In the current educational legislation, road education is considered as one of the so-called cross-cutting themes or axes of curriculum design, and as such, its objectives and contents are integrated within the blocks of the different areas.

From the publication of the RD 1007/1991 of 14 June that determined the minimum educations corresponding to the compulsory secondary education, arose diverse materials of support to the profesorado in which analyzed his inclusion in the group of the educations. However, from that date, school textbooks gradually incorporated various contents related to the social fact of vehicle traffic and circulation.

Indeed, educational practice requires a selection of objectives and contents that are adapted to the evolutionary development in which the subjects to whom a specific road education program will be directed are located, and to be careful of the most common traffic situations in the area where the road activity takes place, as well as pedestrians, travelers or drivers.

In this regard, it should be mentioned that during ESO is when the use of public roads as drivers of bicycles and mopeds begins, in many cases.

Any weekend, especially between November, it is very common to see many cycling fans pedaling on Spanish roads, as well as groups of moped drivers. The spectacular increase of mopeds on our roads and streets of the villages as well as a greater promotion and practice of the sport of cycling, has also led to a greater number of traffic accidents. It is frightening to see how, statistically, the data reveals that there are a large number of young people under the age of 18 who have died.

On the other hand, the DGT’s studies place mopeds as the third vehicle involved in accidents with victims, above motorcycles and buses.

The moped is a vehicle that most young people want to access, constituting, in many cases, the first link in the individual motorization. The data are a reality of what is happening in our country, and show that although the number of injured in accidents has decreased in mopeds and motorcycles, the death toll increased using these vehicles, with the age range between 15 and 17 years the second highest risk group, with 89 dead and 5989 injured.

It is our goal that the education we are going to impart is constituted by this learning of norms oriented to create between the students, habits of behavior directed to the acquisition of the sense and road respect.

The system of working with this group will vary greatly with respect to others, as this year, and for the first time, we will address road education focused from the prevention and attitude to take during a traffic accident or when we meet him. That is why we will have the help of the Red Cross of Dénia that will offer students a PAS course (Protect, Alert and Help). This idea arose due to the unfortunate accident this summer where a young man who resided in our town died. We think it would be interesting for anyone to have an idea, no matter how basic it is of how to act in the face of these misfortunes, as minimal action can save a person’s life.

We will also deal, albeit succinctly, with the types and effects of drugs, of course, from a point of view on the effects on driving. This year will be a pioneering project (as it was last year in kindergarten and primary), which will help us to see what relationship there may be between young people and the police, and whether the issues to be addressed are interest in them or not. If not, we will collect ideas, train and prepare to develop it next year.

We will have the help of the material offered by MAPFRE Department of Road Education and purchased by edvial.com . We will launch a series of educational videos edited by the DGT on youth and driving on weekends, as races to the death from the point of view of irresponsible young people and, finally, a video where injured people, doctors, relatives talk and rescue people.

We hope that everything will be to improve the quality of life by knowing how to respond to any issue related to traffic and driving style of our young people, which will result in a reduction in accidents and a perfect balance between all users of public roads.

An analysis of statistics on traffic-related accidents in European Union countries shows that one of the main risk groups is children and young people aged between five and sixteen. The same data show that the highest percentage of accidents they suffer when they use public roads as pedestrians, gradually increasing (especially from the age of fourteen) the number of children and young people who are involved as cyclists and mopeds.

That is why the Local Police of Gata de Gorgos, once again, plans a series of theoretical and practical classes to teach road behaviors, which are what will determine the general objectives of Road Education for this educational stage. The objectives that we formulate below are the ones that we have set to work this year, and that will contribute to develop in the students the following capacities:

1. Observe and explore the immediate environment with an attitude of curiosity, identifying the most significant characteristics and properties of the elements that make it up as well as the relationships that are established between them.

2. To discover, know and progressively control their body, its basic elements, its characteristics, valuing its limitations and possibilities.

