EDPH210: Assessment 2

Group-work Contribution Acknowledgement Form

This form must be completed and acknowledged by all group members. Failure to do so may result in the assessment not being marked. Grievances or
concerns regarding group-work should be raised, with UOW teaching staff (Gabrielle O’Flynn – gabriell@uow.edu.au), prior to the process of submitting this
form. Grievances will not be addressed without all parties being given the opportunity to explain themselves.

Task description Group member 1: Group member 2: Total

Contribution % and description of tasks Contribution % and description of tasks undertaken
undertaken

Section 1: 50% 50%

Introduction - Worked collaboratively to formulate the - Worked collaboratively to formulate the 100%
introduction introduction
- Peer-edited and looked for resources together - Peer-edited and looked for resources together
95%
Section 2: A - Filled in the ‘Let’s Explain,’ ‘Let’s
positive psychology Demonstrate’ (Activity Purpose, Stage/Class,
Strengths-Based Syllabus Outcomes, Syllabus Strand, 5%
Approach to health Syllabus Content Statement, Student Prior - Peer reviewed research and construction of 100%
education Knowledge, Activity Learning Intentions, learning activity
Activity Description, Key Content and
Discussion Questions, and Resources, ‘Let’s
Reflect.’
Section 3: A safety 5% 95% 100%
focused Strengths- - Peer reviewed research and construction of - Filled in the ‘Let’s Explain,’ ‘Let’s Demonstrate’
Based Approach to learning activity (Activity Purpose, Stage/Class, Syllabus
Outcomes, Syllabus Strand, Syllabus Content
 health education Statement, Student Prior Knowledge, Activity
Learning Intentions, Activity Description, Key
Content and Discussion Questions, and Resources,
‘Let’s Reflect.’
Hyperdoc resource 50%
development - Conducted academic research on resources
50%
on positive psychology and what this looks
Conducted academic research on resources on a
like in a strengths-based approach to health 100%
safety focused strengths-based approach to health
education
education
- Collaboratively conducted general academic
research
Other 50% 50%
- Conducted final edits and layout of document - Conducted final edits and layout of document 100%

Group member 1 name: Alex Honan

I agree that all group members made fair contributions to this task

Group member 2 name: Bianca Dempsey

I agree that all group members made fair contributions to this task

If the above boxes are not ticked, please explain the grievance:
 EDPH210 Assessment 2: Hyperdoc Proforma
 
Section 1: Let’s Introduce…

(In this section introduce the resource… provide an overview of the purpose and structure of the resource –  in addition to written text, you may use audio and/or video
recordings)
This Hyperdoc Proforma was created with the purpose to empower students and provide them with an educational tool that assists them with the development of qualities,
knowledge and capacities they can apply to topic areas such as road safety and mental health. This source is inclusive of activities that explore areas of the syllabus and challenge
students to think critically about these topic areas and learn about their ability to take responsibility for themselves and promote their safety when interacting in settings related to
road safety and mental health. Students gain an understanding of what these topics mean and how they can recognise and apply strategies to combat the issues that derive from
these two areas. This resource has been categorised into sections; section two explores the application of a positive psychology SBA to health education and section three focuses
on the application of a SBA to road safety education. 
 
Section 2: A positive psychology Strengths-Based Approach to Health Education
Let’s explain… 

A positive psychology strengths-based approach in health education focuses on identifying and cultivating individuals' strengths and positive attributes to
enhance well-being and promote health-related behaviours. It is grounded in the belief that individuals have unique strengths and capabilities that can be
harnessed to improve their overall health and quality of life. In this approach, the emphasis is shifted from solely focusing on problems, deficits, or
weaknesses to exploring and nurturing one's existing strengths and positive qualities. It recognizes that everyone possesses inherent strengths, talents, and
inner resources that can be leveraged to overcome challenges and achieve positive health outcomes.
 Let’s Demonstrate…
In the section below develop and describe a mental wellbeing learning activity that is informed by a strengthens-based positive psychology approach, in
the teachable form… ( in addition to written text, you may use audio and/or video recordings)

Activity Purpose: for students to gain an insight into challenges of life e.g. stress, loss and grief and how they can Stage/Class: Stage 5
overcome/manage these challenges using positive management strategies/actions. These activities help students to explore four
core management strategies and how they can apply them to overcome/manage life’s challenges. These activities provide the
opportunity for students to evaluate positive management strategies/actions so that they apply the most effective and relevant
ones to challenging situations and promote their overall mental wellbeing. 

