the Metropolitan South Eastern, North Western and Central teams commenced operation with each team providing services to schools in one metropolitan and an adjacent country zone for the remainder of 1990. The regionalisation of primary and secondary school consultants was completed in February 1991 with placement of teams in the three remaining VIC ROADS country regions, North Eastern, South Western and Western.

The aim of regionalisation is to place the consultants closer to schools and the local community, thus facilitating improved client accessibility to traffic safety materials and consultancy services. To support this process staff numbers were increased to thirty-two with the primary school consultants taking a generalist approach with knowledge of, and expertise in, both of the VIC ROADS primary TSE programs, rather than specialising in one program, as had previously occurred.

VIC ROADS has recognised the importance of program evaluation, with surveys of the usage rates of the traffic safety programs and consultancy services being conducted in schools biennially. In 1984 the Evaluation Studies Group from the Education Facility of Monash University provided the first information on the usage rates of the three existing programs; Bike Ed (1979); Roadswork; and Science and the Road.

VIC ROADS conducted its own surveys in 1986 titled "On The Road" and again in 1988 titled "In Roads Into Traffic Safety Education". Both reported on the method and usage rates of the TSE programs and the awareness and usage of the consultancy services. - 2 - The 1990/91 survey, which is the subject of this report, is similar to earlier evaluations. However the information requested from schools has altered to improve the usefulness of the results, including the identification of program strengths and weaknesses, with emphasis on directions for improvement. However, this has also meant that some results in this survey are no longer comparable with previous survey results.

As highlighted in the 1988 survey, the size and complexity of organisation in a secondary school, may mean that the person who completes the questionnaire is unable to give all details of school activities asked about in the questionnaire. For example, they may not be aware of TSE activities in subject areas other than their own, or of consultancy contacts made with other staff. Where independent data was available, it was found to be comparable to survey data. Further, given that the same methodology has been used for each survey, this factor is a constant influence, allowing for comparison over time.

The information obtained from schools covered the VIC ROADS secondary school curriculum materials that were available to schools for use in teaching TSE and other related issues.

By combining this survey data with data obtained through similar early childhood centres' and primary schools' surveys (see volumes 1 and 2 of 'Traffic Safety Education in Victoria') the status of TSE in Victoria in 1990 can be examined.

2.0 AIMS OF THE SURVEY

The survey sought to establish:

• The extent to which TSE has been included in the curriculum of Victorian schools;

• The depth of usage of a range of curriculum materials and programs;

• The value of these materials to teachers, and areas which may require change; and

• The usage rate and perceived value of the services provided by the TSE Consultants, in the support and implementation of TSE programs. - 3 - 3.0 TRAFFIC SAFE'IY EDUCATION SURVEY METHOD

3.1 Sample

The information in this report has been compiled from the results of a questionnaire that was distributed to a representative sample in terms of government/non-government status, geographical location and size of 160 secondary schools throughout Victoria. Ninety-seven schools (61 %) responded to the questionnaire.

A complete list of secondary schools was obtained from each MOET region. Details about school size and government or non-government status were included. A sampling rate was determined to ensure that there was a balance of schools selected by MOET region, school size and government and non­ government (see Appendix A), and that sufficient schools would be surveyed in each sub-group based on a design response rate of 80%. "

A random starting point on the list from each region was determined and then each n(th) school selected. Separately, for all regions where school size data was available and secondary government and non-government schools could be identified, the distribution of schools by minimum, 25th percentile, 50th percentile. 75th percentile and maximum sizes were determined.

The sample size distribution was then compared to the regions' size distributions. The sample distribution was then adjusted to be proportional to the population distribution by randomly selecting a replacement school adjacent to a school to be chosen where its size was over-sampled. This procedure ensured all school size groupings were proportionally represented. - 4 - The table below shows the secondary school sample selected and respondent schools by MOET region.

Table 1

Sampline of Secondal)' Schools by Ministl)' of Education and Trainine Reeions

Western Metropolitan 149 23 13 Eastern Metropolitan 136 23 11 Southern Metropolitan 139 26 11 Central Highlands 31 17 11 Wimmera Gippsland 35 18 12 Goulburn North Eastern 44 18 14 Loddon Campaspe Mallee 52 17 11 Rarwon South Western 58 18 14 .·.·TOTA.r. .. ·...... •• ·······, . 644' 160 97

Of 644 secondary schools in Victoria, 160 (25%) were sent surveys. Ninety-seven schools responded, providing a 61% response rate. Therefore, results of this survey may be less representative than if the desired response rate of 80% had been achieved. Respondents to this survey represent 15 % of all Victorian secondary schools.

The sampling method used in this survey over-sampled schools from rural areas and non-government schools. This was done to provide sufficient numbers of these schools for an accurate indication of their responses and activities! (see Tables 2 and 4). In the 1988 survey, different types of schools were surveyed proportionally, relative to their total numbers. However, there was a low response rate from non-government schools and schools with low enrolments, thus information pertaining to these groups is likely to be inaccurate for the previous survey (see Table 3).

1 The over-sampling of I1.Iral regions and non-government schools was done to provide sufficient numbers of these schools to draw valid conclusions about these types of schools. To then provide representative results in relation to Victorian secondary schools as a whole, it would usually be necessary to then weight the survey data. However, it was found that results based on weighted data did not vary from direct survey results. Therefore, unweighted survey results are presented in the report, given that they are representative of the population. - 5 - Comparisons of the 1988 and 1990 samples are shown in the following tables to determine how the samples differ and what results from the two surveys are comparable. The tables show the number of respondent schools by MOET regions, emolment and government and non-government status for the 1988 and 1990 surveys.

Table 2

Number of Respondent Schools by Minish), of Education and Irainine Remon - Comparison of 1988 and 1990 Surveys iREGION Western Metropolitan 22% (35) 13% (13) Eastern Metropolitan 22% (35) 11% (11) Southern Metropolitan 13% (20) 11% (11) Central Highlands 10% (15) 11% (11) Wimmera Gippsland 7% (11) 12% (12) Goulburn North Eastern 9% (14) 14% (14) Loddon Campaspe 8% (12) 11% (11) Mallee Barwon South Western 10% (16) 14% (14)

Note: • Information not provided on survey in one case.

As shown in Table 2, schools from the eight MOET regions in the 1988 survey have been sampled in proportion to the number of secondary schools in Victoria. In contrast, schools were surveyed in equal proportions across regions in the 1990 survey, that is, approximately 12% of all surveyed schools came from each region, irrespective of the number of schools in each region.

Numbers of respondents for individual regions in both surveys are too small to provide accurate information about schools in each region separately. - 6 - Table 3

Number of Respondent Schools by Enrolment Size • Comparison of 1988 and 1990 Surveys

> 1000 13% (21) 13% (13) 10% (51) 801 - 1000 25% (40) 9% (9) 11% (55) 601 - 800 28% (44) 21% (20) 18% (91) 401 - 600 17% (26) 21% (20) 21% (105) 201 - 400 14% (22) 21% (20) 25% (123) < = 200 3% (5) 15% (15) 15% (75) TOTAL 100% (158)* 100% (97) 100% (500)#

Note: * Infonnation not provided on survey in one case. 1/ Enrolment numbers are not available for schools in the Eastern region and for non-government schools in the Central Highlands Wimmera region and therefore total is less than 644 reported previously.

As seen in Table 3, the 1990 sample more closely follows the distribution of school sizes in Victoria. The table shows that in the 1988 survey, a smaller proportion of smaller schools were surveyed than in the 1990 survey. Conversely, a smaller proportion of large schools were sampled in the 1990 survey compared with the 1988 survey. For both samples, it would be desirable to collapse the groupings to provide larger numbers for comparison as in Table 7 (refer to page 9). Table 4

Number of Respondent Schools by Govemment/Non·Govemment • Comparison of 1988 and 1990 Surveys

. % OF RESPONDENTS (n) % OF ALL SCHOOL TYPE VICTORIAN 1988 1990 SECONDARY SCHOOLS (n) Government 86% (137) 55% (53) 62% (397) Non-Government 14% (22) 45% (43) 38% (246) I TOTAL I 100% (159) I 100% (96)* I 100% (643) I Note: • Infonnation not provided on survey in one case. - 7 - Of the 644 secondary schools in Victoria, 397 (62%) are government schools, whilst 246 (38%) are non-government schools. The 1990 sample more closely follows the distribution of all government and non-government schools as seen in Table 4, providing a sample that is more representative than that in 1988. In the 1988 survey, too few non-government schools were sampled to provide accurate information about these schools. The 1990 survey however, provides sufficient numbers of both government and non-government schools to give accurate information about their activities.

3.2 Respondents To The Survey

Ninety-seven schools responded to the questionnaire providing a 61% response rate (refer to Table 1). This response rate is lower than the 72% response rate for the 1988 survey, and lower than the survey design rate of 80%. The lower response rate is probably due to the following factors:

1. The survey was sent in early December when teachers are committed to finalising assessments, writing reports and planning for the following year.

2. Schools were involved in implementation of new MOET policies, such as District Provision.

3. Schools were committed to finalising the introduction of VCE for all Year 11 'students in 1991 and preparation for Year 12 VCE, commencing in 1992 .

. 4. There was anecdotal evidence that some schools were busy completing other surveys at the same time.

This low response rate means that the survey is less representative than was desired.

Table 5

Response Rates by Metropolitan and Rural Areas

. NO~ OF .' ... ··.·No~O:Fsatbou; .• ...jmsPONSfi RAm . RESPONDEN'r$:APPROACHHIl) )i, ..• '. ',:.;',. .' ... Rural 62 85 73% Metropolitan 35 74 47%

Table 5 above shows the number of schools approached for the survey, the number of respondents to the survey and response rates by metropolitan and rural areas. This table reveals that the response rate for schools in metropolitan areas was much lower (47%) than that of rural schools (73%). - 8 - Table 6

Response Rates by Government/Non-Government Schools

\~~Ho6i:ME;:::~:i /:::~;::~~~,>,;,~::mR&\C:mli: ,:Ri!sPoNsni6ifi{ Government 53 82 65% Non-Government 43 78 55%

Note: • Information not provided on survey in one case. Table 6 shows the number of schools approached for the survey, the number of respondents and response rates by government and non-government schools. As shown by the table, 65% of government schools responded to the survey, whilst non-government schools provided a slightly lower response rate of 55%.

3.3 Distribution And Collation The Research and Investigations Branch of VIC ROADS Road Safety Division provided the list of schools which comprised the sample. Authority to conduct the survey was obtained from the MOET and the Catholic Education Office (CEO). In November 1990, letters were sent from VIC ROADS to the selected schools seeking their support in conducting the survey. Subsequently, TSE consultants contacted each school, again seeking support asking for a teacher to be nominated to whom the survey would be sent and who would be responsible for its completion.

Surveys were mailed to schools in early December 1990. As very few questionnaires had been returned by the requested date of the 14 December 1990, TSE consultants again contacted schools offering assistance and seeking the return of the surveys. Due to the poor return, the period for response was extended to the end of April 1991. TSE consultants contacted the schools that had not returned the surveys in early 1991 offering to provide assistance and an additional copy if required. 3.4 Data Analysis Responses were coded and entered into "IBANK" a data management system and then analysed using SPSSx (Statistical Package for the Social Sciences). A copy of the 1988 and 1990 questionnaires are shown in Appendix B1 and B2. Comparisons have been made only where possible between results for this survey and the 1988 survey, that is, where questions and data are comparable and available. Questions asked in the 1990 survey differed from the previous survey so that more relevant information and directions for improvement could be ascertained. However, this has meant that some results in the 1990 survey are not comparable with previous survey results. Therefore, for some comparisons to be made, it was necessary to refer to the 1988 print-outs and extract relevant figures when these were not presented in the 1988 report. - 9 - 4.0 RESULTS

4.1 The Extent Of Traffic Safety Education (TSE) In Schools

Question 3 asked schools to indicate whether traffic -safety education (TSE) is included/integrated into the school's curriculum. Forty-nine respondents (50%) indicated that TSE was included/integrated. This result does not reflect the true level of TSE in secondary schools given that responses to later questions indicate that many more schools teach TSE in some form. The wording of Question 3 appears to have been confusing for some respondents. Interpretation of the term 'Traffic Safety Education', and what was meant by 'included/integrated', was left entirely to the respondent. The question does not indicate what TSE is considered to incorporate.

