ࡱ> ac` Jbjbj>> 86TT j((kkkkk84LOT7(_uuuOOOOOOO$R|U+Ok+Okkuu4@OZ"Z"Z"kukuOZ"OZ"Z"kIwMu,~clF;K4NVO0OoK(VN(VhwM"(VkMX"Z"+O+O!ZO(V( 1: Supporting school issues through a whole-school approach Travelling safely Police district School nameSchool demographicsSubmitted byWaitemataUnnamedPrimary school Urban, Decile band 710 Const B. Watt School Community Officer SummaryIncreasing students cycle safety skills.IssueThe school observed that students had a low level of proficiency in basic cycle safety skills.Identification and prioritisationSyndicate teachers had identified how poor students' cycle safety skills were. Students particularly needed to improve their balancing and signalling skills. Many could not maintain a straight line while looking behind them. Helmets were not always adjusted properly and some students were not wearing helmets at all.Short-term goalA 3-week course in cycle safety skills will be developed and implemented, including a skill test before and after the course.Long-term goalThere will be a measurable improvement in students cycle safety skills after the course.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment The school ethos promotes independence and responsibility. As part of  HYPERLINK "https://at.govt.nz/cycling-walking/school-travel/travelwise/" Travelwise, the school promotes cycling and walking as a means of easing traffic congestion. Community connections Parents received a letter introducing programme and explaining how their input was an important part of improving students knowledge and skills. The school realised that walking and cycling programmes are crucial elements of maintaining its Travelwise accreditation. Curriculum teaching and learning The pre-course test gave students a clear picture of their level of knowledge and skill a disconcerting discovery for some. Students were encouraged to accept the appraisal of their ability and to take responsibility for resolving this, both at home and at school. The cycle safety course incorporated various health and physical education strands of the New Zealand curriculum and developed essential skills in communication, numeracy, understanding information, problem solving, self-management, social and cooperative skills, and written, oral and visual language. ImpactAll students completed the course, with 42% passing the test at the end. All students showed improvement between their first and second test scores. Staff observation showed that cycling skills and safety had improved markedly.Next stepThe next steps are to build the sustainability of the programme so that it is scheduled every 1 or 2 years.ObstaclesNot all students had bikes so that some had to borrow from others. Rain forced postponement from time to time.ImprovementsIt would be preferable to run the programme in Terms 1 or 4, when the weather is more predictable. More time for the programme would allow students on borrowed bikes to have more practice. Further resources (e.g., the Police  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/travelling-safely/road-safety" Road Safe series, which covers cycling in detail) should be made available to teachers and students. School staff can deliver the programme if necessary. However, a continuing Police presence within the school is welcomed and appreciated by students and staff, and is an essential element of building solid communityPolice partnerships. ConclusionThe school is proud of the overall improvement students showed in cycling skills and safety.     School narratives Travelling safely 2014 ٴ  PAGE \* MERGEFORMAT 2   )89:LM^i ! " # $ * B C K n ĻĻĻĻʲʫќээࠂwwhjh B*phhjh=%YB*phh=%Y hoh`yh6{h  hch`yh * hjhjhjhjaJhjhT+aJ hjaJ hjhT+hjhT+ h3hT+h`y h^)aJ$hohfe hXnhXn hXnh`y.:M^j~qhhhh $Ifgdj{kd$$Ifl\#">  t1$44 laytj $Ifgd`2gdogdo # vm $Ifgdj $Ifgdcgd *{kd$$Ifl\#">  t1$44 laytj# $ * ESkd{$$Ifl0#_) t644 la $Ifgdj $IfgdcSkd$$Ifl0#_) t644 la  ! 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