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WESTERN DERBY DAY

 

LEARNING OBJECTIVES

Students will:
  • Explain the various roles and responsibilities of people working in Transperth's train network
  • Understand that each role is important and inter-related
  • Understand that each role is specific and impacts on passenger safety and well being
  • Demonstrate an understanding of these roles through role play
  • Work effectively as a small group to present a message.

BEFORE YOU START

1. Familiarise yourself with these resources:

2. Photocopy a class set of the supporting resource Transperth Roles and Responsibilities.

3. Have the Western Derby Shutdown scenario (see under Learning Process: The Scenario) ready to display on the Interactive Whiteboard or printed for students to read.

LEARNING PROCESS

Have students view the video footage “Train station shut down” and discuss. Pose questions such as:
  • Will this shut down effect you?
  • How?
  • How will you overcome such a problem?
  • Can you see this causing a big problem for footy fans? What problems will be created as a result?
As a class read the article “Western Derby Day Derailed”. Discuss, and pose questions encouraging students to answer with information gained from the news piece viewed earlier where possible, such as:

  • Is it fair that the planning officials should be criticised – why /why not?
  • What other factors did they have to consider when planning the shut down?
  • Should the public be annoyed by this disruption, why/ why not?
  • Could this clash of closure v derby have been avoided, why? How?

Explain to students that a rail shutdown such as this requires a lot of planning. There are a number of people who work tirelessly to ensure that disruptions such as this cause minimal disruptions. Planned shutdowns are generally scheduled for weekends or nights to reduce impact on weekday commuters such as workers and students.

Explain to the class that will have an opportunity to be involved in a shutdown scenario through a role play activity and they will be assigned roles of the staff involved in a planned disruption.

Show students the Scenario below.

LEARNING PROCESS: The Scenario

Scheduled track maintenance is due to take place on the Fremantle line on July 14th of this year, however, this has caused a problem, as the Western Derby -West Coast v Fremantle Dockers has also been scheduled to occur on this day. Even though this is a West Coast home game, Fremantle supporters will be attending as well as those who use the Fremantle line to get to the ground. Extensive planning has begun to make sure that there is as little disruption as possible. People have been given 7 weeks notice to make alternate arrangements. More buses have been scheduled to run and Transit Officers and Customer Service Assistants will be busy assisting passengers on the day.

Your task, working for Transperth, is to make sure that passengers experience as little disruption as possible as they make their way to and from the match.

LEARNING PROCESS: Small group activity

Organise your class into groups. Each group is to be given one of the four job descriptions printed earlier (see Transperth Roles and Responsibilities). As a group they are to study the role and responsibilities of the job they have been assigned, with the goal to become subject matter experts. You may wish to let groups view any of the videos referred to in 'Before you Start' that may be relevant to their assigned role to assist with background knowledge.

Students are to assess how their role could assist in the shutdown scenario and determine any actions they may need to perform to ensure minimal disruption to passengers. Students are to start thinking about any information that they may need to pass on to the other experts and to take notes of any ideas that may assist them in their role.

The teacher will then organise the experts into new groups ensuring that each group is comprised of an expert from each role. Students will discuss their final solution and rehearse a role play to showcase their solution.

LEARNING PROCESS: Whole Class

Depending on the class teacher, the assessment can be done either:

  1. With the teacher rotating group to group and discussing with the students their understanding of the issues, their solutions and what they feel was successful.
  2. Class performance with each group taking turns to role playing their solution to the class. Once the role play is complete the audience should be encouraged to identify the various Transperth Roles, and who they were played by, in the performance.

ASSESSMENT

Through student participation and engagement the teacher can evaluate the level of understanding each student has.

Observation and feedback from the audience will also determine level of understanding.

AUSTRALIAN CURRICULUM

Year 5

 

Learning Area:

English

Strand:

Literacy

Sub-strand:

Interacting with others

Contents code:

(ACELY1796)

Contents descriptor:

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes

Contents code

(ACELY1700)

Content description:

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

 

Year 6

 

Learning Area:

English

Strand:

Literacy

Sub-strand:

Interacting with others

Content code:

(ACELY1816)

Content Description:

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience

Content code:

(ACELY1710)

Content Description:

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis

 

Year 7

 

Learning Area:

English

Strand:

Literacy

Sub-strand:

Interacting with others

 Content code:

(ACELY1804)

Content Description:

Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning

Content code:

(ACELY1720)

Content Description:

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing

OVERVIEW

All public transport networks experience disruptions to service delivery at some time. Minimising the effect of disruptions to passengers is critical and involves a coordinated team effort from staff.

Through role play based activities, this lesson allows students to take on the various roles of Transperth staff involved in dealing with disruptions and in doing so it provides students with opportunities to engage in critical thinking and practice decision making skills. Students will also need to work collaboratively in a team enviornment to find solutions to a common problem.

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