Analysis of later more specific questions in the survey indicated that 88% of schools taught at least one TSE topic at some level (see Question 4), and 86% of schools incorporated TSE issues into at least one subject in the curriculum (see Question 5).

Therefore, it is considered that Questions 4 and 5 provide a more reliable indicator of the extent of TSE in Victorian secondary schools. Eighty-six to eighty-eight percent of Victorian secondary schools address some TSE issues. This is an increase compared to the 1988 figure of 79%. However, different questions in the two surveys have been used to provide this comparison. In addition, both these questions may have been answered positively by respondents regardless of whether the extent of TSE taught in the school ranged from a "one­ off' lesson to a comprehensive traffic safety program across subject areas and levels.

4.1.1 Extent Of TSE By Different School Sizes Table 7 compares the teaching of TSE in schools of varying enrolment sizes and compares 1990 with 1988 figures.

Table 7

Analysis of TSE Instruction by School Size

> 801 76% (45) 91% (20) 401 - 800 84% (58) 85% (34) < = 400 73% (19) 83% (29)

Inclusion of TSE in the school curriculum is high amongst secondary schools of all sizes. Traffic Safety Education remained at a high level for schools with 401-800 students enrolled. The most significant increases occurred in the larger schools (ie: > 801) and in the smaller schools (ie: < = 400). - 10 -

4.1.2 Extent Of TSE By Rwal And Metropolitan Areas Table 8 Schools Teachine TSE by Metropolitan and Rural Reidons - Comparison of 1988 and 1990

..... ,. ·.·:/t·;··.:%OF·'ItESPONDENTSTEACHlNG TsE (n)·· :\tmGI?~::: .' g') ... .: .1988: ". '1_/: .• ;. '.1990< '.'

Metropolitan 76% (65) 77% (27) Rural 84% (68) 90% (56)

In order to compare the 1990 survey with the 1988 survey it was necessary to group MOET regions for both surveys into rural and metropolitan categories. The table above suggests that the percentage of schools in the rural area teaching TSE has increased from 84% to 90%. In the metropolitan area the percentage of schools teaching TSE has remained at around 76-77%. The increases are likely to have been a result of: 1. The increase in the number of TSE secondary school consultants employed by VIC ROADS from 4 in 1988 to 5 in 1990.

2. The regionalisation of the consultancy service with the commencement of rural based consultants in 1990. 3. Consultancy supporting schools in the implementation of the Personal Development Framework (MOET).

4.1.3 Extent OfTSE By Government And Non-Government Schools

Table 9

Extent of Teachine TSE in Government and Non-Government Schools - Comparison of 1988 and 1990

% OF RESPONDENTS TEACHING TSE (n) SCHOOL TYPE 1988 1990 Government 82% (110) 89% (47) Non-Government 59% (13)* 81% (35)

Note: • There are insufficient numbers to provide an accurate estimate of TSE for this group.

The majority of both government and non-government schools teach TSE, with a slightly greater number of government than non-government schools including it in 1990. - 11 - In comparing 1988 with 1990, there has been an increase in government schools teaching TSE. It is not possible to draw conclusions for the non­ government schools as the 1988 survey only included a few non­ government schools (ie: 13 out of 22 non-government schools surveyed taught TSE). 4.2 Traffic Safety Education Topics Taught

Question 4 asked schools to indicate which TSE topics are taught at each year level. Eighty-five schools (88%) indicated that they taught at least one topic to at least one year level. The table below shows the number of TSE topics taught by schools.

Table 10

The Number of Topics Taueht by Schools

, "" " " " " "NUMBER OF TSE <"%OF "" "". • TOPICS TAUGHT RESPONnENTS(n) "" 1 Topic 8% (8) 2 Topics 8% (8) 3 Topics 12% (12) 4 Topics 8% (8) 5 Topics 12% (12) 6 Topics 9% (9) 7 Topics 2% (2) 8 Topics 7% (7) 9 Topics 8% (8) 10 Topics 5% (5) 11 to 13 Topics 6% (6) No TSE Topics 12% (12) Taught

As shown in the table above 79% of respondent schools taught two or more topics, with 49% of schools teaching up to 5 TSE topics in 1990 at one year level or more. It is encouraging to see that 38% of respondent schools taught between 6 and 13 TSE topics. - 12 -

Figure 1 Number of School'l Teaching TSE Topics at Figure 1 shows the number of Any Year Level schools teaching TSE topics at any year level. The most popular topics were TRAFFIC SAFETY EDUCATION found to be: Topics of Traffic Safety Education

TOpic

"Drinking & Driving" 81<:y" I"" & ey" II ng

(64, or 78% of question Orin<:ing & OrilllnQ respondents) ; P"d",,1;,1 an Safe"y imm~:r-:~:: Passenger S~fety ~

Town P I ann I ng

"Buying a Car" D..- I v I n~ Sk I I I The

Car- Meehan i cs "Legal Issues & Road Safety" (48, or 58% of Road Law question respondents); and ObtalnlnQ a Licence Safe Rout.es

"Road Law" (43, or 52% of D 10 20 3D 40 50 60 70 80 question respondents).

It is important to note that many of the topics are interrelated or overlap. For instance, 32 of the 34 schools teaching "Social Consequences" also indicated that they teach "Drinking & Driving". Similarly, 26 of the 27 schools who teach "Accident Statistics", and 38 of the 43 schools who teach "Road Law" also teach "Drinking & Driving".

It can be seen that schools place greater emphasis on dealing with topics related to road use as riders, drivers and potential drivers as these are the topics most appropriate for the secondary school age group. A lower priority is placed on addressing passenger and/or pedestrian safety by teachers as it is not perceived as meeting the needs of students of the secondary school age group. In addition, these topics are a significant component of the "Streets Ahead" program taught in primary schools. The percentage and number of schools teaching topics at each year level is shown in Appendix C. The majority of respondent schools teach traffic safety topics within the Year 10 and 11 curriculum. Given the nature of the topics listed in Figure 1, Years 10 and 11 have a higher concentration of TSE because the issues and topics taught are aimed at young drivers rather than pedestrian and/or passenger safety. Comparison with the 1988 survey results showed some reduction in the percentage of schools teaching traffic safety topics over different year levels. There have been significant reductions in the percentage of schools teaching "Bicycles & Cycling" (Year 7), "Drinking & Driving" (Year 11), "Pedestrian Safety" (Years 7, 8 and 10), and "Legal Issues & Road Safety" (Year 11). -.13-

Non~significant reductions have also been observed over almost all year levels and all topics. Given that TSE has marginally increased overall (refer section 4.1) these comparisons should be treated with some caution. Changes in question format (ie: request for actual numbers of students taught) may have contributed to under-reporting of topics taught at individual year levels in 1990. Conversely, the 1988 survey may have over-estimated teaching of topics given that responses were not validated with numbers of students taught, as was done in 1990.

TSE Topics Taught By Government And Non-Govemmenl Schools

Comparisons between government and non-government schools show similar levels of use of "Bicycles & Cycling", "Drinking & Driving" and "legal Issues and Road Safety". Topics related to obtaining a licence, driving maintaining and buying a car, and accidents, were far more likely to be presented at government schools - typically the percentage of government schools teaching such topics was 1.6 to 2~5 times that of non-government schools. .

Table 11

Topics Taueht by Government and Non-Government Status

. .

.... ~~. ·.scHooi:·:fypl; ::).. Jii1£b'...... :..

··TOPIC· .- .. ' : ...... •. GQvemment ...•...::: ... .·)~~6h~Gov~ent·.·· •• ·

Bi~c1es & Qyc1ing 34% (18) 30% (13) Drinking & Driving 66% (35) 65% (28) Passenger Safety 34% (18) 9% (4) Driving Skill-Theory 41% (22) 16% (7) Social Consequence of Accidents 43% (23) 25% (11) Buying a Car 72% (38) 46% (20) Legal Issues & Road Safety 47% (25) 53% (23) Car Mechanics & Safety 45% (24) 19% (8) Road Law 57% (30) 28% (12) Obtaining a Licence 43% (23) 23% (10) Accident Statistics Analysis 37% (20) 16% (-7) - 14 - 4.3 Integration Of TSE In Question 5, schools were asked to indicate which subject areas in their schools address TSE issues. Eighty-three schools (86%) indicated that at least one subject addresses TSE issues in at least one year level. Table 12 below shows responses for each subject area in 1988 and 1990.

Table 12

Subjects Which Address TSE Issues

·.•. ~:;:'.•.: .•. :i.::: s:'•. .•::.• :'::.;.' .•:'.• :I'.'.;.' .•;'.:.,'.:.,'.:;:,ra,;.~.,.:,.:.,'.,' ,.i.. .. :.',':·,:·m:::'.:'.::'.·'.·:::.:','.·'.,:.CT.'.'.:.'.·.:.· .•.: .•. ,':.. .•.. , :...•• ·' .•.'.:.'.·.·:.:::: .. :i:.:,.:.:.:, •. '.i:.,·.:,:.,:.,i,:... ,:.. ,'.. .•.. ,:.,'.,: .• ;.:,:.:.l.;~ .. :.~.:.;, •.. .•..~, ~:,.,'" •• :,•• :'.•... :.'., ..... ,... ,.... ,..... :.:...... •.. ::-i... ··:·:·?: :,ull:··;.:~·()FRESpONDEirS(Ii)::·;1 1_ .. ~~,p . ·i . . <:/~:;":'i:-;::.1988':':':':"':I:·u;·::··>1990:.:::i:.;;: Commerce/Legal Studies 46% (73) 47% (46) Pre-Driver Education (PDE)/TSE 34% (54) 33% (32) Science 33% (53) 26% (25) Humanities/Social Education 28% (44) 9% (9) Automotive Practice 24% (38) . 13% (13) Health EdLPersonal Develop_ment 23% (37) 24% (23) Physical Education 22% (35) 18% (17) Pastoral Care 17% (27) 13% (13) English 14% (22) 9% (9) Geography 11% (17) 7% (7) Graphics 9% (15) 2% (2) Mathematics 8% (8) 7% (7) Motorcycle Education 4% (6) 1% (1) Engineering Workshop Practice 2% (3) 6% (6)

Subjects most likely" to address TSE issues are Commerce/Legal Studies, Pre­ Driver. Education/Traffic Safety Education, Science, and Health/Personal Development. The Humanities/SOcial Education area showed a decline in addressing TSE issues.

