Knowledge of the most important competences for traffic participation and their development is a prerequisite for the development of differentiated school and pre-school transport education. The German Association of Insurers has published a comprehensive study related to the competence areas related to successful traffic participation. Mobility skills are not limited Read more…
The Transport Research Centre (CDV) in the Czech Republic has developed guidelines for traffic education in kindergartens consisting of five chapters: child collisions; the psychometric competence level of pre-school children; good practices related to children in traffic; and kindergarten traffic education in the context of the national curriculum framework. In Read more…
Fundación MAPFRE has developed guides for teachers in Spain. These tools aim to help and guide teachers in successfully carrying out lessons, by providing teaching guidelines as well as the learning goals and content, the methodology, resources and evaluation assessments for the activities. The guides are adapted to different age Read more…
The Curriculum for Excellence is the philosophy underpinning the Scottish Education System and, to ensure credibility within the learning and teaching profession, Road Safety Scotland has aligned all its resources with it. A guide for teachers provides an overview of the available resources and how they support the curriculum. Road Read more…
Since 2016, a new Ordinance has been enacted that requires every school, kindergarten and youth centre for personal growth and development in the country to appoint its own Road Safety Committee. This Committee has to support the head teacher in: The committees have to develop road safety yearly plans, which Read more…
The Children’s Traffic Club, an initiative of the Norwegian Council for Road Safety (NCRS; Trygg Trafikk) focuses on day-care centres, because if good habits are established when the children are still small, it is likely that they themselves will become responsible road-users. Many day-care centres and families with small children Read more…
Many of the principles listed in the LEARN! Key Principles are low-cost measures. Schools can, for example, develop and implement a traffic safety policy plan and appoint a traffic safety contact teacher (see Principles #6 and #7) at little to no cost. The principles of materials needing to be up-to-date (see Principle #10) as Read more…
Road safety education at Portuguese schools is a complementary part of the curriculum on citizenship education, and is therefore not a separate subject. The road safety education competency framework, a guidance tool identifying the skills, knowledge, attitudes and behaviours that individuals must adopt to be safe on the road, consists Read more…
Since 2017, the Norwegian national curriculum states that through work with the local community and society, kindergartens should help ensure that children “explore different landscapes and become familiar with institutions and places in the local community and learn to safely orient themselves and get around.” Life skills and health are Read more…
A policy document initially set out core aims – providing a broad description of the traffic education approach that should be taken – for six target groups (0-4 years old; 4-12; 12-16; 16-25; 25-60; 60+). The Dutch Ministry of Transport subsequently ordered a document setting out concrete learning and educational Read more…