Secondary school road safety program

RACV Safe Mates is open to Year 9 – 12 secondary school students to be creative contributors in a road safety campaign. It is an opportunity for young people to have their say about road safety and to help their mates stay safe on the roads.

As part of this first semester program, students will investigate a road safety issue related to young road users and design a road safety social media campaign.

There are great prizes to be won and finalists will have an opportunity to work with media and road safety experts to fine-tune their ideas and have their campaign published on RACV social media channels.

RACV Safe Mates program can be integrated into the Victorian Curriculum, VCAL Personal Development Skills & Literacy Skills and VCE Media.

Prizes* 

First Prize - $2,000 for the winning team plus $2,000 for their school

Second Prize - $1,000 for the team plus $1,000 for their school

Third Prize - $500 for the team plus $500 for their school

(*terms and conditions apply)

RACV Safe Mates Curriculum Links

RACV Safe Mates has been developed to allow schools to use the program in a way that best suits their curriculum needs. The program can be integrated with the Victorian Curriculum, VCAL Personal Development Skills & Literacy Skills and VCE Media.

The following are suggestions of curriculum links only, and are by no means the only options.

Victorian Curriculum - Level 9 & 10

Critical and Creative Thinking

·         Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions (VCCCTQ045) (Safe Mates: Step 2)

·         Investigate the kind of criteria that can be used to rationally evaluate the quality of ideas and proposals, including the qualities of viability and workability (VCCCTM053) - Safe Mates: Step 3

English (Level 9)

·         Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (VCELY449) - Safe Mates: Step 4

·         Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (VCELY450) - Safe Mates: Step 3 & 4

·         Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (VCELY456) - Safe Mates: Step 4

English (Level 10)

·         Evaluate the impact on audiences of different choices in the representation of still and moving images (VCELA459) - Safe Mates: Step 4

·         Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (VCELT477) - Safe Mates: Step 3 & 4

·         Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (VCELY479) - Safe Mates: Step 4

·         Review, edit and refine own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (VCELY480) - Safe Mates: Step 3 & 4

·         Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (VCELA483) - Safe Mates: Step 3 & 4

·         Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action, speaking clearly and using logic, imagery and rhetorical devices in order to engage audiences (VCELY486) - Safe Mates: Step 4

Health and Physical Education

·         Evaluate factors that shape identities, and analyse how individuals impact the identities of others (VCHPEP142) - Safe Mates: Step 2

o   analysing how societal norms, stereotypes and expectations influence the way young people think about their bodies, food, physical activity, sexual health, drugs and/or risk-taking behaviours

·         Examine the impact of changes and transitions on relationships (VCHPEP143) - Safe Mates: Step 4

o   practising skills to deal with challenging or unsafe situations, such as refusal skills, communicating choices, expressing opinions and initiating contingency plans

o   assessing behavioural expectations in different relationships and social situations, and examining how these expectations can influence decisions and actions

·         Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at risk (VCHPEP144) - Safe Mates: Step 4

o   proposing and practising a range of realistic responses to scenarios where peers are encouraging them to take unnecessary risks

·         Identify and critique the accessibility and effectiveness of support services based in the community that impact on the ability to make healthy and safe choices (VCHPEP145) - Safe Mates: Step 2

o   critiquing images and messages in the media that portray what it means to have a good time and be fun to be around, and evaluating how these images can be interpreted

o   evaluating the influence of personal, family, social, environmental and cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing

·         Evaluate health information from a range of sources and apply to health decisions and situations (VCHPEP148) - Safe Mates: Step 2

o   critiquing and selecting the most suitable and reliable sources of health information according to the decision that needs to be made

o   examining actions to take greater responsibility in relation to their own health

 

·         Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities (VCHPEP149) - Safe Mates: Step 3 & 4

o   creating and evaluating visual and multimodal health campaigns in print-based and digital environments to promote health and wellbeing in their community

o   developing and implementing proposals to enhance the wellbeing of staff and students in the school

o   investigating community-action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities

Media Arts

·         Experiment with ideas and stories that manipulate media elements, and genre conventions to construct new and alternative viewpoints in images, sounds and text (VCAMAE040) - Safe Mates: Step 4

o   experimenting with images, sounds and text to develop representations of current social issues

·         Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text to represent a story, purpose, meaning and style (VCAMAM042) - Safe Mates: Step 3 & 4

o   refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients

o   designing media artworks to communicate with a particular audience, for example, applying genre conventions that engage the interests of a specific cultural or social group.

o   trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end users, and with awareness of appropriate internet protocols

