Developing a Scaffolded, Structured Approach to Road Safety Education in Schools
Author:
Affiliation:
1. Retired teacher, Member of the Australasian College of Road Safety, Greenacre, NSW, Australia
2. Queensland University of Technology (QUT), Centre for Accident Research and Road Safety – Queensland, Kelvin Grove, QLD, Australia
Abstract
Publisher
Australasian College of Road Safety
Reference58 articles.
1. ACARA [Australian Curriculum Assessment and Reporting Authority]. (2013a). Cross-curriculum priorities. https://www.australiancurriculum.edu.au/f-10-curriculum/crosscurriculum-priorities.
2. ACARA [Australian Curriculum, Assessment and Reporting Authority]. (2013b). Physics. https://www.australiancurriculum.edu.au/senior-secondary-curriculum/science/physics/?unit=Unit+2.
3. AITSL [Australian Institute for Teaching and School Leadership]. (2017). Australian professional standards for teachers. https://www.aitsl.edu.au/teach/standards.
4. Alonso, F., Gonzalez-Marin, A., Esteban, C., Useche, S.A. (2020). Behavioral health at school: Do three competences in road safety education impact the protective road behaviors of Spanish children? International Journal of Environmental Research and Public Health, 17(3), 935; doi:10.3390/ijerph17030935.
5. Assailly, J.P. (2017). Road safety education: What works? Patient Education and Counseling, 100, S24–S29.
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