Syllabus Outcomes:  NEED TO LINK THIS TO SKILL DOMAINS STILL

 assesses their own and others’ capacity to reflect on and respond positively to challenges PD5-1
 researches and appraises the effectiveness of health information and support services available in the community PD5-2
 assesses and applies self-management skills to effectively manage complex situations PD5-9

Syllabus Strand:  Syllabus Content statement:  

 Healthy, Safe and Active Lifestyles
 How can people respond positively to life challenges?

–  assess a range of positive management strategies to cope with stress and

loss and grief, eg connecting to support networks, journaling, physical activity
S

Student Prior knowledge:

 Students are able to recognise and practise strategies that nurture mental health and wellbeing, eg mindfulness and relaxation.
 Students can describe the effects of tobacco and alcohol on physical and mental health and demonstrate refusal skills to enhance their own health.
 Students have examined the benefits of physical activity to social health and mental wellbeing and investigate actions that support their own mental
health and that of others, e.g. talking to a parent or friend, positive self-talk, regular sleep. 
 Students are able to discuss the importance of social support and a sense of belonging in promoting mental health, safety and wellbeing.
 Students can access and assess health information, resources and services that support young people to effectively manage changes and transitions,
e.g. websites promoting young people’s mental health.
  Students are able to practise communication techniques to persuade someone to seek help in different situations, e.g. mental health concerns, drug
use, relationship or family and domestic violence.
 Students are able to propose strategies to address misconceptions and promote positive language and attitudes about mental health. 
 Students are able to analyse previous life challenges and describe strengths and areas for personal growth.
 Students have an understanding of what positive management strategies, stress, loss and grief means. 
 Students are able to identify positive management strategies for coping with stress, loss and grief. 

Activity Learning Intentions (What you want to see the students do/know by the end of the activity):
1. Students are able to recount content from previous lessons to define stress, loss and grief and provide examples of what these experiences may look
like in an individual’s life. 
2. Students are able to identify relevant positive management strategies/actions they can utilise to cope with stress, loss and grief e.g. connecting with
support networks, journal writing and engaging in physical activity. 
3. Students are able to explain how these positive management strategies/actions assist individuals with coping with stress, loss and grief. 
4. Students have the capacity to compare and evaluate strategies so they select the most relevant and effective positive management strategies/actions
to help cope with stress, loss and grief.

Activity description Key Content & Discussion Questions

Introduction - Brainstorm (Resource A)  Provide discussion questions, possible student responses, and content relevant to the
- The teacher begins by communicating the key inquiry learning activities.
question (How can people respond positively to life  
challenges?) to students, that they will explore through their What positive management strategies have you used to help you cope with stress and
learning intention for this lesson.  loss and grief? 
- The teacher should inform students of the activity’s purpose - confiding in a friend, family member, mentor or just someone you trust 
and learning intention by referring to slide 2 of ‘Resource E’. - seeked professional help; therapist, counsellor 
- Students recap on the notion that individuals have the - accessed an online network for support
capacity to implement positive management strategies to help - wrote my feelings/experiences down in a notebook
cope with stress, loss and grief by engaging in a brainstorm - went for a walk/run 
using Jamboard. More information about this Brainstorm can - started playing sport again 
be found on slide 3 of the ‘Resource E’ powerpoint. 
- With reference to slide 4 of ‘Resource E’ the teacher clearly Three management strategies/actions that will be focused on and their effectiveness to
identifies the three positive management strategies/actions help individuals respond positively to stress, loss and grief:
from the syllabus students will be assessing in respect of their - connecting  to support networks 
capacity to help individuals to cope with stress, loss and - journaling 
grief.   - engaging in physical activity 

Middle/Core Activity - Creating a pamphlet (Resource B, Stress:

