JRSO

Junior Road Safety Officers in Action: Promoting “Be Bright and Be Seen”

This term, our Primary 2 class has taken on the exciting role of Junior Road Safety Officers (JRSOs), exploring ways to stay safe on and near roads. The children have been enthusiastic participants in various engaging activities designed to teach them how to keep themselves and others safe. Here’s a snapshot of what we’ve been up to!


Creative Posters: Spreading the Message

Our budding artists turned into safety advocates during a poster-making session to promote the importance of being visible while near roads. Using bright highlighters, glitter, and bold designs, the children illustrated key messages, ensuring they would catch the eye of anyone passing by.

Here’s what some of the pupils had to say about their creations:

  • “Be bright and be seen!”
  • “You need to wear something bright so the cars can see you in the dark”

The finished posters are now proudly displayed around the classroom and will be shown at the school assembly next week.


Learning from the Lollipop Man

Our local lollipop man, Tony, visited the class to share his wisdom about staying safe on the roads. The children listened intently as he explained how he helps people cross roads safely and why it’s important to stop, look, and listen before crossing.


A Crossing Demonstration

The highlight of the afternoon was a practical demonstration where Tony showed the children exactly how to cross safely, emphasizing the importance of waiting for cars to stop before stepping onto the road.

After the demonstration, the pupils practiced crossing under supervision, confidently repeating key lessons:

  • “It’s safe to cross at a zebra crossing”
  • “You should not run on the road.”

Why JRSO Activities Matter

These activities are part of our wider road safety focus, helping our young learners develop lifelong skills and awareness about staying safe in different environments. By combining creative tasks, hands-on experiences, and expert advice, the children are not only learning but actively advocating for road safety within their community.

We’re proud of our Junior Road Safety Officers for their hard work and enthusiasm in promoting these important messages. Keep an eye out for their dazzling posters around school, and remember:
Be bright, be seen, and stay safe!

Metacognition skills: communicating, collaborating, leading, creativity, focusing

Week 4 Gymnastics

We had a few changes to the equipment this week.  The wide box was a section higher, the narrow beam came after the wider benches and at the frame, the ropes were out.  When discussing the equipment set up, we spoke about changes of height, direction and width.

Here we are in action.

Block Play

Look at our fantastic block play models from the year so far. The pupils block play has been progressing all term.  Pupils are now really motivated to build at height, to make patterns with loose parts and to create stories around their buildings.

So many meta-skills are observed in block play in P2A, communicating, focusing, collaborating, initiative, critical thinking to name a few.  Pupils are beginning to link their play to the meta-skills themselves here are some pupil quote from today:

‘We made a castle, with a pool and a rainbow bridge for diving in. Me and my friends were being focusing Fergus a – we couldn’t figure out how to balance the bridge then we moved some blocks and it worked!’

Data Handling: Nocturnal Animals

Our topic learning has been about nocturnal animals, today we sorted data about nocturnal animals into tally charts. We could remember this from P1 and we’re using the words ‘tally, total, heading, data, information’ – we were using our communicating cate meta-skill asking each other questions to gather data, giving instructions to support each other.  We then used our tally chart data and put it into a bar graph which was new learning. We were able to answer questions about each others bar graph. Next, we will create our own surveys to ask our peers.

Lego Marble Runs – STEM

P2A were using their communication and critical thinking meta-skills to plan and build marble runs with a partner. They evolved quickly and included: mazes, dead ends, slides, flumes, tunnels, bridges.

We have been focusing on communicating as a group. Learning to use eye contact, turn take and share ideas. Our weekly STEM challenges are great for practising these skills.

Pupil Voice: ‘Look this is a false end so then you have to go back and through the tunnel to get to the end.’
‘We were using our communication Cate meta-skill by sharing our ideas with each other and he used eye contact when speaking to me!’

Outdoor Learning – Positional Language

Primary 2 we’re using their knowledge of positional language words (on, under, next to, to the left) in the wildlife area. We took turns suggesting positional language and had to show it with our bodies.
We were using our focusing meta-skills to focus our attention to show positional language using the natural resources.
Pupil voice ‘Look I am on a tree!’ ‘I am on the right of the wall.’ ‘I am under the branch.’
‘look I am on the puddle but only for like a second and then I am in it!’
Our next steps are to use our positional language knowledge to instruct others where to go by writing directions.

Reading Detectives

We were using our ‘Collaborating Cora’ meta-skill today, working as a group to take turns within a group to complete a task.
We used our reading books and became detectives today we were looking for:

– Common words, words which include diagraphs and words including the letter ‘t’.

Pupil Voice:

‘I found ‘are’ on page 4 if you look next to the word Dad you will see it.’
‘My group found lots of ‘oa’ diagraph words ‘toad, load goat!’