A major factor could be the lack of quality traffic safety curriculum material appropriate for this area. The current curriculum units for this Humanities/Social Education are outdated. A similar problem existed in the Science area with the "Science and the Road" curriculum unit in need of re-development. The availability of up-to-date, quality resources for Commerce/Legal Studies has maintained the high level of inclusion of TSE in this area. - 15 - 4.4 Method or Instruction or TSE

Figure 2 Popularity of Methods Used to Teach TSE Question 6 asked secondary schools to indicate the number of TRAFFIC SAFETY EDUCATION students being taught TSE by Method of Teaching various methods. Sixty-nine schools answered this question. Method

Thirty respondents (43%) Elective identified that TSE was taught as part of another subject (other than TSE), ie: the component method as shown in Figure 2. Compulsory VIC ROADS recommends that

schools integrate TSE into existing Extrc Curt"" i cu I ar- subjects due to overcrowding of the curriculum preventing the introduction of new subjects on the timetable. In addition, at Corrponent senior levels, the introduction of the VCE does not provide for a stand alone TSE subject. o 5 10 15 20 25 30 35 No, of Responden~s In recognition of these problems, VIC ROADS Traffic Safety Education Consultants who have expertise and experience in this area, assist schools in incorporation of TSE into existing subjects. To facilitate this inclusion, VIC ROADS curriculum material is designed to be integrated. The next most popular method of teaching TSE is through "elective units". These are stand alone units usually offered to Years 7-10 where students choose from a variety of different subject areas. "Extra curricular" activities may include programs offered at lunchtime, after school, or as part of an activities program. This extra curricular method usually covers the practical components of TSE, that is, cycling, and the provision of the "in-car" component. '

All of the above methods are supported by VIC ROADS, and consultants will after assessing the needs of the school, suggest the most appropriate method(s). - 16 - 4.5 TSE Curriculum Materials Question 7 asked schools to indicate the number of students using VIC ROADS and other curriculum materials to learn about traffic safety education. Seventy-two schools (74% of survey respondents) answered this question. Table 13 shows use of curriculum materials in 1988 and 1990.

Table 13

Usaee of Curriculum Materials

Teenagers Alcohol & Road Safety· 50% (79) 35% (34) Victorian Traffic Handbook· 43% (69) 24% (23) Science and the Road· 36% (58) 27% (26) Bike Ed* 32% (51) 16% (15) Legal Studies Pack* 26% (41) 30% (28) Roads & Traffic* 16% (26) 8% (8) Surveys * 14% (23) 8% (8) Traffic Safety-Annotated Bibliography· 12% (20) 3% (3) Survival Trails * 10% (16) 5% (5) Buying a Car 47% (75) 20% (19) Motor Car & the Law 40% (64) 24% (23) TSE-PDE Course Outlines 28% (44) 4% (4) Road Accident Readings 22% (35) 6% (6) Road Safety Booklet 18% (29) 5% (5) Roadsense 11% (18) 4% (4) Project CAM 6% (9) 1% (1) ASEP Traffic 4% (6) 21% (20) Freedom Machine 4% (6) - - RACV Material -- 14% (14) VATSET Publications - - 5% (5)

Note: * VIC ROADS curriculum materials. - 17 - The most popular curriculum resource used in 1990 was "Teenagers, Alcohol and Road Safety" with 35% of respondents using this material.

The decline however, in the use of this unit to the earlier survey may be attributed to the fact that it is nearly 10 years old, and it is therefore perceived by teachers to be dated in presentation and usefulness. To ensure up-to-date resources are available to schools, the VIC ROADS consultants have provided supplementary resources for this area, eg: "Go with the .00".

The "Legal Studies Pack" resource was found to have increased in use from 26% of respondent users in 1988 to 30% in the 1990 questionnaire. It indicates that the resource has met the needs of teachers/students in the Year 11 and 12 curriculum. However, with the changes being implemented in the VCE, it is essential that the resource be up-dated.

Although decreases in use of all other curriculum materials have been recorded, these comparisons should be treated with caution due to reasons already outlined in Section 4.2. However, the VIC ROADS materials are still the most favoured by teachers and students.

A number of publications were either out of date or unavailable in 1990, mainly "Surveys", "Roads and Traffic" and "Annotated Bibliography". To overcome this problem, VIC ROADS consultants have been developing up-to-date materials (using VIC ROADS reports, statistics, etc.) to satisfy individual school needs.

For a breakdown of the use of curriculum material by each year level see Appendix D. - 18 - 4.6 Implementation Problems Figure 3 Question 9 was concerned with Limitations on Implementing TSE factors which limited or inhibited the teaching of TSE. TRAFFIC SAFETY EDUCATION Limitations on Implementing TSE Question 9a asked schools which had included TSE in their curriculum, to indicate what factors limited implementation. More than one response could be given by respondents. Of the 56 schools that answered this question, 48 (86%) stated that the Cur.lculu .. crowded ,ii~~~~ curriculum was too crowded to Nat•• lal. 100 coatly

allow for further TSE (see Figure Lack of ,..ourc•• 3). Twenty-two of these respondents (39%) felt that a lack of trained staff was also a problem. However the availability o 20 "0 eo eo 100 of quality resources (consultants, .. 01 1I ••pondent. materials) was seen as the least significant limitation.

Figure 4 Reasons for Not Implementing TSE

TRAFFIC SAFETY EDUCATION Eighteen schools (32% of these Reasons For Not Implementing TSE respondents) felt that TSE implementation was being limited for reasons other than those listed in the question. For example, the Pre-Driver Education teacher is declared in excess each year, or the introduction of the VeE created problems with continuing TSE. A No trained e'aU comparable question was not asked in 1988. LKk of reaourc •• Question 9b asked schools where TSE was currently not conducted to indicate the reason(s) for this (see Figure 4). Olh.r (Some schools that already taught TSE also provided responses to this question, o 20 40 60 80 100 presumably in response to sections of TSE not taught). The major problem with teaching TSE for 77% of respondents (36 schools) was an already overcrowded curriculum. This was also the most cited factor which limited TSE at the schools where it was already conducted. A lack of trained and/or interested staff was also a problem for 34% and 26% of respondents respectively. - 19 - A surprisingly large number of schools (14 respondents) had never considered introducing TSE, but only 6% of respondents (3 schools) felt that it was not their responsibility. For 44% of respondents there were other inhibiting factors including; too few students, high costs of staff training, and the perception that TSE is not a high priority. In 1988, the highest rated inhibiting factors were; curriculum overcrowded, lack of resources, and no trained staff. Lack of resources appears to have been less of a problem in 1990, perhaps due to schools being increasingly aware of the resources as a result of increased consultancy services.

4.7 Pre-Driver Education Question 10 asked schools whether they had any Certificate of Traffic Safety Education (crSE) trained teachers on staff. Thirty schools (31 % of respondents) indicated that they did have trained teachers. Question 10 also asked schools to indicate whether they offered Pre-Driver Education (PDE) through visits to Driver Education Centre of Australia (DECA) or other training centres and/or through a school based PDE program. Forty schools (41 % of respondents) indicated they offered PDE. Twelve schools (29% of schools who offered PDE) presented this program through DECA or another driver training centre. Twenty-three schools (57% of schools offering PDE) presented this through a school based PDE program. Five schools used both visits to DECA and a school based program to present PDE, giving a total of 28 (30% of all schools) presenting PDE at least in part within the school. Pre-Driver Education is more likely to be available in government schools. Fifty­ six percent of government schools offered PDE compared with only 24% of non­ government schools. In 1988, 40% of schools offered PDE 'in schools'. This 1988 question differed from the 1990 question, in that external PDE programs were excluded. Of the schools that did not offer PDE, the following reasons were provided:

'" No trained staff 38 responses '" Staff/student ratio is too costly 34 responses '" Lack of access to off-road facilities 28 responses " Timetabling difficulties 14 responses " PDE not considered important 11 responses - 20 -

Twenty-eight schools (70% of those schools offering PDE) indicated that they included "in-car" instruction as part of their PDE Program. The majority of those schools used either school grounds or show grounds as an "off-road" location for driving. Seventeen schools indicated that they did not have access to any "off-road" location. Schools which conduct "in-car" instruction have obtained cars from a number of different sources. The major sources are shown in the following table of responses from Question lIe.

Table 14

Source of Vehicle for Pre-Driver Education "In-Car" Instruction

% OFSclioOLS ISOuRCE OF CAR CONDUctING I "IN·CAR" INSTRUCTION Purchased from school funds 25% (7) Sponsored by Car Dealer 25% (7) Car shared with other school(s) 25% (7) Commercial driving school 18% (5)

Other sources for cars were cars hired from various centres, the use of Keith Edmonston Regional Traffic Safety School (KERTSS) cars and old vehicles owned by the school. Of the 29 schools that answered Question 11a about PDE teachers, 21 used crSE trained staff, and 8 used untrained staff in 1990. There has been a slight increase in the overall number of staff teaching PDE at those schools from 46 in 1989 to 49 in 1990. - 21 -

Figure 5 Pre-Driver Education by Year Level

For the 26 schools that responded to TRAFFIC SAFETY EDUCATION Question 11b regarding the levels at Pre-Drlver Education - 'Nar L_I. which students were involved in PDE, the most common levels were Year 10 (17 respondents, or 45% of those teaching PDE) and Year 11 (16 respondents, or 42% of those teaching PDE) as illustrated in Figure 5. A further two schools (5%) taught it in Year 9, and three schools (8%) in Year 12. Pre-Driver Education was not conducted in Year 7 or Year 8 by any of the respondents. The 1988 survey also reported that the majority of schools placed PDE in the 0.. 10.. 20.. 30.. .0.. 50" eo ..

Year 10 and 11 levels, although figures .. 0' So~ool. Conduotlng POI! were not reported. Question 12a was concerned with the history of PDE programs. The question refers to PDE programs "carried out at the school" which may have led to some uncertainty in the responses, depending on whether the interpretation was "physically carried out at the school" (ie: not at DECA or other facilities) or " arranged at the school". Eighty-nine schools responded to this question. Fifty­ four schools indicated that they had never conducted a PDE program. Only 35 (39%) of the 89 schools that responded to this question indicated that they had previously conducted a PDE program. Of those 35 schools, 33 were still conducting a PDE program in 1990. Seven schools introduced PDE in 1990. The number of schools offering PDE "at the school" remained virtually constant from 1987 through to 1989 (24 or 25 respondents). However, this does not mean that the same 24 schools offered PDE continuously for that three year period, but rather that 24 or 25 schools in total were offering PDE in anyone year.

When compared to the 1988 survey, responses to the current survey give a much lower proportion of schools conducting PDE "at the school" during 1990 (30% this survey, 40% in 1988). The principle reason for this relates to the mix of government and non-government schools in the survey as shown in Table 15. Using the 1990 figures for percent of government and non-government schools presenting PDE, the 1990 respondent distribution gives 29%, the 1990 actual school gives 31 %, and the 1988 respondent distribution gives 38% (close to 40%). Seventeen schools indicated that they had discontinued their PDE courses at some stage. The main reasons given for this were timetable scheduling problems (6 schools, 35% of respondents), and higher priority of other subjects (5 schools, 30% of respondents). Other reasons cited were that the teacher running the course had left the school, access to a car was lost, and the high running costs involved. . - 22- Table 15

Government and Non-Government Schools Presentine Pre-Driver Education (PDE)

42.3% 11.9%

55% 45% 29%

.. .i.···:"/':':':':::'::·,\·:,"· :./ 1990"ACtual '.. ' .' ',::::§~hc:IDl: . 62% 38% 31% .:·::;:::;D~~tfibuti()n

~!:;:'~~~Ie,.•.• , •.••.• ·' •. 86% 14% 38% ··;· .. ·: .. ;\,Uisbibution , .. . . .

With recent changes to legislation allowing Leamer Drivers to drive from 16 years of age, Question 12b asked schools to indicate what impact, if any, this would have on the curriculum with regards to Pre-Driver Education. Seventy-eight schools answered this question, and 58 schools (74% of respondents) indicated that they would not be making any changes (regardless of whether they were already conducting a program or not). Eleven schools (18% of those not conducting PDE in 1990) had decided to incorporate PDE into the curriculum and nine schools (23% of those already conducting PDE) were going to increase the level of PDE.