C, D) - What is stress? 
- Students are instructed to create an engaging, informative - What are the causes of stress? 
and relevant pamphlet. For information regarding student - What are the indicators of stress? 
allocation for this activity please refer to slide 5 of ‘Resource
E’.  Loss and Grief:
- Students are instructed to utilise ‘Resource B’; an - What is loss? 
informative powerpoint to assist with the creation of this - What are the causes of loss? 
pamphlet. The link for this powerpoint can be found on slide - What is grief? 
6 of ‘Resource E’. This same slide also indicates headings - What are the causes of grief? 
students should include to assist them with the structure of
their pamphlet and type of information to include.  Connecting With Networks:
- A sample pamphlet is provided on slide 6 of ‘Resource E’ - Examples of networks an individual can connect with to assist them with coping with
to demonstrate how students should structure, what content to stress + loss and grief. 
include and the expectations of this activity. 
Journaling: 
Conclusion  - Evaluation (Resource D) - What is journaling? 
- Students present their pamphlets as a group whilst their - How can an individual implement journaling into their life? 
peers listen to assess positive management strategies by
rating, evaluating and comparing a variety of them and their Engaging in Physical Activity: 
effectiveness in helping individuals cope with stress, loss and - What is physical activity? 
grief.  - How can an individual implement physical activity  into their life? 
- Students access this form via instructions provided in slide
7 of ‘Resource E’.  → How can each of the three SBA/positive strategies be implemented to manage and/or
- The completion of this form serves as an ‘exit slip’ for overcome stress?
students to leave class.  
Note: All information and activities can be accessed on the → How can each of the three SBA/positive strategies be implemented to manage and/or
Canva presentation (Resource E) overcome loss and grief? 

→ Are these three SBA/positive strategies effective in helping individuals to manage

and/or overcome stress, loss and grief?

→ Which SBA/positive strategies are more effective in helping individuals to manage/

overcome stress, loss and grief? 

→ Which SBA/positive strategies are least effective in helping individuals to manage/

overcome stress, loss and grief? 

→ Key learnings from today:

Resources:

Resource A - Brainstorm: https://jamboard.google.com/d/1M-Vz5U-YrRsCXT38kW9TmFU-OaGo4_8LClAt5qQzWBk/edit?usp=sharing

Resource B - Information powerpoint for pamphlet:

https://www.canva.com/design/DAFjIsZbdEU/fZlXqfuhsH3YiuN6iQ9HHg/edit?
utm_content=DAFjIsZbdEU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Resource C - Exemplar Pamphlet: 

https://www.canva.com/design/DAFjhzwSjWQ/rQQGd8zRGn-9FKpTdpL9Bg/edit

Resource D - Positive Management Strategy Evaluation Template: 

https://docs.google.com/document/d/1y6HVDke9zFSrrIT_DL-p8yuFZlvoYjhJExUYp_dpJxA/edit
 Resource E - Teacher Lesson Guide: 
https://www.canva.com/design/DAFjhRd6juY/22K7s_n1dzzgWwixgHWg5A/edit

Let’s Reflect…

(Engage with the readings to explain how your learning activity adopts a strength-based approach… in addition to written text, you may use audio and/or
video recordings)
 
Reflection how your learning activity resilience capacity coping skills - sba 
The completion of this form serves as an ‘exit slip’ for students to leave class and evidence about their level of understanding 

The objective of this learning activity is to promote mental wellbeing among Stage 5 students (typically aged 15-16) by fostering a deeper understanding of
mental health, providing coping strategies, and encouraging self-care practices.

Section 3: A safety focused Strengths-Based Approach to Health Education

 
Let’s explain…
 

In this section, engage with the Subject readings, and other relevant HPE academic texts, to define and A safety focused Strengths-Based
Approach to Health Education ….  in addition to written text, you may use audio and/or video recordings)
 
When adopting a strengths-based approach to health education, particularly focused on safety, the identification and utilisation of skills and
assets that young people already hold, results in the focus needing to be placed on nurturing these strengths and interests to improve the
student’s personal health and wellbeing, as well as others’ health and wellbeing (NSW DET, 2023). Tailoring learning activities towards
“developmentally appropriate assets; skills; capacity; opportunities” (Gabrielle O’Flynn, 2023), is seen within the focus on road safety where
the development of “knowledge, understanding, skills, values, and attitudes” (NSW DET, 2023) evidently results in a young person being
adequately prepared to be safe road users through making “healthy, safe and active choices that will enhance their own and others’ health and
wellbeing” (ACARA, 2019). The effectiveness of a strengths-based approach to road safety education which focuses on the strengths and
resources of the individual, in comparison to a deficit approach that places emphasis on the negatives and ‘fear tactics’ that have proven to not
provide long-lasting effects on a young person’s knowledge and safety around roads, is seen through the article ‘Evaluating an Intervention to
Reduce Risky Driving Behaviours: Taking the Fear out of Virtual Reality’ (Cutello et al., 2021). Within this article, where the main aim has
been debunking the myth of the effectiveness of fear tactics in road safety education, has proven that “positively framed messages led to a
reduction in risky behaviours” (Cutello et al., 2021), where the prolonged effects of these messages and teachings have followed young people
past their schooling years and into the rest of their lives, where they are able to draw upon their own strengths, capacities, capabilities and
resources, to become effective and safe road users, where they draw upon their personal skills, attributes and resources.

