"Ceda el paso" - Give the way

ie el playón

At IE El Playón, we execute an educational strategy on mobility, based on play,  with clear, concrete and achievable objectives. For this, we carry out campaigns and recreational activities in both English and Spanish with the slogan CEDA EL PASO - GIVE THE WAY in order to persuade the educational community that it is possible to reduce the traffic risk and accident rates inside and outside the school.

The ideas

Because the IE EL PLAYON infrastructure is not suitable for agile and safe mobility, generating risks and aggressions that are perceived in the daily commuting of students in confined spaces at the same time, we decided to create the strategy CEDA EL PASO-GIVE  THE WAY.

We made a diagnosis of the skills, behaviors, values and attitudes that students had when moving in and out of IE with a test. The test was directed to the students of the 9 classrooms from sixth to eleventh grade. A sample of 10 students per classroom was carried out with a total of 90 surveys. The analysis of the information showed that the  students' behaviors are not always the most appropriate as pedestrians. This led us to conclude:

- We should encourage children and young people to have a clear awareness that would allow them, based on their appreciation and respect, to use correctly the different routes of displacement,

- It was essential to provide guidance to children and young people regarding the control of spaces,

- There were places where we should walk carefully, respecting the rules as a pedestrian

- We had to protect everyone's life not only on the street but wherever we stay.

The initiatives

In our strategy, we implemented different actions to improve the behavior of students as pedestrians through play and perform activities.

1. Classroom workshops: aimed at understanding and interpreting regulations and traffic signs. Once the students appropriated the regulations as actors in mobility, they sensitized and empowed in a way that prevented and avoided accidents during displacement in the different community spaces both inside and outside the ie.

The classroom workshop was held in the English class with the accompaniment of the teacher and her mobility committee from preschool to high school students, adapted to each age. We worked with recyclable materials, cardboard and colors. Also, we used videos with the following activities:

a. "We walk": The song “CROSSING THE STREET” was played as context and the students were asked to walk in different ways: like some kind of animal, robot, following the ground lines and then making statue, each time depending on the rhythm that the song marks, with the aim to learn the road markings.

b. "The little train": This activity consisted of making a train between all the students who walked to the rhythm of the song “ROAD SAFETY SONG”. At any time, the first person who was the driver was changed or the train was broken into 2 small trains following the floor markings. Then, in groups, they were asked to locate themselves in their surroundings and observe and quantify the non-compliance of pedestrian regulations and socialize with graphic presentations in English.

c. "The game and mobility": we showed the video "How streets, roads and venues are different". At the end of the video we asked if they had differentiated the different routes. Next, the students got up from their seats and walked around the room, they represented situations where they explained why they should assume their responsibility in maintaining distance from each other. Then, they met in groups and were asked to create posters with rhyming phrases and drawings that were displayed on the walls of the institution to be known by the educational community.

2. The map: this game consisted of arranging a classroom as a route on the street with signs, traffic lights, roundabouts, zebras. To facilitate its implementation, the students by group from preschool to eleventh had to travel the route respecting the signs and rules that the monitors (mobility committee) were suggesting until they reached the place called school where the behavior of each group was evaluated and if they had given the way showing solidarity as a good practice as pedestrian, thereby promoting social skills. This didactic strategy was making use of techniques, means, tools and game dynamics. Points were given to each group according to how they followed the rules of the game and the winning group received a trophy, generating motivation towards learning. The game itself was used as an evaluation method since it provided information about the speed in which the student learns the traffic signs and rules and their ability to apply them, then we evaluated and followed up the strategy with a perception survey.

With the game-based learning we applied to the strategy CEDA EL PASO - GIVE THE WAY, mobility within the school was improved,  became safer, with a reduction in incidents and accidents and their consequences. The students have acquired a clear understanding of how mobility works in our school, they have identified the dangers in the different routes, they have learned to recognize and respect the rules of transit, necessary for pedestrians to move smoothly, in a comfortable, agile and safe way.