4.8 Cycling Programs

Question 14 asked schools to indicate their awareness of Bike Ed. Eighty-seven respondent schools (94%) indicated that they were aware of the Bike Ed program. Table 16

Number of Schools with Bike Ed Trained StatT

:'NUMBEK OF BIKE ED TRAINED STAFF I I':::;·None:::.I>:. i 12 I· j 141u. 5 153 (57%) 117 (18%) 116 (17%) I 3 (3%) I 2 (2%) I 2 (2%) I

(93 Respondents) - 23 - Forty respondents surveyed (43%) indicated that they had one or more Bike Ed trained staff at their school. Twenty-one respondents (22%) were aware of the new secondary cycling program to be released late in 1991. In Question 13a, schools were asked whether they conducted cycling programs. Thirty-eight respondents (39%) indicated that their school did conduct cycling programs. A slightly higher number of non-government schools (42%) conduct cycling programs compared with government schools (38%).

It should be noted that thirty respondents indicated that they taught "Bicycles and Cycling" as a topic (refer to Figure 1). Responses to Question 13b indicated that forty-one schools (42%) had taken students on an externally organised cycling tour, eg: Great Victorian Bike Ride. Twenty-five responses were given to the second part of this question which asked schools to indicate the external tours in which they had participated. Table 17 shows the main externally organised cycling tours indicated. Table 17

Number of Schools Participatin2 in Or2anised Cyclin2 Tours (1989. 1990>

, .: .... "'::',:.'"':',,,,:/" cYCLING TOUR 1989> 199O/ Great Victorian Bike Ride 26% (25) 14% (13) Caltex Bike Ride 4% (4) 6% (6) Other 8% (8) 6% (6)

In response to Question 13c, thirty-three schools (37% of 90 respondents) indicated that they had organised a cycling tour internally. Eighteen schools organised both internal and external cycling tours. Question 14d asked schools to approximate how many students rode bicycles to school. There were 38 responses to this question, ranging from 17 to 390 students. However, over 50% of respondents had 90 or more students riding to school each day. Schools were asked to indicate what storage facilities they provided for helmets or bikes in response to Question 14d. Ninety-two schools answered this question and 41 of them (45%) provided storage for both helmets and bicycles. A further 24 respondents (26%) had storage for bicycles only, while 8 schools (9%) could only store helmets. 4.9 Consultancy Services Question 15 asked schools to indicate their awareness of VIC ROADS consultancy services. Forty-six government schools (87%) and 20 non-government schools (49%) were aware of this service. Overall, 70% (67 respondents) were aware of the VIC ROADS consultancy services. Seventy-nine percent of schools were aware of consultancy services in 1988. - 24 - Fifty-eight respondents (60%) indicated they were aware of consultants being located in regions. Of this group, thirty-eight (66%) were government schools while twenty (34%) were non-government schools. This is a very pleasing result considering that at the time of evaluation the decentralisation of consultancy services was incomplete. Question 15c asked schools to indicate consultancy services they valued, and those they had used. Sixty schools (62%) answered this question.

Figure 6 shows an Figure 6 overall picture of Usage and Perceived Value of VIC ROADS services used and Consultancy Services valued by respondent schools. Of the consultancy services offered, TRAFFIC SAFETY QUESTIONNAIRE schools valued the Consultancy Services availability of Valued and Used consultants to respond to individual requests (35, or 58% of Services respondents) and the I Ill:> lerrent i no PDF --- . assistance with T e~m Teach i ng' planning a TSE Planning TSE Program program (34, or 57% of 51:1"00 I Counc I I !.Ieet. respondents ). P~rent ~et i og Curr I C CorTmlttee Assistance with Facu I ty !.Ieet I cog implementing the PDF Curr j CLJ I um rRly (31, or 52% of Staff Meot I cog respondents) and I no Teacher l

addressing Curriculum o 5 10 15 20 25 30 3S ~o

Committees (42%) ~. of I

were also identified as _ SerVI~e: ~eCl1J Servl~e V~lued areas where consul taney services were valued. Overall, twenty-five percent of schools (24 respondents) used one or more of the consultancy services listed in Question 15c. Usage figures shown in Figure 6 suggest that the most common consultancy service used was related to individual teacher requests (10% of schools, or 9 respondents). Other services such as planning a TSE program or implementing the PDF may also overlap with individual teacher requests. Comments made about the survey methodology in paragraph nine in Section 1.0 of this report should be noted, as some instances of use of consultancy services may not have been reported . . Sixty-three percent of schools (53 from 84 respondents) indicated that they would like a visit from a VIC ROADS consultant. This indicates support for, and a continued interest in, the services offered by consultants.

These questions have received little attention in previous surveys. - 25 - 4.10 VIC ROADS Education Programs Video Library Service

Questions 16a asked schools about their awareness of the free Education Programs traffic safety film and video lending library service at VIC ROADS. In 1990, fifty-five schools (59% of respondents) indicated that they were aware of this service compared to 43% in 1988. This substantial increase can be directly attributed to the consultants actively promoting the lending library when dealing with schools.

Question 16b asked schools about the use of the video library. Twenty-four percent of schools (23 respondents) indicated they had used the video library in 1990 as compared to 21 % in 1988.

An analysis of internal VIC ROADS borrowing records indicated that about 30% of secondary schools (approximately 200- in total), borrowed at least oile video. This is close to the figure of 24% reported in the survey and suggests that most respondents knew about their school's TSE related activities.

Fifty~one schools answered Question 16c. Table 18 illustrates the relative popularity of the many audio-visual programs provided by VIC ROADS and whether further resource development is required.

Table 18

Audio~Visual Resources Used and Perceived Need for Further Development

, , '-.:". - :':.: -- RESOURCES USED .:NEED'FURTHER -- -­ ·.SvBJECr --DE~LOPMENT::!,:,:,' -- 1988 ,,199(l Cycling Safety 21% 8% (4) 33% 23% (11) How to Drive 38% 41% (21) 39% 14% (7) Defensive Driving 43% 45% (23) 30% 14% (7) Alcohol and Drugs 62% 72% (37) 30% 23% (11) Motorcycle Safety 15% 10% (5) 21% 14% (7) First Aid 32% 25% (13) 43% 14% (7) Adult Pedestrian Safety 4% 4% (2) 16% 4% (2) Seat-belts and Safety 25% 18% (9) 28% 8% (4) Town Planning 9% 6% (3) 55% 8% (4) Child Road Safety - 4% (2) 4% (4)

The four most popular audio-visual areas were "Alcohol & Drugs" (72%), "Defensive Driving" (45%), "How to Drive" (41%) and "First Aid" (25%). However, "Alcohol & Drugs" was also one of the two areas rated most by teachers in need of further development (23%), along with "Cycling Safety". - 26 -

This information confirms the on-going feedback on usefulness of various videos that teachers have given to consultants during visits/activities. This teacher feedback has been acted upon by: • Introduction of 15 new videos over the past year;

• Secondary consultants developing complementary materials (ie: student work-sheets and teacher notes to accompany a video) to increase the effectiveness of videos. The audio-visual materials, related specifically to driving, experienced a significant increase in usage in 1990. The videos, "How to Drive" and "Defensive Driving". used by 41% and 45% of respondents respectively, can be compared to 1988 figures of 38% (How to Drive) and 43% (Defensive Driving) of respondent users.

"Alcohol & Drugs" also increased in use since 1988 with 72% of respondents indicating that they had used films and videos in this area. The number of schools indicating that further resource development is needed decreased across all subject areas.

4.11 Other TSE Resources

Schools were asked in Question 17 Figure 7 to indicate which TSE resources Usage Rates and Awareness of Available they were aware of, and which TSE Resources ones they had used (see Figure 7).

By far the most used resource was TRAFFIC SAFETY EDUCATION the complimentary support Resources materials (stickers. posters, etc.) from VIC ROADS (42 VIC ROAOS Suw. "",t. ~ respondents). Other highly utilised VIC ~DS CRSC ~ resources were the Police in Schools Program (31 respondents) and RACV Education Resources

(18 respondents). TSE Centrss/5c;hoo I ~ Although 37 respondents were aware of the VIC ROADS Bike POl ice In Schools ~~~~ Ed resource trailers, only seven of ~ ... cv EcJt)C Resources __ those schools actually made use of them. This would be accounted o 1[] 20 30 40 SO ~. of ~spondant!ji; for by the fact that the Bike Ed _ AWllf"e D Used trailers are basically designed for primary school-aged students. - 27 - 4.12 Traffic Safety Education Policies and Other School Safety POlicies/Activities

Figure 8 Question 2 was regarding safety Major Safety Policies/Activities policies/activities at the school. Implemented Only 8% of respondents (7 at Secondory Schools schools) indicated that they had a specific Traffic Safety Education Policy. However, 88% (78 schools) had a policy requiring TRAFFIC SAFETY EDUCATION students to wear bicycle helmets Safety Pol fcfes/Actlvlties when cycling to and from school.

Seventy-four percent had policies relating to safe use of tools/chemicals as can be seen in Figure 8. Twenty-one percent of respondents (19 schools) had at least one other safety policy/activity, covering areas as diverse as pool safety and laboratory technique.

Fifty-four percent had safety activities involving visits/programs o 20 ~o 60 80 100 from Victoria Police.

4.13 1991 TSE Intentions

The following table displays the responses to Question 18 which asked schools to indicate which TSE programs they were intending to include in the 1991 curriculum, and at which year level.

Table 19

Number of Schools Intendin& to Teach TSE in 1991 by Subject and Year Level

,,' " , : .. ".:.: :,:':,(: ,:::$UlI]ECr 7 , 8 ' , 9' .. to "'··'11 /12'.,:, -:{:f·:r= :;" ," .. " Pre-Driver Education 1 2 4 22 12 4 31 Bike Safety Education 9 8 7 10 4 2 24 TSE (Stand-Alone) 1 7 2 9 TSE (Incorporated) 9 12 15 21 16 7 27

In 1991, as in 1990, by far the most popular method of including Traffic Safety Education in the curriculum is by incorporating it into other subjects. However specific topics - Pre-Driver Education and Bike Safety Education, are still popular, unlike TSE itself which is unlikely to be taught as a subject in its own right. Other areas of TSE which were mentioned as being included for 1991 were Drink Driving, Science Units and training for the Great Victorian Bike Ride. - 28 -

5.0 SUMMARY A sample of secondary schools in terms of government/non-government status and school population were _selected randomly from the eight Ministry of Education and Training regions in Victoria. Secondary schools from rural areas were over-sampled (ie: schools from each rural region made up around 11-14% of the sample, whilst schools from these regions only make up between 5-9% of all secondary schools in the state) to provide an accurate picture of TSE and related activities in these schools. The 1990 survey provides some comparison with the previous 1988 survey, but was also altered to obtain other information as requested by program administrators. The main findings of the survey are summarised as follows:

Teachina: of Traffic Safety Education

Traffic Safety Education in general terms was included by 86-88% of secondary schools at some level in the curriculum compared with 79% in 1988. This increase was experienced in: o Schools in rural areas (from 84% in 1988 to 90% in 1990), whilst TSE in schools in the metropolitan area has remained conStant at around 76-77%; o Government schools (from 82% in 1988 to 89% in 1990), and 81 % of non-government schools also teach TSE;

o Larger schools (> 801 enrolments - from 76% to 91%), and smaller schools « 400 enrolments - from 73% to 83%). Schools with 401-800 enrolments remained constant with 84-85 % of these teaching TSE.