3. To act, more and more, autonomously in their usual activities, acquiring effective and emotional security, developing their capacities for initiative and self-confidence.

4. Raise public awareness in relation to the use of public roads and traffic.

5. Behave appropriately as an accompanied pedestrian, respecting traffic rules and road safety.

The procedures that we will develop to achieve the objectives will be, among others, the following:

– To develop the observance and habits of the same for the acquisition of the road sense.

– Visual observation exercises: observing directly or indirectly the school itself and nearby streets observing buildings, vehicles, streets, traffic signs…

– Distinguish between sounds and colors.

– Knowledge of acoustic and light signals, responding quickly.

– Exercises of prudence and quick decision: simulation of traffic situations, exercises to encourage reflexes, unforeseen situations, etc.

– Use the sidewalk without leaving the sidewalk and dominate the space so as not to collide with other users.

– Use of the pedestrian crossing without leaving the road markings.

– Interpretation of traffic lights.

The first difficulty that the child encounters when facing traffic is the limitation he has visually, coming from his small height and mostly that everything they do when they walk down the street, is pure imitation of the adult figure that accompanies him. In addition, we must emphasize that very often, the child’s attention is directed to aspects of very little relevance, being able to create dangerous situations without him realizing the situation.

To say that we are going to work on the same things in the 3 courses that exist, because in this way we will be able to “chop” the basic and main ideas to the little ones, since their way of learning is through repetition and imitation. Here are the different contents with which we will achieve this:

1. Knowledge of the different elements that make up the children’s immediate environment: streets, street furniture, traffic signs, etc.

2. The functions of the rules and traffic signals aimed at pedestrians (horizontal signage, vertical signage, traffic lights and agent signs).

3. Behavior as a pedestrian in their immediate environment, the importance of respecting traffic rules and means of transport.

4. Interest and curiosity in identifying the most characteristic elements of the immediate environment.

5. Respect for the diversity of people walking on the streets, assessment of traffic signs: that they are understandable at their age, develop activities that encourage the proper use of transport.

6. Critical attitudes towards the different road situations experienced in and out of school.

To assess whether they are learning everything we have marked, we will be guided by the following criteria:

– The learning process of students.

– The teaching process of both the police and the teachers.

– The use of materials, both own and school.

– The correct observance using the senses when crossing or walking down the street.

– Clearly identify the environment and the street furniture that surrounds us.

– Solve practical assumptions by means of simulation exercises identifying the different behaviors and possible consequences.

– Respect the rules of use of streets and sidewalks.

 3 YEARS:

– Introduce the figure and functions of the police.

– Crossing the pedestrian crossing: importance of doing it correctly.

– Know perfectly the traffic light: colors and meaning of each color.

– Carry out a school evacuation drill correctly.

 4 YEARS:

– Introduce the figure and functions of the police.

– Crossing the pedestrian crossing: importance of doing it correctly.

– Know perfectly the traffic light: colors and meaning of each color.

– Carry out a school evacuation drill correctly.

 5 YEARS:

– Introduce the figure and functions of the police.

– Crossing the pedestrian crossing: importance of doing it correctly.

– Know perfectly the traffic light: colors and meaning of each color.

– Carry out a school evacuation drill correctly.

(*) As can be seen, the programming of all Early Childhood Education is the same for all groups, as it is very important to lay the foundations from a very young age and, in this age group, through repetition. As it is only 2 hours throughout the course, it will not become repetitive or heavy.

The work proposal will be developed for the 2 courses of the first cycle during the months that the activity lasts. Given that it is in this temporary space when you have to work on the “street”, it seems appropriate to sustain and work properly the proposed objectives.

Due to the interdisciplinary nature it confers on all transversal dimensions, it is considered important to work from all those points that help the development and autonomy of the student. However, it is necessary to emphasize the correct use of common vocabulary in road matters, both oral and written.

