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.
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.
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.
Interacting with others
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements
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
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
Interacting with others
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
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
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.
*ensure the required content areas on the left are expanded when printing.