Teachina: of TSE Topics. Subjects and Curriculum Materials

Eighty-eight percent of secondary schools teach at least one traffic safety related topic to at least one year level, with almost all of these teaching two or more topics (80% of schools).

"Drinking & Driving", "Buying a Car", "Legal Issues & Road Safety" and "Road Law" are the most commonly taught traffic safety topics and are mostly taught within the Year 10 and 11 curriculum. Eighty-six percent of schools indicated that at least one school subject addresses TSE in at least one year level, with Commerce/Legal Studies, PDE/TSE, Science and Health/Personal Development subjects most commonly addressing TSE issues. The Humanities/Social Education area showed a marked decline in addressing TSE issues. Of the VIC ROADS curriculum materials available to teach TSE, "Teenagers, Alcohol and Road Safety" and the "Legal Studies Pack" were the most commonly used materials. - 29 -

Perceived Barriers to Teachine TSE

In schools presenting TSE programs, the major factors which inhibited or limited further increases in the teaching of TSE include:

o An over-crowded curriculum (86%);

o Lack of trained staff (39%);

o Restrictions due to timetabling difficulties (63%).

The major factors which prevented TSE being taught include:

o Already over-crowded curriculum (77%);

o Lack of trained and interested staff (34% and 26% respectively);

o Introduction of TSE had never been considered (30%).

Pre-Driver Education

One third of schools indicated that they had Certificate of Traffic Safety Education (crsE) trained teachers on staff.

Forty-one percent of schools offered Pre-Driver Education (PDE) in 1990 (40% in 1988) with many more government schools (56%) offering PDE than non-government schools (24%).

PDE was taught mainly to Years 10 and 11 students.

cycline Proerams

Almost all schools (94%) were aware of the Bike Ed program and 43% had one or more Bike Ed trained staff at their school. Around 22% were already aware of the new cycling program to be released in late 1991.

Thirty-nine percent of schools conducted cycling programs with more non-government schools (42%) conducting cycling programs than government schools (38%).

A large number of schools (42%) had participated in externally organised cycling tours (eg: Great Victorian Bike Ride) in 1989 and 1990, and 37% had organised an internal cycling tour. - 30 -

Consultancy Service The vast majority of government schools (87%) and around half of the non-government schools (49%) were aware of VIC ROADS consultancy services. This gives an overall figure of 70% of schools aware of the services compared with 79% in 1988. However, the 1988 sample was biased toward government schools and therefore reflects in large part the greater awareness within government schools of these services.

Consultancy services most valued by schools were responses to individual requests (58%), assistance with planning a TSE program (57%), assistance with implementing the PDF (52%), and addressing Curriculum Committees (42%). One or more consultancy service had been used by 25% of schools, including individual teacher requests, implementing PDF, attendance at school council, parent and staff meetings and Curriculum Committee meetings. Two thirds of schools surveyed indicated that they would like a visit from a VIC ROADS consultant.

Audio-Visual Service

In 1990, 59% of schools were aware of this service compared with 43% in 1988, and with 24% having used the VIC ROADS Education Programs Video Library Service in 1990 (21 % in 1988). A separate check of other VIC ROADS records indicated that about 200 schools had used the video service, equivalent to about 30% of all schools. The most popular resources/areas were "Alcohol & Drugs" (72%), "How to Drive" (41%), "Defensive Driving" (45%) and "First Aid" (25%). However, "Alcohol & Drugs" was also one of the two areas rated most in need of future development, along with "Cycling Safely". Other TSE resources used most by teachers include complimentary support materials (stickers, posters, etc.) from VIC ROADS, the Police in Schools Program and RACV Education Resources. Eight percent of schools indicated that they had a specific TSE policy, whilst 88% had a policy requiring students to wear bicycle helmets when cycling to and from school. Policies related to the safe use of tools-chemicals were found in 74% of schools, whilst 21 % had at least one other safety policy or activity covering a wide range of areas such as pool safety and laboratory technique. Fifty-four percent of schools had safety activities involving visits/programs from Victoria Police. - 31 -

6.0 RECOMMENDATIONS/FUTURE DIRECflONS The following recommendations can be made from the findings of the survey: o Overcrowded curriculum. There is a wide range of subjects available and can be offered within the secondary school curriculum. However since there is a finite number of teaching hours available on the timetable, subjects compete for their inclusion and the amount of time each will be given. This makes the introduction of new subjects very difficult. RECOMMENDATIONS: Continue to promote the incorporation of Traffic Safety Education into existing subject areas. Further development of suitable curriculum materials (programs, brochures, videos etc) to incorporate and maintain the teaching of traffic safety education in existing subjects. Encourage schools to nominate a Traffic Safety Education Co-ordinator to co­ ordinate the implementation of TSE in the school. o Low student exposure to Traffic Safety Education (TSE). Few students receive comprehensive and sequential TSE program throughout their secondary education. RECOMMENDATIONS:

Encourage the support and commitment to traffic safety education programs by students, teachers and parents. .

Encourage schools to develop a traffic safety policy which provides a sequential . and comprehensive program for all students. Encourage schools to nominate a TSE Co-ordinator to co-ordinate the implementation of TSE in the school.

Pursue greater co-operation and commitment to traffic safety education by the Department of School Education at both central and regional levels. . - 32-

o Low uptake of TSE programs by schools. Although schools are aware of traffic safety materials available and are addressing some traffic safety issues, few schools are conducting comprehensive and sequential TSE programs.

RECOMMENDATIONS:

Encourage the support and commitment to TSE programs by students, teachers and parents. Encourage schools to develop a TSE policy which provides a sequential and comprehensive program for all students. Encourage schools to nominate a TSE Co-ordinator to co-ordinate the implementation of TSE in the school.

Pursue greater co-operation and commitment to TSE by the Department of School Education at both central and regional levels.

Develop strategies to ensure VIC ROADS curriculum materials are affordable by all schools (eg: subsidy of programs). o Effectiveness of programs. Although the survey measured the number of schools conducting some form of TSE, no information was obtained regarding the effectiveness/quality of such programs. RECOMMENDATIONS:

Encourage schools to develop a TSE policy which provides a sequential and comprehensive program for all students.

The quality of school based TSE programs should be monitored regularly. o Lower awareness/usage of TSE programs in non-government schools. The usage rate and awareness of TSE programs is lower in non-government schools when compared with government schools.

RECOMMENDATION:

Target non-government schools. o Communication problems in secondary schools. Due to the size and complexity of secondary schools, dissemination of information is difficult.

RECOMMENDATION:

Due to size and structure of secondary schools and the inherent communication problems, consultancy services should occur more than once and in a varied way. (eg: target school councils, curriculum committees, statT meetings, and faculty meetings). - 33 - o TSE training availability for teachers. It is difficult for teachers to obtain time release to undertake training in TSE.

RECOMMENDATIONS:

Pursue greater co-operation and commitment to TSE by the Department of School Education at both central and regional levels.

Investigate strategies to allow teachers to be released for training in TSE, eg: "Cycle On" in-services, Graduate Diploma in Tramc Safety Education. o The survey identified the need for further promotion and community support for TSE in secondary schools.

RECOMMENDATIONS:

Develop strategies to obtain community support for TSE programs.

VIC ROADS senior management to gain support and commitment to TSE from VICCSO, Independent Schools Board, and Catholic Education Office.

Establish a mechanism to co-ordinate all agencies involved in TSE in schools.

Further promote VIC ROADS consultancy services/activities amongst schools and the wider community. o Whilst the format of this survey was derived through re-developing the 1988 survey with VIC ROADS Education Programs personnel and consultants, several problems were identified. Some respondents found some questions in the survey difficult to answer because of the quantity and degree of information required, thus influencing the quality of information obtained. The section "Respondent Problems" outlines problems experienced with particular questions as identified by respondents. Some of these problems also existed in previous surveys and could be due, in part, to the nature of the topic investigated.

RECOMMENDATIONS:

That this method of data collection be reviewed to:

1. Further clarify the aims of the survey;

2. Determine what information is required on the basis of obtaining useful information with the resources available;

3. Determine an alternative method of data collection to be used in future, or, if this survey method is used again, rationalise the amount of information collected and provide sufficient time for re-development and testing of the questionnaire prior to forwarding to schools.

SA2149.R&I rl APPENDIX A

School Size Distribution SCHOOL SIZE DISTRIBUTION EDUCATION DEPARTMENT REGION CENTRAL LODDON GIPPSLAND TotALs .• BARv.QN HIGHLANDS CAMPASPE GOULBURN WESTERN SOUTHERN EASTERN S'WEST' WI MMERA MALLEE N'EAST' Sample Sample Sample Sample Sample Sample Sample .:=::: ,.i:.: ~vr;fiI.t.1~f.J't; .. flPQNb~)"C .'.. &hbOls::. SCHOOL >1000 6 2 14 2 N/A 2 2 3 2 SIZE 801-1000 14 6 1 N/A 6 3 1 2 3 2 1 601-800 21 2 16 3 6 3 5 2 8 5 5 2 401-600 21 4 15 3 11 2 9 3 6 2 6 201-400 27 3 16 2 N/A 5 2 6 4 5 2 12 5 7 2 <201 8 1 4 1 N/A 7 2 7 2 10 2 2 1 4 2 :::'::·97>··: ... )··:....71· 76 ·<37 '24' ••. ·/\36 ..• ·.:-3.1\;< .):~ .. ~. : .. ~~·8

MINIMUM 35 55 N/A 70 138 56 153 41 . ig~18} %ILES 25% 350 4 371 4 N/A 258 2 176 2 185 2 311 3 304 3.> ...... 2:0 BY 50% 557 2 600 4 N/A 506 2 301 3 483 3 431 3 485 2····· ...... ·19 PUPIL 75% 750 3 877 2 N/A 767 4 703 2 682 2 660 2 616 2 x .· i 1i· NUMBERS MAXIMUM 388 3 1370 2 N/A 1096 1 1101 3 1113 2 1285 2 1804 2···· .. 15 @.Vit S¢HQbLs···$A'n~~Q;< ... 1.2 11. .. //\9 1() ••• ;·:·. ··

~P.. NHgq~NM!#NT·$gqbNDA~Y . Unknown s6~s,. SCHOOL >1000 4 1 15 3 N/A N/A 1 SIZE 801-1000 7 1 9 3 N/A N/A 1 2 601-800 10 1 8 1 N/A 4 N/A 2 1 1 401-600 12 4 11 1 N/A 3 N/A 4 3 2 2 2 201-400 13 3 17 5 N/A 7 4 N/A 2 1 4 1 3

<201 6 1 8 1 N/A 5 2 N/A 9 4 3 2...... 1 .:.:;J·.mtA4~··.:·.i::::: .., .... :· ..:.:.<.: •..•• ijQ.~.~~y:~H".. Hi}·· ~

MINIMUM 26 120 N/A 13 N/A 6 40 170~~~~:::: %ILES 25% 306 3 300 5 N/A 200 2 N/A 80 3 198 2 275:· .:.::.:::.. ·.ltl BY 50% 520 3 568 2 N/A 346 » PUPIL 75% no 3 900 3 N/A 535 "'0 "'0 NUMBERS MAXIMUM 2140 2 1450 4 N/A 1040 ~ ~~ ~:: ~: ~'I m 12 7 1: 1 9 ;x.: •. :: .. Z Unknown ·!aQ:: o X » APPENDIX 81

Road Traffic Authority

Education Programs Questionnaire APPENDIX B1

.ROAD TRAFFIC .AI11'HORI'l'Y

RE'IURN BY DATE: ------Could you please return completed questionnaires by the above date to: Ms Joanne Rosenberg Education Programs 1st Floor 854 Glenferrie Road Hawthorn 3122 A stamped addressed envelope is included for your use. If you have any queries f please do not hesitate to call Geoff Warren (03 810 2619) or Julie Ahern (03 810 2618).