Let’s Demonstrate…
In the section below develop and describe a safety learning activity that is informed by a strengthens-based approach, in the teachable
form… (in addition to written text, you may use audio and/or video recordings)

Activity Purpose: Students will be Stage/Class: Stage 5

able to identify factors that are
detrimental to an individual’s health
and safety and identify/implement
strategies to combat these risk factors
associated with engagement in road
settings.

Syllabus Outcomes:

 Researches and appraises the effectiveness of health information and support services available in the community PD5-2

 Assesses and applies self-management skills to effectively manage complex situations PD5-9

Skill Domains:
  Self-Management Skills: self-awareness (developing greater control and responsibility for our actions, feelings and behaviours,
awareness of rights and responsibilities, influences, values, attitudes, strengths, and weaknesses), decision-making and problem
solving (information-gathering, finding solutions to problems, analysis).
 Interpersonal Skills: communication (verbal and non-verbal communication, listening, giving and receiving feedback),
collaboration, inclusion and relationship-building (expressing respecting for others’ contributions, fostering connectedness,
recognising and using their own abilities and strengths and those of others, assessing their own abilities and contributing back to the
group), empathy building (understanding others’ views, understanding of others’ needs and circumstances), leadership and advocacy
(influencing and persuading, restorative practices, networking, motivation).

Syllabus Strand: Healthy, Safe and Syllabus Content statement:  

Active Lifestyles  Evaluate strategies and actions that aim to enhance health, safety, wellbeing and physical
activity levels and plan to promote these in the school and community
- Identify major causal factors in road and traffic-related injuries and assess the strategies
and actions to promote their own and others’ health, safety, and wellbeing, e.g.,
minimising distractions such as music and mobile phones, identifying a designated
driver, resting when tired, speeding, overcrowding of cars, following road rules S I

 
 

Student Prior knowledge:

 Students are aware of how to react to peer pressure that is encouraging them to behave in unhealthy or unsafe ways regarding road
use, e.g., speeding, drunk driving, not using seatbelts, etc. 
 Students can examine the relationship between protective factors, contextual factors, social media, laws, and rules when determining
decisions and behaviour in relation to road use. 
 Students can assess the impact of drug use on young people’s decisions and behaviours in various contexts and predict how this might
affect the future health, safety and wellbeing of individuals and the community, including road user behaviours.
 Students can create a plan to assume responsibility for their own road safety, and to support the road safety of others, including
 pedestrians or passengers within a car.
 Students can identify and incorporate protective strategies in road environments including safe crossing procedures, use safety
equipment when travelling on wheels, standing clear of train platform edges, etc. 
 Students can follow road safety procedures including seatbelts and safety restraints, safe entry and exit from a vehicle, wearing a
helmet, looking left and right prior to crossing the road, etc. 

Activity Learning Intentions (What you want to see the students do/know by the end of the activity):
1. Students can recap and identify major causal factors in road and traffic-related injuries.  
2. Students can identify strategies and actions to promote their own and others’ health, safety, and wellbeing, e.g., minimising
distractions such as music and mobile phones, identifying a designated driver, resting when tired, not speeding, not allowing
overcrowding of crowds, and following road rules
3. Students can assess these protective behaviours to combat these risk behaviours and devise a personal plan to promote their overall
health safety.

Activity description Key Content & Discussion Questions

Provide clear explanations and
instructions of how to implement the
activities with students in the
classroom.
(Your activity may have an intro,
middle and conclusion)
 
Introduction/Recap:
 Following from the previous
lesson, revisit the major causal
factors in road and traffic
related injuries by engaging in
class brainstorming activity
using Jamboard (Resource A),
Provide discussion questions, possible student responses, and content relevant to the learning
activities.
 