·         Plan, structure and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of media elements, technologies and production processes (VCAMAM043) - Safe Mates: Step 3 & 4

o   refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients

o   designing media artworks to communicate with a particular audience, for example, applying genre conventions that engage the interests of a specific cultural or social group.

o   trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end users, and with awareness of appropriate internet protocols

·         Plan, produce and distribute media artworks for a range of community, institutional contexts and different audiences, and consider social, ethical and regulatory issues (VCAMAP044) - Safe Mates: Step 4

o   producing media artworks for safe posting on suitable social media sharing sites, taking account of ethical and legal responsibilities

o   investigating the production context of a media artwork and producing the work within a specified budget and timeline

Personal and Social Capability

·         Evaluate own and others contribution to group tasks, critiquing roles including leadership and provide useful feedback to peers, evaluate task achievement and make recommendations for improvements in relation to team goals (VCPSCSO050) - Safe Mates: Step 1,2,3 & 4

·         Develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the nature of conflict resolution in a range of contexts (VCPSCSO051) - Safe Mates: Step 1,2,3 & 4

VCAL Literacy Skills - Foundation

Learning Outcome 3: Writing for Knowledge

Write a short report or explanatory text on a familiar subject. 

(Safe Mates: Step 2 - Research a road safety topic)

Learning Outcome 4: Writing for Public Debate

Write a short persuasive and/or argumentative text expressing a point of view on a familiar subject.

(Safe Mates: Step 3 - Create a tagline for the campaign & Step 4 - Create social media messages)

Learning Outcome 7: Reading for Knowledge

Demonstrate that meaning has been gained from reading a simple explanatory or informative text on a familiar subject.

(Safe Mates: Step 2 - Research a road safety topic)

VCAL Literacy Skills – Intermediate

Learning Outcome 3: Writing for Knowledge

Write a report, explanatory or expository text. 

(Safe Mates: Step 2 - Research a road safety topic)

Learning Outcome 4: Writing for Public Debate

Write a persuasive, argumentative or discursive text. 

(Safe Mates: Step 3 - Create a tagline for the campaign & Step 4 - Create your social media campaign)

Learning Outcome 7: Reading for Knowledge

Demonstrate that meaning has been gained from reading an explanatory, expository or informative text. 

(Safe Mates: Step 2 - Research a road safety topic)

VCAL Literacy Skills – Senior

Learning Outcome 3: Writing for Knowledge

Write a complex report, explanatory or expository text.

(Safe Mates: Step 2 - Research a road safety topic)

Learning Outcome 4: Writing for Public Debate

Write a complex persuasive, argumentative or discursive text.

(Safe Mates: Step 3 - Create a tagline for the campaign & Step 4 - Create your social media campaign)

Learning Outcome 7: Reading for Knowledge

Demonstrate that meaning has been gained from reading a complex, sustained report, explanatory, expository or informative text.

(Safe Mates: Step 2 - Research a road safety topic)

VCAL Personal Development

 

 

Step Two

Research a road safety topic

Step Three

Create a tagline for the campaign

Step Four

Create your social media campaign

VCAL Personal Development Skills Unit

Learning Outcomes

 

 

 

PDS011 Personal Development Skills  Unit 1 (Foundation)

One

Two

 

 

Three

 

 

Four

 

Five

PDS021 Personal Development Skills  Unit 1 (Intermediate)

One

Two

Three

Four

Five

 

PDS031 Personal Development Skills  Unit 1 (Senior)

One

Two

 

 

 

Three

 

Four

Five

 

VCE Media Unit One

Area of Study 1: Representation

Outcome 1: Describe the construction of specific media representations and explain how the process of representation reproduces the world differently from direct experience of it.

Example of learning activity using RACV Safe Mates

Create a poster, video or sound montage to represent a road safety idea and annotate the process of development with reference to how representations are used to support the idea.

(Safe Mates: Step 3 - Create a tagline for the campaign & Step 4 - Create your social media campaign)

Area of Study 2: Technologies of representation

Outcome 2: Construct media representations in two or more media forms and compare these representations that are produced by the application of different media technologies.

Example of learning activity using RACV Safe Mates

Choose a road safety topic and identify an audience (young drivers – 18-25); make productions that convey the same material in two different media forms

(Safe Mates: Step 2 - Research a road safety topic, Step 3 - Create a tagline for the campaign & Step 4 - Create your social media campaign)

 

Any additional queries should be referred to 03 9790 2924 or education@racv.com.au