59 TRAFFIC SAFETY EDUCATlOO QUESTICfiNAIRE : POST PRIMARY

This questionnaire requests information about Post Primary Traffic Safety Education. It seeks to establish - i). The extent to which Traffic Safety Education has been included in the curriculum of Victorian Schools. ii). The depth of usage of a range of curriculum materials and programs. Traffic Safety Education may be addressed in a number of areas across the curriculum: Personal Development, Humanities, Social Education, Geography, Mathematics, Science, Health Education, English, CommercejLegal Studies, Pastoral Care or similar, Traffic Safety EducationjPre Driver Education/Motorcycle Education, Automotive practices, Physical Education. NB: T.S.E. Traffic Safety Education C.T.S.E. Certificate of Traffic safety Education P.D.E. Pre Driver Education D.E.C.A. Driver Education Centre Australia (Shepparton)

All questionnaires will be treated as strictly confidential and no individual school will be identified through the data analysiS.

In responding to the questions on this survey,

please answer ALL sections of .ALL questions. '!his is essential to enhance the value of the resulting data.

60 NAME: {Optional) ______

SCHooL: ______RECORD 1

SCHOOL NO: 1-4

ROLE IN SCHOOL:

The advice of staff teaching in the curriculum areas mentioned in the introduction should be consulted wherever possible in the completion of this survey.

Throughout the questionnaire, please circle the number corresponding to your response.

1. please indicate whether your school is:

Government 1 5 Non-Government 2

2. Please indicate the Ministry of Education region in which your school is located:

City: southern 1 Eastern 2

Western 3

Rural: Barwon South Western 4 Central Highlands - Wirnmera 5

Loddon Campaspe - Mallee 6 Goulburn - North Eastern 7 Gippsland 8 6

3. please indicate whether your student population is:

All females 1

All males 2

Both males and females 3 7

61 4. What is the total number of students in years 7-12 attending your school? 000 - 200 1 201 - 400 2

401 - 600 3 601 - 800 4 801 - 1000 5

More than 1000 6 8 5. Does your school include any Traffic Safety Education in its curriculum? 171 ~ 19 If the answer is 'YES', please answer Q76 - 12. If the answer is 'NO', please proceed to Q.12. 6. please indicate which subjects in your school address Traffic Safety Education issues:

YES NO Automotive Practices 1 2 10

CommercejLegal Studies 1 2 11

Engineering Workshop Practices 1 2 12

English 1 2 13

Geography 1 2 14

Graphics 1 2 15 - Health EducationjPersonal Development 1 2 16

Humanities/Social Education 1 2 17 Mathematics 1 2 18

Motorcycle Education 1 2 19 Pastoral Care or similar 1 2 20

P.D.E./T.S.E 1 2 21

Physical Education 1 2 22

Science 1 2 23 Other (please specify) ------1 2 24

62 7. please tick year levels, if any, that the following topics of Traffic Safety Education are taught in your school.

YFAR

7 8 9 10 11 12

Bicycles/cycling 25-30 Drinking and Driving 31-36 Pedestrian Safety 37-42 Passenger Safety 43-48 Town Planning 49-54 Driving Skills 55-60 Social Consequences of Traffic Accidents 61-66 Buying a Motor Car 67-72 Legal Issues related to Road Safety 73-78 Road Rules 79-84 Car Mechanics and Safety 85-90 Other (please specify) 91-96

63 8. please tick more than one response per year level if this is appropriate. For each year level, please indicate whether Traffic Safety Education is:

RECORD 2

7 8 9 10 11 ,12 a) an elective on timetable 1-6 b) a compulsory timetabled subject 7-12 c) part of an extra curricular activity 13-18 d) a component included by individual teachers in their 19-24 subject e) other (please specify) 25-30

64 9. please indicate which of the following teaching resources were used at each year level in 1988.

YEAR

7 8 9 10 11 12

'Bike Ed' (RTA) 31-36 'Science and the Road' (RTA) 37-42 'Teenagers, Alcohol & Road 43-48 Safety' (RTA) , Surveys' (RTA) 49-54 'Roads and Traffic' (RTA) 55-60 'Survival Trails' (RTA) 61-66 'ASEP Traffic' 67-72 'Victorian Traffic Handbook' 73-78 (RTA) 'Legal Studies pack' (RTA) 79-84 'Traffic Safety - an Annotated 85-90 Bibliography' (RTA)

'Buying & Driving a Car' (VCTA) 91-96 'Road Accident Readings' (VeTA) 97-102 'Motor Car & the Law' (VCTA) 103-108 'T.S.E. Pre Driver Education 109-114 Course Guidelines' 1982 (Min. of Ed) 'Road Safety Booklet' (Age) 115-120 'Roadsense' (Dunlop) 121-126 'Freedom Machine' (VASST) 127-132 'Mathematics and Community 133-138 Services' (project CAM) Other (please specify) 139-144

65 10. What further teaching resources, if any, do you RECORD 3 believe are required to extend the teaching of T.S.E.? 1-2

11~ a) Are you aware of the free Film and Video lending Library at the Road Traffic Authority? _EEJ EEJ 3 b) 00 you make use of the Film and Video lending library at the Road Traffic Authority? ~ EEJ 4 c) Please circle categories where you have used films/videos. Also, indicate categories where you would like to see fu-rther resource development

FUR'IBER RESCXJRCE YES 00 DEVELOPMENI'

Cycling Safety 1 2 3 5-6

How to Drive 1 2 3 7-8

Defensive Driving 1 2 3 9-10

Alcohol and Drugs 1 2 3 11-12 Motorcycle Safety 1 2 3 13-14 First Aid 1 2 3 15-16 Adult Pedestrian Safety 1 2 3 17-18 Seatbelts and Safety 1 2 3 19-20 Town-Planning 1 2 3 21-22

66 12. a) Prior to rece1v1ng this survey, were you aware that there are YES R) teachers seconded to the Road Traffic Authority as Traffic 1 2 23 safety Education Consultants?

b) To your knowledge, has a Consultant visited your school? 1 2 24

c) What consultancy services would be most useful to your school in implementing a Traffic Safety Education Program?

YES R)

Curriculm Committee Meeting 1 2 25

Faculty Meeting 1 2 26

CUrriculum Day 1 2 27 staff Meeting 1 2 28

Other (please explain) 1 2 29

67 13. If no Traffic Safety Education is conducted in your school, please indicate the reasons for this.

YES H)

a) it has never been considered 1 2 30 b) it does not complement subjects already taught 1- 2 31

c) there are no i) interested staff 1 2 32

ii) trained staff 1 2 33

d) the lack of resources makes it 1 2 34 too difficult

e) the curriculum is already too 1 2 35 crowded

f) T.S.E. is not seen as the school's 1 2 36 responsibility

g) other (please specify) 1 2 37

68 14. a) Does your school have a P.D.E. (C.T.S.E.) trained teacher on the staff? ~ ~ 38 If 'YES', please answer b) c) d) & e): If no, please go to Q15.

b) Does your school offer Pre Driver Education? (do not 39 include visits to D.E.C.A. ~ in this) ~ If 'No', please describe the circumstances which prevent the course being offered:

YES NJ

lack of access to a vehicle 1 2 40

lack of access to an 'off-road' facility 1 2 41

Staff/Student ratios too costly 1 2 42

P'.D.E. not considered an important 1 2 curriculum issue 43

Other (please explain) 1 2 44

c) At what year level is P.D.E. taught? Circle the appropriate number(s) 1-4. YFAR LEVEL 9 10 11 12 45-46 1 2 3 4

d) Does your course include 'in-car' instruction? ~ 47 ~

69 e) Does your school have access to an off-road location? Please indicate type of location: ~ ~ 48

School Grounds Football Oval Showgrounds

Car Park 49 Other (please explain)

15. a) Are bicycles used in any of your school programs? EEJ ~ 50 If 'YES' please circle the year level and describe each type of program.

eg., Tour Cycling Camp for one week in term four.

i)

ii)

iii)

70 b) Has your school taken students on Tour cycling? eg., Great Victorian Bike Ride? EEJ 87 ~ If YES please circle the appropriate year/so

1985 88 1986 89 1987 90 1988 9{'

16. Please make any other comments regarding Traffic Safety Education that you feel are appropriate.

92-93

71 APPENDIX 82

Traffic Safety Education Questionnaire

Post Primary 1990 APPJ::NI)TX 8 2.

TRAFFIC SAFETY EDUCATION QUESTIONNAIRE

POST PRIMARY 1990

VIC ROADS has been active over the last ten years in the development and promotion of Traffic Safety Education curriculum materials for Primary and Post Primary schools and more recently for the early childhood field. These materials aim to encourage improved attitudes and behaviour on roads.

The information requested in this survey is vital in determining the content of new material and services to be developed. through the VIC ROADS Education Programs Group.

Please return the completed questionnaire no later than 14th December 1990 to your Regional Traffic Safety Education Consultant using the pre addressed envelope enclosed.

Notes:

Regional Traffic Safety Education Consultants are available to assist the school in filling out the survey should you require it.

All questionnaires will be treated as strictly confidential and no individual school will be identified through the data analysis, or in any public document or any report.

Thank you for your co-operation. TRAFFIC SAFETY EDUCATION QUESTIONNAIRE POST PRIMARY

This questionnaire requests information about Post Primary Traffic Safety Education. However for combined Primary/Post Primary Schools a separate survey form requests information on Primary Traffic Safety Education. The survey seeks to establish:- i) the extent to which Traffic Safety Education has been included in the curriculum of Victorian Schools; ii) the depth of usage of a range of curriculum materials and programs; and iii) the value of these materials to teachers. and areas that may require change.

Traffic Safety Education may be addressed in all areas across the curriculum from Year 7 to 12 (VCE). (and through primary levels).

N.B. T.S.E. Traffic Safety Education C.T.S.E. Certificate of Traffic Safety Education P.D.E. Pre Driver Education D.E.C.A Driver Education Centre Australia (Shepparton)

School name ------Region ______

Government/Non Government ______

Enrolment ------

In responding to the questions on this survey, please answer ALL questions for Years 7 to 12 (VCE). A separate survey is to be answered for any year levels up to Year 6. This is essential to enhance the value of the resulting data - 1 - POST PRIMARY SURVEY

GENERAL

Question 1: Approximately how many students are there in each class at each year level in your school?

Example : IT there are four classes of 22, 16, 24 and 18 students at Year 9 show this as:

Numbers of students in classes

luYeat.~.,,::,,:·········· I, .. ····1· ,unl··::' .. 1

Year 12/VCE Year 11 Year 10 Year 9 Year 8 Year 7

Question 2 (a): Does your school have a Traffic Safety Education Policy?

Yes [ ] No [ ] If Yes, please attach a copy of the policy.

(b) Does your school have other related safety policies/activities?

Bike Helmets required if riding to school [ ]

Visits/Programs from Victoria Police [ ]

Policies related to safe use of tools/chemicals [ ]

OthM [ ]

(please specify)

Question 3: Is Traffic Safety Education included/integrated into your school's curriculum? Yes [ ] No [ ] - 2- POST PRIMARY SURVEY: QUESTIONS RELATED TO YEARS 7 TO VCE/12

Question 4: Please indicate the number of students at year level, if any, who are taught the following topics of Traffic Safety Education in your school.