 What are the major causal factors in road and traffic related injuries?
- Distractions (mobile phone and device use)
- Passenger 
- Casual speeding
- Alcohol and drug use
- Fatigue
- Not following road rules and signage (stop signs, red lights, give-way signs)
- Non-use of protective behaviours (motorcycle helmets, seat belts, child restraints)
 where class discussion will
follow. 
Core Activity:   Technological devices
 For a class of approximately
30 students, in small groups of
4-5 students, 3 groups will be
required to complete the task
surrounding distractions whilst
driving, whilst the other 3
groups complete the task
surrounding distractions whilst
being a pedestrian.   Talking to friends
Task: Students are required to create a
30sec-1min TikTok video surrounding
the implementation of strategies and
actions surrounding their assigned
topic. 
 Students will access BFilmed
2023 (Resource B) along with
watching the exemplary
TikTok created by the teacher
(Resource C) to gain
inspiration and understanding
of the task.
 Their TikTok video must:
 Include an example
scenario that would
 Potential distractions as a driver:
 Eating and drinking
 Passengers (talking, peer-pressure, noisy)
 Music
 GPS/Navigation system
 Fiddling with radio
 Distractions outside vehicle (signage, people, etc)
 Inattention
 Potential distractions as a pedestrian:
 Daydreaming
 Devices (texting, watching videos)
 Music (listening to headphones)
 Reading a book/article/newspaper
 Visual distractions (road works, other people, etc.)
 Inattention
 Statistics surrounding distractions as a driver:
 The distraction caused by passenger interaction is the cause of 3.2% of all casualty
crashes.
 Inattention is reported to be the primary cause of nearly 30% of fatal crashes and
45% of serious injury crashes each year.
 30% of young drivers have written and sent text messages whilst driving.
 Approximately 60% of Australian drivers have admitted to using a mobile phone
that isn’t hands-free whilst driving. 
 Those who have sent text messages whilst driving have their eyes off the road about
10% of the time. This increases to 40% when drivers receive and send text
 take place in the car or messages. 
as a pedestrian where  Statistics surrounding distractions as a pedestrian: 
distractions are in play  Researchers observed 814 pedestrians (20%) using a portable device whilst
 Include examples of walking. 
strategies and actions  38% of pedestrians wore headphones
that can be  37% of pedestrians were texting and interacting with a device
implemented to  31% of those distracted pedestrians were involved in a safety-critical incident,
minimise the which was because of not conducting a head check before crossing the road. 
distractions and
become a safer road Note: can access more statistics and information from the following site -
user https://roadsafety.transport.nsw.gov.au
 Provide statistics
surrounding the impact
of distractions on
drivers and pedestrians
when using the road
 Be engaging
 Be factual and
accurate

Conclusion:
 Students will present their
videos to the rest of their class
 Peer assessment will take place
as students rate the TikTok
videos and the effectiveness of
their suggested strategies from
the use of the Peer Swot
Analysis (Resource D)

Note: All information and activities can

be accessed on the Canva presentation
(Resource E)

Resources…. (Include any materials and resources required to implement the activities - i.e., worksheets, links, images of posters, book
summaries, resources, information, samples of student work, communication to parents/carers if a sensitive topic etc.)
 
Resource A - Jamboard: https://jamboard.google.com/d/1JVpVkO9cgGBODNZrGAze0FZrc-RHITRyeNgA7bR8Nds/edit?
usp=sharing

Resource B - BFilmed 2023:

https://bstreetsmart.org/bfilmed/

Resource C - Exemplar TikTok:

https://drive.google.com/file/d/1jlLmxtp7J1ZA4VQaVbnYv7yH8dVfLHR9/view?usp=sharing

Resource D - Peer Swot Analysis Template:

https://docs.google.com/document/d/1NInQG-Vqb8VDmpmzxdtiqWEcO-mnDQis-gOwXWMlQZc/edit?usp=sharing

Resource E - Canva Presentation:

https://www.canva.com/design/DAFjUlT3dNE/h-p7X12Hg-u7OVQEmYg8Ug/edit?
utm_content=DAFjUlT3dNE&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Let’s Reflect…

(Engage with the readings to explain how your learning activity adopts a strength-based approach… in addition to written text, you may use
audio and/or video recordings)
 
