• Activity
  • Roads, Vehicles & Traffic

Safety features of vehicles

Learning areas:
  • English
  • Health & Physical Education
Year levels:
  • Early Learner
  • Year 1
  • Year 2

Explain how vehicles have safety features which are designed to keep all road users safer.

Have a parent helper park their vehicle in the school grounds or somewhere else where it is safe for the class to be able to see the car being driven slowly. Position the class safely so they can all see the vehicle.  Have the helper use the various lights, including indicators and reversing lights.

Brainstorm a list of vehicle safety features inside and outside the car. Discuss how each of these features help make road users safe.

Have students draw a diagram of a car showing its safety features.

Discussion questions

  • What safety features can you see on the vehicle?
  • What does it mean when you see these various safety features working when you are a pedestrian or a passenger?
  • What safety features could we see on vehicles in the future? (e.g. autonomous or driverless vehicles)

Information for teachers

Some basic safety features of cars

  • Inside: restraints/seat belts, door locks, airbags, handrails
  • Outside: headlights, reversing lights, indicators, brakes, hazard lights, mirrors, audible reverse signal (mainly in commercial vehicles).

Some more advanced safety features

  • electronic stability control (ESC)
  • reversing sensors and cameras
  • autonomous emergency braking (AEB)
  • lane departure warning (LDW)
  • blind spot monitoring (BSM)
  • fatigue monitoring systems (FMS)

Victorian curriculum

Health and PE

Foundation

Identify people and actions that help keep themselves safe and healthy (VCHPEP059)

Identify actions that promote health, safety and wellbeing (VCHPEP062)

Level 1 & 2

Recognise situations and opportunities to promote their own health, safety and wellbeing (VCHPEP074)

English

Foundation

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (VCELY160)

Level 1

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements (VCELY194)

Level 2

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (VCELY230)