For example: If 42 students in Year 9 are taught Accident Statistics Analysis, indicate this as : YEAR

Accident Statistics Analysis Bicycles/Cycling Drinking and Driving Pedestrian Safety Passenger Safety Town Planning Driving Skills (theory) Social Consequences of Traffic Accidents Buying a Motor Car Legal Issues Related to Road Safety Road Law Obtaining a Licence Car Mechanics and Safety Safe Routes to School Other (please specify) - 3 - POST PRIMARY SURVEY: OUESTIONS RELATED TO YEARS 7 TO VCEI12

Question 5: Please indicate subjects in your school which address Traffic Safety Education issues and the number of students at each year level who are taught these sUbjects:

Example: If Health Education addresses T.S.E. issues as taught to 52 Year 8 and 38 Year 9 students indicate as follows: YEAR -:.::::: ..... ::::.. :...... ,: ....:. .-::-.- ,:::·Addie$s~s,T.s.RirSsues\ ,7, ,,;$: :::;::::.'-. . ::::H~iilth.:Edu~atioh/i.

Automotive Practices Commerce /Legal Studies - Engineering Workshop Practices English Geography Graphics Health Education Humanities/Social Education Mathematics Motorcycle Education Outdoor Education Pastoral Care or similar Personal Development Pre-Driver Education Physical Education Science -Traffic Safety Education Other (please specify) - 4 - POST PRIMARY SURVEY: QUESTIQNS RELATED TO YEARS 7 TO VCE/12

Question 6:

For each year leve~ please indicate the number of students involved in Traffic Safety Education

YEAR

7 8 9 10 11 12 Other An elective on timetable A compulsory timetabled subject Part of an extra curricular activity A component included by individual teachers in their subject Other (please specify) - 5 - POST PRIMARY SURVEY: QUESTIONS RELATED TQ YEARS 7 TO VCEI12

Question 7 Please indicate the number of students using the following teaching resources at each year level in 1990

YEAR VIC ROADS CURRICULUM MATERIALS 7 8 9 10 11 12 Other 'Bike Ed' 'Science and the Road' 'Teenagers Alcohol & Road Safety' 'Surveys' _ 'Roads and Traffic' 'Survival Trails' 'Victorian Traffic Handbook' 'Legal Studies Pack' (Motor Car and the Law Option) Traffic Safety - an Annotated Bibliography' OTHER RESOURCES Personal Development Framework (MOE) 'Buying and Driving a Car' (VerA) 'Road Accident Readings' (VerA) 'Motor Car and the Law' (VerA) 'T.S.E. Pre Driver Education Course Guidelines' 1982 (Min of Ed) Vatset Publications 'Road Safety Booklet' (Age) 'Roadsense' (Dunlop) RACV Material 'Freedom Machine' (VASST) 'Mathematics and Community Services' (Project CAM) ASED Traffic Other (please specify)

-" - - 6 - POST PRIMARY SURVEY: QUESTIONS RELATED TO YEARS 7 TO VCEI12

Question 8 _What further teaching resources does your school believe are requIred to extend or assist in the teaching of T.S.E.? .

Question 9A If Traffic Safety Education is included in your school program, indicate the factor/s which limit implementation to the current levels:- * T.S.E. not considered an important issue [ ] * It is considered that T.S.E. is a parental responsibility [ ] * There is a lack of (i) interested staff [ ] (ii) trained staff [ ] * The curriculum is already too crowded [ ] * The program/materials are too costly [ ] * There is a lack of quality resources [ ] * Timetabling problems restrict T.S.E. [ ] Other [ ] please specify: - 7 - POST PRIMARY SURVEY: QUESTIONS RELATED TO YEARS 7 TO VCEI12

Question 9B H Traffic Safety Education is not conducted in your school, please indicate the reasons for this.

a) It has never been considered [ ] b) It does not complement subjects already taught [ ] c) There are no i) interested staff [ ] ii) trained staff [ ]

d) The lack of resources make conducting T.S.E. difficult [ ]

e) The curriculum is already too crowded [ ]

t) There is no need for T.S.E. [ ] g) TSE is not considered a school responsibility [ ] h) Other [ ]

please specify

Question 10 a) Does your school have Pre-Driver Education (CT.S.E.) trained teachers on staff (i.e. Teachers having a Certificate of Traffic Safety Education)?

Yes [ ] No [ ]

b) H Yes, list the name ( s) of the Pre-Driver Education trained teacher( s) at your school - 8 - POST PRIMARY SURVEY: QUESTIONS RELATED TO YEARS 7 TO VCE/12

Question 10 c) Does your school offer Pre Driver Education:

* through visits to DECA or other Yes[ ] No [ ] driver training centres

* through a school based PDE program Yes [ ] No [ ]

If I No' PDE is offered, please indicate the circumstances which prevent the course being offered: (tick one or more boxes)

* lack of access to a vehicle [ ] * lack of trained staff [ ] * lack of access to an 'off-road' facility [ ] * staff/student ratios too costly [ ] * P.D.E. not considered an important curriculum issue [ ] * timetabling difficulties [ ]

Other (please specify)

If 'NO' school based PDE program is run by your school proceed to Question 12

Question 11 a) i) How many trained teachers taught in the P.D.E. program?

in 1989? [ ] in 1990? [ ]

ii) How many non-trained teachers taught in the P.D.E. program

in 1989? [ ] in 1990? [ ] b) Indicate the year levels P.D.E. is taught and the number of students involVed --

YEAR Other I Numbers taught - 9 - POST PRIMARY SURVEY: QUESTIONS RELATED TO YEARS 7 TO VCE/12• Question 11 c). Does your course include • in-car' instruction?

Yes [ ] No, [ ]

H Yes, indicate the number of cars used and how your school obtained them: '

i) School purchased cars solely from No. of cars school funds Yes [ ] No [ ]

ii) Car dealers sponsored cars Yes [ ] No.[ ]

iii) Your school and other schools share cars Yes [ ] No [ ]

iv) 'In-car' component conducted by commercial driving schools who supply cars Yes [ ] No [ ]

v) Other please specify Yes [ ] No [ ]

d) Does your school have access to an 'off-road' location? Yes [ ] No [ ]

H Yes, indicate type of location

i) school grounds [ ]

ii) football oval [ ]

iii) showgrounds ( ]

iv) car park [ ]

v) Other [ ]

please specify - 10- POST PRIMARY SURVEY: QUESTIONS RELATED TO YEARS 7 TO VCE/12

Queslion U(~ i) Has a Pre-Driver Education Program ever been carried out at the school

Yes [ ] No [ ]

If yes, in what year(s)? 1987 [] 1988 [] 1989 [] 1990 [] Question U(a) ii) If your PDE program has been discontinued indicate the reasons why.

(a) the teacher running the course left the school [ ]

(b) lost access to a car [ ]

(c) difficulties in scheduling TSE on timetable [ ]

(d) other subjects given higher priority [ ]

(e) Other (please specify)

(b) With the recent changes to legislation allowing Learner Drivers to drive cars on the road from age 16, does your school intend to alter its curriculum to :

(i) incorporate Pre-Driver Education? Yes [] No[ ]

(ii) incorporate more Pre-Driver Yes [] No [] Education?

(iii) reintroduce Pre-Driver Education? Yes [] No []

If Yes, please give details - 11 - POST PRIMARY SURVEY; QUESTIONS RELATED TO YEARS 7 TO VCEI12,

Question 13(a) Does your school conduct cycling programs?

Yes [ ] No [ ]

H yes, indicate the nature of the program(s) on the following table

Nature of Program Year levels, i!!!!ie!£ number of students TIck Length of Subject Teaching PlOgnlm(s) area quais of staff

7 8 9 10 11 12 Core Elect Weeks Hours Subject -ive Per Week

Bicycle Safety

Tourin(:

Recreation

Outdoor Ed

Bicycle Mechanics

Transport to outside venues

Question 13

b) Has your school taken students on externally organised Cycling Tours?

Yes [ ] No [ ]

I H Yes, indicate on which tours, and in which of the last 2 years

(a) Great Victorian Bike Ride 1989 [ ] 1990 [ ]

(b) Caltex Bike Ride 1989 [ ] 1990 [ ]

(d) Other 1989 [ ] 1990 [ ]

(please specify)

c) Has your schools organised its own tours? Yes [ ] No [ ] - 12- POST PRIMARY SURVEY: QUESTIONS RELATED TO YEARS 7 TO VCE/12

Question 14 . - a) Is your school aware of the Bike Ed program?

Yes [ ] No [ ] b) How many Bike Ed trained staff at your school?

List the names of Bike Ed trained teacher(s) at your school

c) Is your school aware of the new Post Primary Cycling Program to be released in 1991? Yes [ ] No [ ] d) Approximately how many students ride to and from school YEAR

e) Does your school provide secure storage for i) Bikes Yes [ ] No[ ]

ii) Helmets Yes [ ] No [ ]

Question 15 a) Prior to receiving this survey was the school aware that there are experienced post primary teachers seconded to VIC ROADS as Traffic Safety Education Consultants?

Yes [ ] No [ ] b) Is the school aware that consultants are located in VIC ROADS regional offices (e.g. Bendigo, Carlton etc)

Yes [ ] No [ ] - 13 - POST PRIMARY SURVEY: OUESTIONS RELATED TO YEARS 7 TO VCE/12 c) In conducting or implementing a T.S.E. program, which of the following consultancy services are valuable to the school, and which ones has your school used? Valuable Used Assistance with: (i) implementing the Personal Development Framework [ ] [ ] (ii) Team Teaching [ ] [ ] (iii) Planning a TSE Program [ ] [ ] Presentations to/attendance at: (iv) School Council Meetings [ ] [ ] (v) Parent meeting(s) [ ] [ ] (vi) Curriculum Committee Meeting(s) [ ] [ ] (vii) Faculty Meeting(s) [ ] [ ] (viii) Curriculum Day( s) [ ] [ ] (ix) Staff Meeting(s) [ ] [ ] Responses to: (x) Individual teacher requests [ ] [ ] (xi) Other (please explain) [ ] [ ]

d) Would you like a consultant to visit your school?

Yes [ ] No [ ] - 14 - POST PRIMARY SURVEY: QUESTIONS RELATED TO YEARS 7 TO VCE/12

Question 16 a) Is your school aware of the free Traffic Safety Film and Video lending library at VIC ROADS?

Yes [ No [ ] b) Does your school use the Film and Video lending library? Yes [ ] No [ ] c) Please indicate the categories of films/videos that have been used by the school. Also, indicate categories where you would like to see further resource development.

Used Further development needed

Cycling Safety [ ] [ ]

How to Drive [ ] [ ]

Defensive Driving [ ] [ ]

Alcohol and Drugs [ ] [ ]

Motorcycle Safety [ ] [ 1 First Aid [ ] [ 1

Child Pedestrian and General Child Road Safety r ] [ ] Adult Pedestrian Safety [ ] [ ] Seatbelts and Safety [ ] [ ]

Town Planning [ ] [ ] Other specify [ ] [ 1 - 15 - POST PRIMARY SURVEY: QUESTIONS RELATED TO YEARS 7 TO VCEI12,

Question 17

Is your school aware of and has the school used the following Traffic Safety Education resources?

