Evaluation of the Crash Course March 2009 - De Montfort University

“My year thought it was excellent. It was clear that the hard hitting messages,
even though very emotional and personally very traumatic for many of the
pupils, had a real impact. In my view it raised awareness of the issues of
safety on the roads and helped the pupils to think twice and make informed
decisions about behaving responsibly.”
“It’s hard hitting information, scare tactics, it brings home the truth to children
that things like this do happen. It makes them realise they need to be
responsible young people. They were still talking about it in period 4. They
were saying ‘it was grim’...they were saying ‘I’m definitely putting my seat belt
on now.’...I’m full of plusses.”
“Crash Course is an important part of my PSHE programme because it deals
with life and relates directly to the students...This is one of the most important
and hard hitting deliveries students could receive. It’s important they are made
aware of their actions.”
“This school welcomes Crash Course. They would still have it even if they had
to pay. Some of the other curriculum offerings they will not have again even if
they are free.”
“We do it with small groups. I know it is resources. There’s no payment for the
course. We would pay if there was a charge. We’d fight for that and put up a
definite strong case.”
There is a potential to integrate the Crash Course messages with the wider
curriculum that is not often fully exploited. When it does happen it has the particular
advantage of reiterating and reinforcing the messages. A few schools and training
providers had picked up the topics in areas such as citizenship, media studies, basic
skills, maths or physics.
“In the curriculum, as part of the pastoral scheme of work – part of Every Child
Matters – there is a healthy lifestyle unit about road safety. We teach it as part
of Citizenship...It’s all about empathising with those affected by road issues,
about understanding being a safe driver. So it ties in perfectly with this
scheme of work. We’ve taught this as a follow up...The Crash Course was the
hook. It made them keener...It helps that we consolidated with follow up
lessons.”
“And in basic skills...if I said ‘we’re doing a literacy session’, they aren’t
bothered but if I say ‘the driving theory test’ they are all interested. They don’t
realise they are working on literacy skills and we also incorporate the maths.
[The driving theory test] it’s something they need and they want to do it.”
“I would love to see follow up in the schools. Is that ‘fantasy island’?
Assertiveness training would so much help the young people. And they should
do first aid.”
“I would want to see it as part of a wider aim of giving our kids experiences
that might keep them safe ... roads, pools, wherever.”
“If it was part of a curriculum, so many pieces could fit – like law and order.
But in general that doesn’t happen. ..One school did use it for maths.”
5.6 Pastoral care for pupils
Several stakeholders expressed concerns about the level of pastoral support in
schools for young people who found the presentation distressing or who had
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