Following the understanding of what a strengths-based approach to safety education, and what this looks like and consists of in road safety
education, my learning activity of reflecting upon what constitutes the major causal factors of traffic and road related injuries, then having the
students collaborate with one another to create a short educational TikTok video surrounding a particular cause (distractions as a driver or as a
pedestrian), enables the students to draw upon their current skills and assets (Monash Education, 2021), to therefore work on building these
“developmentally appropriate assets; skills; capacity; opportunities” (Gabrielle O’Flynn, 2023), to enable the students to understand and
implement the protective behaviours that enable the individual to be a safe and effective road user. The implementation of a “positively
framed message” (Cutello et al., 2021) through the creation of a video surrounding skills and attributes that can be utilised around roads,
which has been achieved through the experiential learning of an educational video acting out a scenario, then implementing the correct
behaviours and actions to highlight how to minimise these major causal factors, through guiding the students to utilise their resources and
skills, and therefore to develop more responsibility around their personal road use. The incorporation of experiential learning requires the
students to work collaboratively to compile their resources and current understanding to accurately resolve the causal factor and therefore
work out the most effective behaviour and strategy that can be implemented, which can be carried into their future as they have somewhat
experienced first-hand the possible scenarios that they can face if they take part in these risky behaviours. Within this learning activity where
the focus was not on the negatives and fear tactics which evidently is not effective, as seen in the article ‘Evaluating an Intervention to
Reduce Risky Driving Behaviours: Taking the Fear out of Virtual Reality’ (Cutello et al., 2021), where the main message of the article was the
fact that “fear appeals failed to decrease young drivers’ risky driving behaviours,” and instead focusing on, “positively framed messages” that
have evidently “led to a reduction in risky behaviour,” provides students with the resources and skills to prepare them to be safe road users.
Based on this knowledge and understanding of the detrimental effects of a deficit approach to learning has on the long-term application and
understanding of safety, particularly road safety, assisted in my creation of the learning activity, where the students were required to work
collaboratively to create a short educational TikTok video surrounding distractions as either a driver or a passenger. By having the students
incorporate statistics into their video, they can understand the need for safety when around roads, by understanding the prevalence of young
people being around road issues and amongst casualties and injuries. As the students are required to assess the effectiveness and strength of
their peer’s approaches to the scenarios evident in the other groups’ educational TikToks highlights how the students are drawing on their
developed understanding and skills which has progressed through the experiential collaborative learning within this activity, enables them to
critically assess what works and what they would have done differently if they were in their position. By recognising that young people have
strengths and assets that can be developed and built upon, which is evident through the strengths-based approach in this learning activity
surrounding road safety, places the young person in a position where it is solely up to them to utilise their resources and skills to ensure they
are being safe road users.

 
 
References:

Bfilmed 2023. bstreetsmart. (2023). https://bstreetsmart.org/bfilmed/

Cutello, C. A., Gummerum, M., Hanoch, Y., & Hellier, E. (2021, September). Evaluating an intervention to reduce risky driving behaviors:
Taking the Fear Out of Virtual Reality. Risk Analysis: An International Journal, 41 (9). Pp. 1662-1673
https://onlinelibrary.wiley.com/doi/10.1111/risa.13643

Distracted driving facts. Budget Direct. (2023). https://www.budgetdirect.com.au/car-insurance/guides/road-safety/distracted-driving-

facts.html#:~:text=The%20distraction%20caused%20by%20passenger,serious%20injury%20crashes%20each%20year.
 

Health and Physical Education Propositions. The Australian Curriculum (Version 8.4). (n.d.). https://www.australiancurriculum.edu.au/f-10-
curriculum/health-and-physical-education/key-ideas/

Monash University. (2022, October 20). New report shows extent of pedestrian distraction and smartphone use on Melbourne Streets. Accident
Research Centre. https://www.monash.edu/muarc/news-and-events/articles/new-report-shows-extent-of-pedestrian-distraction-and-
smartphone-use-on-melbourne-streets#:~:text=Researchers%20observed%20814%20pedestrians%20(20,respectively)%20the%20most
%20prominent%20behaviours.

NSW Department of Education. (2023, May 19). Teaching and learning. Road Safety Education. https://education.nsw.gov.au/teaching-and-
learning/curriculum/road-safety-education/teaching-and-learning#Strengths-based2

O’Flynn, G. (2023) Week 3 Online Learning: Taking an Educative, Strengths-Based Approach. University of Wollongong
https://moodle.uowplatform.edu.au/course/view.php?id=35457&section=9

Transport for NSW. (2023). Centre for Road Safety Welcome Page. Centre for Road Safety. https://roadsafety.transport.nsw.gov.au/