When working on the second cycle, we will study the problems involved in traffic, which can and must be studied from various points of view to reach a greater understanding of it:

– Do they not constitute topics of vital interest for road training that the student understands the importance of a good infrastructure (roads and means of transport) that exists in today’s society?

– Isn’t it important to prepare the student so that he can face it with a critical spirit towards the world of advertising, which will encourage him to use a certain vehicle?

– Wouldn’t it be road education for the student to know and quantify how, where and who suffers accidents, because based on this knowledge, he will be able to influence, one day not too far away, his social environment?

During the period of primary education, boys and girls will use public roads as autonomous pedestrians, however, in many cases they will also use, as passengers, means of transport, such as the family vehicle, the school bus. … Likewise, from the age of 10 or 11, they will start using the bicycle on very specific occasions, such as during the holiday period.

These road behaviors are what will determine the overall goals of road education for this educational stage.

Objectives that we formulate below and that will contribute to develop in the students the following capacities:

1. To know the physical environment of the locality in relation to the traffic, and to develop habits of citizen consciousness referred to the circulation.

2. To develop and acquire habits of correct behavior in relation to the traffic, oriented to the acquisition of the road sense.

3. Know the rules of pedestrian traffic and acquire habits of behavior and prudence in the use of public, urban and interurban roads as pedestrians, identifying their different elements and classes.

4. Use appropriately and with a sense of responsibility, private and collective transport, as a passenger, and assess the importance of infrastructure in the transport of people and marketing of products.

5. To initiate the student in the identification and knowledge of the elements and physical and mechanical principles of the bicycle, and to acquire the sense of the responsibility referred to his riding.

6. Interpret and critically analyze the messages of propaganda and advertising, establishing the differences between institutional and consumer-oriented messages.

7. Appreciate the importance of respecting traffic rules and signs and knowing their meaning.

The contents and subjects to work on will be the following:

FIRST:

– Introduce the police figure and its functions.

– Know perfectly the indications of the traffic light.

– Begin to relate to the geometric shapes of traffic signals, using real signals (which we already have from last year’s circuit), and transparencies.

– Watch short and educational videos to start relating to the traffic they are part of as pedestrians.

– Real situation of crossing by a pedestrian crossing without obstacles.

– Carry out a school evacuation drill correctly.

(*) We are going to approach it from a point of view that every year they go up a step, so that first they know how they have to go, after that there are signals that regulate the forms to go, to the other year they will know shapes, colors and meanings, and so more and more.

SECOND:

– Introduce the figure of the police, but they are already beginning to define us and know what they think of us, in order to give them an exact picture of what our task is.

– Revise the traffic light and start to investigate who uses them regularly and who does not respect them, what parents do when they see that the traffic lights change color, etc.

– Watch short and specific videos delving a little deeper into the different signs (they already know how to relate geometric shapes to colors, the result being the meaning of the sign).

– Real situation of crossing by a pedestrian crossing without and with obstacles.

– Carry out a center evacuation drill correctly.

THIRD:

– They must perfectly master the different types of signage, recognize it and respect it.

– To achieve the previous point, we will work with a system of didactic files, where the participation and the correction is fluid.

– They will carry out 2 tests to know, the educators, what level the students have and to be able to deepen in the subjects on the march.

– Carry out a center evacuation drill correctly.

QUARTER:

– Make sure that all the road information they have is correct, correcting all those errors that we detect.

– See what they know and what they don’t know about last year’s road safety education course.

– Start talking about the bike: customs, anecdotes and the right way to go with it.

– Make sure they know the rules and traffic signs.

– 2 tests to see what level there is regarding road matter debating all the points.

– Carry out a center evacuation drill correctly.

FIFTH AND SIXTH:

– Debates and talks on road regulations, rules of action against accidents.

– Introduction to drugs and habits that influence driving.

– Road education tests and subsequent correction that will help us to see the level of road culture that exists.

– Carry out a school evacuation drill correctly.

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