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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

Familiarise yourself with these resources:

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.

Show class the FAQ resources on the interactive whiteboard. Explain that they are to be given one of these roles.

Organise your class into groups. Each group is given a job description. They are to become subject matter experts and have an opportunity to discuss their role and responsibilities within their group.

They will then be shown the scenario for Western Derby Shutdown. Students are to assess how their role could assist and any solutions their role could provide. 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 there is one expert per group.

Students will then inform the new group of their role and responsibilities. Students will then work together collaboratively to find a solution to the planned network disruption.

Students will need to be able to recall their solution and who would be responsible for what tasks to ensure that the disruption causes as little inconvenience to the public as possible.

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

Each group is given a fact sheet about a position that exists within Transperth, as well as the scenario.

As a group they are to study their role and responsibilities as they are to become subject matter experts. They are to read the scenario and plan how this problem/issue would be dealt with as part of their role.

The group is then split ensuring that each group has a member from at least one role. Students will then discuss their solution and then rehearse their role play to discover a solution. Students need to work together to find a solution and rehearse a role play.

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 role playing to the class. Once the role play is complete students should be encouraged to identify the various Transperth Roles that were involved 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:

Text in context

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

(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

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

Focuses upon the network as a whole and the planning associated within the organisation when there is a planned disruption to services through maintenance or changes to the network infrastructure.

In this activity, the students will take on the various roles of a Transperth Train Operations employee to solve various scenarios through role play.

There are two types of interruptions to normal trains working;
  1. Planned interruptions which include where work is required on the track or on the electrical overhead equipment and needs to happen while the trains are still operating or when there are special requirements such as football special services or Royal Show special services, and
  2. Unplanned interruptions when incidents or accidents occur on the rail network. 

With advance notice it is possible to put other arrangements into place such as replacement buses. It is important that the travelling public are advised well in advance to allow them to make alternative arrangements for travel.

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