• Activity
  • Roads, Vehicles & Traffic

Features of a road environment

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

Brainstorm the features of a road environment and list these on the board. Clarify with students what the purpose of these are as you go.

Discuss which features of the road environment students have around where they live and the different types of traffic that they see.

Ask students to draw and label a picture of their street using the ‘My Street’ worksheet.

Discussion questions

  • Do you live in a street, avenue, boulevard, road, court, crescent, drive, esplanade, square, grove, etc.?
  • Is your road/street busy or quiet?
  • What types of traffic do you see near where you live?
  • Can we tell how busy/quiet or safe/dangerous a road is by its name, the number of lanes it has or the speed limit it is set at?

Information for teachers

Features of a road environment

These can include footpath, driveway, laneway, fence, road, road sign, road marking, nature-strip, kerb, verge, zebra pedestrian crossing, pedestrian crossing with lights, children’s crossing, pedestrian refuge, traffic lights, railway crossing, median strip, roundabout, street vegetation (trees, shrubs), street furniture (bus shelters, post boxes, benches), tram stops.

Types of traffic:

  • On the road: cars, trucks, buses, motorcycles, bicycles.
  • On paths: pedestrians, baby strollers, skateboarders, wheelchairs, motorised scooters.
  • On rails: trains, trams, light rail.

Victorian curriculum

Health and PE

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

Level 1 & 2

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

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

English - this is caption tag


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)