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LEARNING OBJECTIVES

Students will:
  • Have an understanding of security on Transperth services
  • Understand that their actions could have an impact on the operations of the network
  • Understand that breaking the rules can impact on passenger safety and wellbeing
  • Demonstrate an understanding of these roles through role play
  • Work effectively as a small group to present a message
  • Visualise consequences, think laterally, recognise opportunity and test options
  • Understand how their choices can affect their physical, emotional and social well-being.

BEFORE YOU START

Safety and Security
  • Familiarise yourself with the video resource “Safe Journey
  • Print “Scenario cards” to distribute amongst class.
  • LEARNING PROCESS

    Why do we have rules?
    Ask the class for as many school rules as they can think of.
    • Why do we have school rules?
    • Is it good to have school rules?
    • What would happen if we didn’t have school rules?
    • Can they think of anywhere else you may find rules?
    Explain to the class that Transperth has rules too to make sure that everyone is able to have a safe pleasant journey.

    Ask students to think about any rules that we may have.
    • Share with students the 9 Simple Rules posters for buses and trains.
    • Why do we have rules?
    • What would happen if we didn’t have rules?

    Explain that the students are to now watch two videos on “Safety and Security” and “Safe Journey”. The content will assist them later in a role play activity.


    Show the “Safety and Security” and “Safe Journey" videos.


    After viewing pose the following questions:

    • What is an emergency?
    • What would be an emergency situation on Transperth?
    • If you recognised that the situation was an emergency what would you do?

    Explain to the students that they are about to be broken into groups. Each group will be given a scenario relating to rules and safety. They will be asked to role play the scenario in front of the class.

     

    LEARNING PROCESS: Small group activity

    • Break students into groups and distribute the printed scenarios.
    • As a group they are to read the scenario and assign themselves a role.
    • They are to plan how this problem/issue would be dealt with as part of their role. 
    • They are to rehearse the scenario as a group.
    • They are to think about what rule has been broken and where applicable provide a safer alternative.

    LEARNING PROCESS: Whole class

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

    1. With the teacher moving from group to group and discussing with the students their understanding of the rules broken, risks taken and the correct response to the situation.
    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.
      • Identify what rule/s was broken.
      • Understand that breaking the rules means unnecessary risk.
      • Understand who is impacted by their actions and how.
      • Explain a safer alternative.

    EXTENSION

    If students complete their task early they are to think of their own scenario which could happen on Transperth involving their safety.

    • What is causing the danger?
    • Who does it involve?
    • What can you do to solve the situation?
    • What is the result of your actions?

    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 description:

    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

    Unplanned interruptions or incidents can occur while students catch public transport.  Knowing what to do when something happens on the network will remove apprehension and provide students with the skills and knowledge to make safe decisions. 

    This lesson will explore what to do in certain situations and students will have the opportunity to think about positive actions and discover which solutions work best to keep themselves safe while out and about. 

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