Students can create games or narrative entries which meet the judging criteria, while showcasing learning from a particular curriculum area/s.
Check there's only positive travel safety messages
The theme of Future Transport can be explored in terms of opportunities and challenges.
However, games or narratives should model safe, responsible use of roads and other transport systems. Help students to think in terms of how citizens can share the transport network with one another.
Design thinking is an approach used by educators in New Zealand and abroad. You could use it to guide students through their projects. In the student guide, we suggest the stages: "be curious, investigate, create, share". Other educators use different terms.
Here are some online resources.
Design Thinking for Educators Toolkit (Downloadable kit)
d.school method cards (Stanford University techniques eg interviewing users, brainstorming, testing prototypes).
Game on for empathy and learning (Interface magazine) Design thinking advice for New Zealand teachers from last year’s competition.
Does Design Thinking Work for Students? (New Zealand teacher blog)
Why have this competition?
The NZ Transport Agency has a goal of creating transport solutions for a thriving New Zealand, and the New Zealand Curriculum calls for young people to be actively involved as contributors to the well-being of New Zealand.
These come together around the future focus principle’s emphasis on citizenship.
Students are road users who benefit from participating in smart, safe and efficient transport choices.
In that light, young people can think like citizens today about the challenges and opportunities they see in future transport.
Curriculum resources on this website cover primary, intermediate and secondary school. Resource writers include Pam Hook, Karen Spencer, Sarah Howell and other educators.
Below are sample activities taken from the curriculum resources.
Teachers can adapt these activities to support students working on competition entries. They help students to bring in ideas, relate ideas and extend ideas.
Note: these resources were written with road safety as the theme. The competition theme for 2017 is set more broadly as Future Transport. Teachers can modify these resources to align with the competition judging criteria and terms and conditions.
Crossing the Centre Line is based on trigonometry investigations aimed at Year 10 students. The context is set around driver distractions or micro-sleeps (or zoning out) when driving. Students carry out investigations looking at the effect factors such as differing speeds or distraction times have on the distance travelled towards the centre line if the car starts to veer towards the right at a small angle. Could be used as a lead-in to students presenting ideas about future road safety methods.
Resource: We Travel Together. Students explore how our actions and those of others, in and around cars, have consequences for all of us.
Students consider their own journeys and plan, develop, draft and refine a persuasive text (visual, oral or written). Possible genres that might be selected by student: a short film, an oral presentation, a digital essay, a blog post, a letter, a podcast, a montage with voiceover, an advertisement.
Literacy and numeracy
Use the New Zealand Road Code to integrate learning for citizenship within broad contemporary social issues for safer journeys in New Zealand.
Extension activities include creating an action plan to make young people safer on the road network, drafting a whakataukī with a safe journeys message, and using your research to plan, create and share an infographic, mashup, creative remix or ad about citizenship and safer journeys.
This unit aligns to the technological practice strand. Students interview stakeholders about knowledge of risks to safe road use, and then create a digital media presentation to increase audience awareness of responsible road use.
Lessons include brief writing, concept development, production and evaluation. The presentation could be a movie, animation or presentation.
This series of lessons allows year 9-10 students to create and deliver performances about road safety scenarios of their choosing.
Includes lesson plans for mime, radio drama, dance and improvisation, plus an overarching unit plan.
Problem solving, experiments and activities help students develop conceptual understanding of force and motion through the context of technologies used for road safety and safe stopping.
This series of lessons matches achievement objectives at Level 5 of Science – Physical World in The New Zealand Curriculum.
Students explore and express concepts of personal safety and the safety of those around them as road users.
This resource focuses on design practice as students create artwork that is positive, light-hearted and educational, for road signs or posters.
Mahinga hangarau: Waihanga me te whakamahere pūrere haumaru mō ngā whānau kia haumaru ai rātau ina mahi, haere hoki rātau i roto i te pūnaha ikiiki: ngā kākahu pūaho, te navman i te reo Māori, nga tohuara.
Technological practice: Design and plan safety devices for whanau to help keep them safe when they work and travel within the transport system: high visibility clothing, navman in Māori, road signs.
Access the full Hangarau resource (Māori and English)
Whakawhaiarotia ngā akoranga i roto i tēnei kōwae kia hāngai ki ngā ākonga i tō kura, me tō hapori hoki mā te: tautuhi he pēhea, he aha hoki i whakamahia ai ngā wāhi i kīia ai anō he hira ki ngā tāngata me ngā rōpū i roto i tō tātau hapori i mua, ināianei me ngā rā e tū mai.
Identify how and why places are used and considered important to different individuals and groups in our community in the past, present and the future.
Sample activity: Wonder about a local road in the real world and in poetry. Go for a half-hour walk to explore the local roads in your community. Look for the challenges (problems and opportunities) that the roads provide for road users. Use all your senses to record what the roads are like. Take photographs,
video, sketch, record street noises and/or make written or oral notes to help you remember.
Sample activity: Create a visual text for road engineers, architects and builders.
Design an imaginary future local road so that it separates people who want to use a space to move at speed from other people who use the space for meeting family and friends. Provide fully annotated visual design sketches for your futuristic street – front, side and top views with an indication
Sample activity: What do road users ask about a local road?
Choose road users in your class and look at the road from their perspective as a passenger, cyclist or pedestrian. You could: survey road users about their feelings when using the road, or interview road users, asking them to describe their point of view and explain why they hold this view, and then
finding out what they wonder about the road.
Sample activity: Analysing what people think about a local road.
What do road users see as the problems and opportunities on local roads? Students could sort road users or whole-number data about their different perspectives into groups and talk about the results. Group and organise category data about road users and present it as a tally chart, a pictogram or a
Maths and English
Sample activity: What are the challenges (problems and opportunities) for road users on a local road?
Ask students to pose questions to investigate the challenges (problems and opportunities) presented by one or more local roads. Collect data. Display data. Discuss results. Use infographics to tell a story with the data.