Programs at Melbourne Museum

Road to Zero offers innovative education programs for secondary school students.

An education visit to Road to Zero comprises two experiences:

  • Curriculum-linked programs in the purpose-built Learning Studio.
  • An immersive and exploratory Experience Space showcasing the latest multi-sensory interactive technologies.

Delivered in two parts, with a total duration of two hours Road to Zero is designed for Years 9, 10 and VCAL students. It can also cater to students participating in wellbeing or city camp programs.

Learning Studio (75 minutes)

The Learning Studio programs address the following curriculum:

  • Health and Physical Education - Years 9/10
  • Science: Physical Sciences and Science Inquiry Skills - Years 9/10
  • Victorian Certificate in Applied Learning (VCAL)

Students will undertake one of two curriculum-aligned education programs:

  • Getting the Message - Health & PE  (Years 9 and 10) and VCAL
  • Students reflect and respond to the Road to Zero exhibition content by creating a collaborative health campaign video. The program begins with a facilitated introduction covering the key features of successful behaviour change campaigns. In small groups, students use a range of information sources to research and reflect on road safety behaviours of 14 -17 year old road user groups (either pedestrians or cyclists). Students then apply their findings to create a brief video campaign that reinforces positive road use among their peers.

    Key program outcomes

    Students will:

    • Examine the key features of successful community health campaigns, using examples of compelling advertisements
    • Understand the different approaches used in campaigns to motivate behaviour change
    • Produce a health campaign video (focused on pedestrian or cycling safety) for sharing and analysis back at school
    • Understand the key behavioural factors influencing teen road safety issues
    • Feel empowered to make safe choices as road users, and create positive change for their peers, family and the broader community

    Teachers receive:

    • All student videos created
    • Access to pre and post-visit educational resources

    Key curriculum links:

    • Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities (VCHPEP149)
    • Evaluate health information from a range of sources and apply to health decisions and situations (VCHPEP148)
    • Personal Development Skills and Literacy (VCAL)

    Secondary links:

    • Evaluate factors that shape identities, and analyse how individuals impact the identities of others (VCHPEP142)
    • Identify and critique the accessibility and effectiveness of support services based in the community that impact on the ability to make healthy and safe choices (VCHPEP145)

    Capabilities:

    Critical and Creative Thinking:

    • Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions (VCCCTQ044)
    • Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions (VCCCTQ045)

    Ethical Capability

    • Discuss issues raised by thinking about consequences and duties, in approaches to decision-making and action, and arguments for and against these approaches (VCECD022)

    Personal and Social Capability

    • Analyse the significance of independence and individual responsibility in the completion of challenging tasks (VCPSCSE045)
    • Analyse how divergent values and beliefs contribute to different perspectives on social issues (VCPSCSO047
    • Evaluate own and others contribution to group tasks, critiquing roles including leadership and provide useful feedback to peers, evaluate task achievement and make recommendations for improvements in relation to team goals (VCPSCSO050)
  • Road to Zero Physics Challenge - Science  (Years 9 and 10) and VCAL
  • A virtual reality physics experiment lets students explore the impacts of speed and friction on stopping distances. Students are then required to apply their learning to a real-world problem by designing a safe road system.

    Key curriculum links:

    • The description and explanation of the motion of objects involves the interaction of forces and the exchange of energy, and can be described and predicted using the laws of physics (VCSSU133)
    • Formulate questions or hypotheses that can be investigated scientifically, including identification of independent, dependent and controlled variables (VCSIS134)
    • Personal Development Skills, Numeracy and Literacy (VCAL)

    Secondary links:

    • Independently plan, select and use appropriate investigation types, including fieldwork and laboratory experimentation, to collect reliable data, assess risk and address ethical issues associated with these investigation types (VCSIS135)
    • Select and use appropriate equipment and technologies to systematically collect and record accurate and reliable data, and use repeat trials to improve accuracy, precision and reliability (VCSIS136)
    • Construct and use a range of representations, including graphs, keys, models and formulas, to record and summarise data from students’ own investigations and secondary sources, to represent qualitative and quantitative patterns or relationships, and distinguish between discrete and continuous data (VCSIS137)
    • Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (VCSIS140)

    Capabilities:

    Critical and Creative Thinking

    • Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions (VCCCTQ045)

    Ethical Capability

    • Discuss issues raised by thinking about consequences and duties, in approaches to decision-making and action, and arguments for and against these approaches (VCECD022)

    Personal and Social Capability

    • Evaluate own and others contribution to group tasks, critiquing roles including leadership and provide useful feedback to peers, evaluate task achievement and make recommendations for improvements in relation to team goals (VCPSCSO050)

Experience Space (45 minutes)

The Road to Zero Experience Space allows students to explore a range of interactive exhibits at their own pace. A Zerocard enables students to interact with the exhibits and record their experiences.

As students discover the principles of Towards Zero, they're encouraged to consider a future free of death and serious injury on our roads, and how we might achieve this.

Learn more about the experience spaces.

Pre- and post-visit resources:

Road safety education has to be more than a one-off event. In fact, research shows that best practice road safety education requires continuous, age-appropriate and sequential education be delivered to students in every year level, every school year (Harris, 2014).

School resources have been designed to extend the Road to Zero experience for students studying VCAL and Science and Health & Physical Education at Years 9 and 10. They also support English and the Capabilities at Years 9 and 10.

The activities allow students to gain knowledge about road safety before their visit, and to extend their learning and reflect on their behaviour as road users after their visit.

You can access the range of resources available below:

Health and Physical Education Resources

Science Resources

VCAL Resources

Road to Zero Education Experience