Lesson 4: Making choices

How can we plan to make better decisions and be safer on the roads?

Learning objectives

For students to:

  • consider the journeys that they will start making independently
  • think about how and why they make the decisions that they do
  • understand the benefits of being a safer road user
  • consider the safety benefits of planning ahead.


  • A suite of computers (students working alone or in pairs)
  • Access to this online resource:


Links to PSHE - 1.3, 2.1, 2.2, 4c


60 minutes

The Find your way interactive asks students to make a journey from home to the cinema, making choices along the way. They need to balance staying safe with everything else that is going on in their lives. Feedback on the choices is given at the end of the simulation and after each stage.

Introduction - 10 minutes

  • In pairs, ask students to think about journeys they make. Collect some of their answers on the board.
  • Tell the class you are going to look at planning one particular journey to the cinema and how the choices we make affect our safety on the roads.

Making choices - 40 minutes

  • The activity is designed for use by students working individually or in pairs. Ask them to work through the interactive, making choices as they go. They will be given feedback at each stage and this will be collected in a final feedback screen at the end of the activity. Their choices will impact the experience they have on this particular journey.
  • Key learning points to reinforce to your class, screen by screen:
    • Big night out: Checking your route before you set out will help make sure that you don't get lost and end up in a rush, which could contribute to you making bad road safety decisions. It will also allow you to risk assess your route before you leave (either in your head, or discussing it with a parent) - which is the safest route?
    • Dress to impress: Wearing some lighter and brighter clothing will help drivers to see you in daylight, and carrying a bag or wearing a jacket with reflective strips will help them to see you at night.
    • Fond farewell: Always tell a parent or carer where you are going. Think about whether you have forgotten anything before you leave the house.
    • Bad hair day: Being prepared can help to keep you safe (for instance taking an umbrella may make you less likely to make bad decisions, such as running across a road instead of using a crossing, or taking an unsafe short cut)
    • Shop till you drop: Make sure you keep enough money aside so that you can get home safely, e.g. by bus.
    • Heard it through the grapevine: Give the road your full attention. Don't be distracted by friends, mobile phones and MP3 players.
    • Losing it: It pays to have your route planned in advance. Print out a map before you go to avoid getting lost.
    • Nearly there: If you have a phone, and you're meeting people, try to keep enough credit to call them if you get lost, or to call your parents.
  • The final screen, Star of the screen, provides students with personalised feedback on their choices.
  • After completing the interactive, ask students to reflect and discuss in groups the implications of their various decisions and how they could make different choices. They could then repeat the simulation to see if they get a better outcome.

Class feedback - 10 minutes

  • What have they learnt? Ask students in pairs to write down three things they have learnt. Write some of their answers on the board.
  • Reinforce the main points listed above.