• Activity
  • Walking
  • Roads, Vehicles & Traffic

Plan a safe walking route

Learning areas:
  • Maths
  • Health & Physical Education
Year levels:
  • Year 3
  • Year 4
  • Year 5
  • Year 6

Tell the class to imagine that that a new neighbour has moved in next door to them and has asked for their help to plan a safe route to school for their child.

Discuss with the class what a safe route for a child might include and might avoid.

Using Google Maps (www.google.com.au/maps) or Google Earth (http://earth.google.com), ask students to find the safest route the new neighbour could use to come to school if walking (or riding).

You may also like to review the walking and cycling maps available on the VicRoads website below.


Discussion questions

  • What did you consider when choosing a safe route?
  • What were some of the hazards that you avoided on your route?
  • Were there any particularly dangerous or tricky sections on your route?
  • What safety features did you look out for and make use of?

Information for teachers

Features that students should consider:

  • shared walking and cycling paths
  • whether intersections have signals
  • major roads or geographic features that may impact on safe travel
  • safety features – pedestrian crossings, underpasses, footbridges, quieter roads, footpaths, etc.
  • any likely hazards on the route – heavy traffic, busy intersections, hills or bends, roads without footpaths, driveways, etc.

Victorian curriculum

Health and PE

Level 3 & 4

Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (VCHPEP090)

Identify and practise strategies to promote health, safety and wellbeing (VCHPEP091)

Level 5 & 6

Plan and practise strategies to promote health, safety and wellbeing (VCHPEP108)


Level 3

Create and interpret simple grid maps to show position and pathways (VCMMG143)

Level 4

Use simple scales, legends and directions to interpret information contained in basic maps (VCMMG172)

Level 5

Use a grid reference system to describe locations. Describe routes using landmarks and directional language (VCMMG199)