Aware Have of Used

VIC ROADS complimentary support materials e.g. stickers, posters, pamphlets [ ] [ ]

VIC ROADS Community Road Safety Councils [ ] [ ]

Bike Ed resource trailers [ ] [ ]

Driver Education Centre of Australia (DECA) [ ] [ ]

Traffic Safety Centre/Schools (specify)

[ ] [ ]

Driving Schools [ ] [ ]

Police in Schools Programs [ ] [ ]

RACV Education. .Resources [ ] [ ] .. ' ... Other [ ] [ ]

Please specify · - 16 - POST PRIMARY SURVEY: QUESTIONS RELATED TO YEARS 7 TO VCE/12

Question 18

Indicate which of the following will be included in your school's curriculum in l22.1

YEAR 7 8 9 10 11 12 Pre Driver Education Bike Safety Education Traffic Safety Education as a stand alone subject T.S.E. incorporated into other subjects Others (please specify below):

Question 19 Please specif y any other conunents about T.S.E./PDE that you would like recorded as part of this survey.

1HANK YOU FOR YOUR CO-OPERATION

jW319.R&I ac APPENDIX C

Percentage of Respondent Schools Teaching TSE Topics APPENDIX C Percentage of respondent schools teaching TSE topics 1':'!Q~~~··:·II....G:·7 ... :·.}.II'··.·.n~ .. ff·:.::/i:::llu .·.·.·yrf§.ill·· ·YR.iO .• nn!I' :.': '£l!·:'!!:!!\II: ••l:YR '.n. .' I

Bi~c1e~&?(i1~1ing '" ,,;;,..:,,( .:.:. ';.:;/'...... < ...... ·\!ii.:" •. '.•• ,; '·.i}· ' ... ' ···;·:}!:.!iii:i:;;::::·,.::;;·:·:;::·r: .. :i: .. :... !

1990 11% (11)* 11% (11) 10% (10) 8% (8) 4% (4) 1% (1)

1988 32% (51)* 18% (21) 10% (16) 15% (23) 6% (9) 1% (1) )?~~g::~gii~g';!'" .... ':'.:::-::: ··l...'».·:./;;;,::.:::.;;:....u ... ":: '.) .. ,::~~;,;;;;;;;;;;;;::\;,;,\~.. I

1990 2% (2) 7% (7) 21% (20) 41% (40) 25% (24)* 12% (12)

1988 5% (8) 6% (10) 20% (32) 45% (72) 41% (66)* 16% (26)

1990 3% (3)* 6% (6) 7% (7)* 6% (6) 1% (1)

1988 18% (28)* 12% (19)* 9% (14) 20% (32)* 13% (20) 2% (3)

1990 5% (5) 14% (14) 8% (8) 1% (1)

1988 7% (11)

1990 2% (2) 3% (3) 2% (2) 7% (7) 6% (6) 1% (1)

1988 3% (4) 4% (6) 6% (10) 15% (23) 13% (20) 4% (7) . . .. ';"" QriviD:g Skills . <>'}:: ".:. "'.;; •. >

1990 4% (4) 17% (17) 17% (17)

1988 1% (1) 2% (3) 4% (7) 27% (44) 32% (52) 6% (10)

Social C9riSequ~~ces "., ....

1990 2% (2) 2% (2) 6% (6) 14% (14)* 16% (16)* 1% (1)

1988 2% (3) 4% (7) 9% (15) 29% (46)· 35% (55)* 15% (23)

Buying (iiCar

1990 2% (2) 9% (9) 35% (35) 26% (25) 6% (6)

1988 1% (1) 13% (21) 43% (68) 34% (54) 7% (11) Lega.l Issues; &RoapSafety .

1990 2% (2) 23% (22) 27% (26)· 13% (13)

1988 1% (2) 2% (3) 9% (15) 34% (54) 46% (74)* 20% (32)

.. . . c:arM~~1:l$ics .' .••.

1990 1% (1) 1% (1) 3% (3) 22% (21) 16% (16) 1% (1)

1988 1% (1) 3% (4) 10% (16) 33% (53) 28% (45) 5% (8) Base; Total survey respondents 1990: n:97 ;1988: n:159

* Proportions which are significantly different between 1988 and 1990 at the 95% confidence level. Confidence intervals of 95 % were calculated for each proprtion (using the normal approximation to the binomial distribution) and these were compared for each topic at each year level between 1988 and 1990. Confidence intervals that overlap, indicate that the proportion of schools in 1988 and 1990 are not significantly different. When confidence intervals do not overlap, the proportions of schools in 1988 and 1990 differ significantly. APPENDIX D

Use of VIC ROADS Curriculum Material by Year Level APPENDIXD

Use of VIC ROADS curriculum material by year level YEAR NO. OF RESPONDENTS AT EACH YEAR LEVEL "IYR,'II'ltXR'i'...... ••...... YR·~il······YHili 1>/' ...... • •. : ...... "IYR,~'...... ~U .,•...... •..• ,...... >r~~f!tg~tsj\1~rihn1&?:Road Safety:·(_:li.- .... ••.•..•. :...... :- ... ,...,·::.ii

1990 1% (1) 4% (4) 10% (10) 21% (20) 10% (10) 6% (6)

1988 - 3% (5) 10% (17) 31% (50) 25% (40) 4% (6) . . .; .. :...... ·ii-ii_ .' .... ':»}!_:' .•• .·:?i: ...... :Bu~ng~c:ar(( ......

1990 -- 1% (1) 11% (11) 8% (8) 2% (2) 1988 - - 7% (12) 29% (46) 21% (34) 2% (4) i~t~ri:JriT;~4:+. . .Ifaridbook .... :- .. ..··.·.:i·· JI[.i/.··) •••..•. 1990 -- 1% (1) 12% (12) 12% (12) 2% (2)

1988 1% (2) 1% (1) 3% (5) 20% (32) 24% (39) 4% (7) ....: ... / .... :... --... - ...... :...... ········-:--:----:'~i/ MotorCar & the Law ...... :...... 1990 -- 2% (2) 6% (6) 7% (7) 10% (10)

1988 -- 1% (2) 14% (22) 23% (36) 11% (18) (.:.(?i> Science and theRda~.·· ..•...: •...•.•.•.•.••.•• :. ·i:-·· 1990 - 7% (7) 20% (19) 3% (3) 1% (1) 1% (1)

1988 - 1% (1) 7% (11) 28% (44) 8% (13) 1% (1) Bike Education ... ·.•..• ii\:.(- •• (-,:·---._i.i ..

1990 6% (6) 7% (7) 4% (4) - 1% (1) 1% (1)

1988 21% (34) 8% (13) 4% (6) 6% (10) 4% (6) 1% (1)

..,', ....: ..' . itiiri~s • ..... TSE-PDE Course ) ...... "~ . . . /.-.: /( ... 1990 5% (5) 5% (5) 5% (5) 12% (12) 4% (4) 1% (1)

1988 -- 2% (3) 15% (25) 16% (26) 9% (15) .: ..... : ,:" ... .. ),.'" ..... Legal StudIes Pack ...... -----: ..... - ,. ,.".:): 1990 -- 1% (1) 6% (6) 12% (12) 13% (13)

1988 1% (1) 1% (1) 2% (3) 7% (11) 16% (26) 9% (15) .. . .. Road AcCideritReadings •••••••••• ...... ii:··:·:-ii!i:i, 1990 - - 1% (1) 2% (2) 3% (3) - 1988 - - 1% (1) 6% (10) 12% (20) 7% (12)

:. Rd· ~;:.4:.;.~,Bhhklet:._.J .... .~.... . •. . ... :.: •...... : ...... •. .•• .. ·.'.:·;·;,:.:'i:·· ....••• :. oa. '. . .. 1990 -- - 3% (3) 2% (2) -

1988 -- 3% (5) 10% (17) 8% (13) 4% (6) 5% (8) 3% (5)

1% (1) 1% (1)

5% (8) 1% (1)

2% (2) 2% (2)

2% (4) 11% (18) 5% (8) 1% (1)

1% (1) 1% (1)

n/a n/a n/a n/a

1% (1) 1% (1)

n/a

1% (1) 1% (2) 1% (1)

1% (2)

1990 1% (1) 4% (4)

1988 n/a n/a n/a n/a n/a n/a The table above shows a breakdown of the use of the curriculum materials by each year level Analysis of materials used by year levels revealed that years 10 and 11 overall, had the highest usage of resource materials. "Science and the Road" was found to be used mostly by years 8, 9 and 10. 'Teenagers, Alcohol and Road Safety" which is referred to as being suitable for years 8, 9 and 10 is found to be used more frequently in years 9, 10 and 11. 1bis was also found in the 1988 survey results. The resource, "Legal Studies Pack", increased in use in year 12 in 1990 and was found to be used mostly at year 11 and 12.

Main reduction in use of curriculum materials appear to have been in the use of Teenagers, Alcohol and Road Safety and Buying a Car for years 10 and 11; Victorian Traffic Handbook, PDEjTSE and Motor Car and the Law in year 11, and Science and the Road in year 10.

Comparisons should be treated with caution due to reasons outlined in Section 5.2. APPENDIX E

Respondent Problems Identified in Secondary School Survey and Other Comments APPENDIX E In the introduction to the questionnaire, terms should be more clearly defined, particularly Traffic Safety Education (TSE) as this caused some confusion amongst respondents. For instance, TSE could have been defined in the introduction as including the presenting of issues such as road rules, road safety, discussions on any road safety issues, films, presentation by Police or others on traffic safety, etc., giving a clearer picture of how this term was meant to be interpreted by respondents. Question 3: A problem was identified with this question which asked "Is Traffic Safety Education included/integrated into your school's curriculum?". The wording of this question (included/integrated) gave the impression that TSE was a particular unit or subject rather than a title used for a multitude of activities and issues, confusing respondents. The aim of this question was to determine if TSE was taught in any form at schools. Therefore it may have been more appropriate to have used the 1988 survey version of this question which was as follows, "Does your school include any Traffic Safety Education in its curriculum?". This would also have allowed better comparison between the 1988 and 1990 survey results. The problems associated with this question continued when a discrepancy was identified with the number of people who had answered that they included TSE and the number who taught particular topics or presented issues relating to TSE. It was found that many of those confused by Question 3 and had not answered it, yet had gone on to indicate in which subjects they taught TSE or addressed TSE issues! These problems may have been avoided if a clearer definition had been given of what TSE was. The inclusion of leading statements may also have given respondents a better understanding of what was required of this question by linking it to related questions. For instance the question could have been followed with:

"If the answer is YES, please answer questions a to d"

"If the answer is NO, please proceed to question e" This would have helped reduce the problems mentioned previously by leading the respondent to the questions or sections relevant to them and allow them to determine whether their interpretation of the original question was accurate.

Questions 4, 5 and 7: A problem was identified with these questions as they required a high degree of detail. Respondents were required to give numbers of students being taught particular topics and subjects at each year level and the number using particular teaching resources at each level. Some respondents found this "an impossible task" and did not provide information while others could only manage to tick the levels at which particular teaching resources were used, and subjects and topics taught, rather than specify numbers. In contrast to the 1990 survey, the 1988 survey asked respondents only to tick levels taught particular topics and subjects, and the resources used to teach them. This meant that caution had to be exercised in comparing the 1988 and 1990 data.

It should however be emphasised that this question did allow the determination of the degree to which such programs were presented to all students at a level, with median values of 60-70%. Questions 9a and 9b: A problem encountered with these questions was that many respondents gave conflicting responses by indicating factors which limited implementation of TSE to current levels, and also giving reasons why TSE was not included in their schooL These problems may have been avoided by leading statements as suggested under Question 3 (in this case question e may have asked respondents to give reasons for not conducting any TSE), or alternately the questions could be altered to ask why particular TSE programs were included, as well as reasons why others were not included. This problem may have been due to the structure of secondary schools, rather than the format of the survey, where some teachers may teach TSE while others may not. Therefore, there may be conflicting answers where different teachers have filled out sections relevant to themselves.