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Years 46 Focus area 3
This section of the Rail Safe programme contains one of the following focus areas for students at years 46 (ages 810):
About trains
About tracks
About us
An effective programme should include learning experiences from each of the focus areas.
Focus area 3: About us
Contents TOC \o "2-2" \h \z \t "Heading 1,1"
HYPERLINK \l "_Toc417997918" Years 46 Focus area 3 PAGEREF _Toc417997918 \h 1
HYPERLINK \l "_Toc417997919" Focus area 3: About us PAGEREF _Toc417997919 \h 1
HYPERLINK \l "_Toc417997920" Contents PAGEREF _Toc417997920 \h 1
HYPERLINK \l "_Toc417997921" Focus area 3: About us PAGEREF _Toc417997921 \h 2
HYPERLINK \l "_Toc417997922" Focus question PAGEREF _Toc417997922 \h 2
HYPERLINK \l "_Toc417997923" Explanation PAGEREF _Toc417997923 \h 2
HYPERLINK \l "_Toc417997924" Curriculum links PAGEREF _Toc417997924 \h 2
HYPERLINK \l "_Toc417997925" Resources PAGEREF _Toc417997925 \h 2
HYPERLINK \l "_Toc417997926" Success criteria PAGEREF _Toc417997926 \h 2
HYPERLINK \l "_Toc417997927" Learning experience 1: By the numbers PAGEREF _Toc417997927 \h 3
HYPERLINK \l "_Toc417997928" Learning intention PAGEREF _Toc417997928 \h 3
HYPERLINK \l "_Toc417997929" Explanation PAGEREF _Toc417997929 \h 3
HYPERLINK \l "_Toc417997930" Activities PAGEREF _Toc417997930 \h 3
HYPERLINK \l "_Toc417997931" Learning experience 2: Consequences PAGEREF _Toc417997931 \h 4
HYPERLINK \l "_Toc417997932" Learning intentions PAGEREF _Toc417997932 \h 4
HYPERLINK \l "_Toc417997933" Activities PAGEREF _Toc417997933 \h 4
HYPERLINK \l "_Toc417997934" Learning experience 3: Taking action PAGEREF _Toc417997934 \h 5
HYPERLINK \l "_Toc417997935" Learning intentions PAGEREF _Toc417997935 \h 5
HYPERLINK \l "_Toc417997936" Explanation PAGEREF _Toc417997936 \h 5
HYPERLINK \l "_Toc417997937" Activities PAGEREF _Toc417997937 \h 5
HYPERLINK \l "_Toc417997938" Copysheet: By the numbers PAGEREF _Toc417997938 \h 7
Focus area 3: About us
Focus question
What are the possible consequences of unsafe behaviour around trains, and what can we do to take action to prevent this?
Explanation
The following key messages will become part of students thinking as a result of this lesson.
Trains are heavy and cant swerve or stop quickly.
You cant always hear a train coming.
Trains travel faster than they look.
Youre only allowed to cross railway tracks at a legal crossing.
Stop, Look and Listen.
The rail corridor is out of bounds.
Keep at least 1.5 metres back from the edge of the platform.
Always take care around trains.
Curriculum links
Key Competencies: Thinking (thinking about actions when near trains and tracks); Managing self (taking responsibility for keeping safe when near trains and tracks)
Learning areas: Levels 23 Health and physical education: Strand A Safety management; Strand C Interpersonal skills; Strand D Rights, responsibilities and laws
Level 2-3 Mathematics and statistics: Measurement
Resources
Copysheet: By the numbers
Success criteria
At the end of this focus area students will be able to:
explain the possible consequences of unsafe behaviour around trains
list some of the consequences of breaking RailSafe Rules
model RailSafe behaviour for younger students
take positive action to keep students at the school safer around trains.
Learning experience 1: By the numbers
Learning intention
By the end of this learning experience students will be able to explain the possible consequences of unsafe behaviour around trains.
Explanation
Children need to realise that if a person is involved in an accident with a train, not only will the person come off worst, but they will almost certainly die. There are no second chances. This is why it is so important to always take care around trains.
Activities
1. By the numbers
Give each student Copysheet: By the numbers and go over this. Point out that the information about trains has been provided.
Ask: In a collision between a child and a train, who would suffer the greatest damage, the train or the child? Why?
What can you do to make sure you are never in a collision with a train? (Stop, Look and Listen, stay off the tracks, stay at least 1.5 metres back from the edge of the platform)
Learning experience 2: Consequences
Learning intentions
At the end of this lesson students will be able to list some of the consequences of breaking RailSafe Rules.
Activities
1. Consequences
Work with the class to build up a diagram showing the possible consequences if someone is affected by unsafe behaviour around trains e.g. seriously harmed or killed. The consequences should consider all the people who would be affected immediately and potentially in the future.
2. RailSafe Rules
Put students in to small groups. Each group is to come up with a list of RailSafe Rules that would have help to keep children safe. Some of these could well be the same as the messages for this lesson. Share these and get a consensus from the class. Record these RailSafe messages on a chart and place on the wall. Refer to them regularly for reinforcement throughout the year.
Learning experience 3: Taking action
Learning intentions
At the end of this lesson students will be able to:
model RailSafe behaviour for younger students;
take positive action to keep students at the school safer around trains.
Explanation
The intention is to not only make students aware of RailSafe behaviour, but to ensure that they practie such behaviour and model it for younger students.
To make the survey work more manageable, students may decide to survey only a selective group in each category.
Activities
1. Finding out
Review RailSafe behaviour with students and then display RailSafe Rules developed in Learning experience 2.
Explain that the class is going to gather information about how safe students at the school are when they are around trains. They are also going to decide on things they can do to help keep other children safe around trains and tracks. This will include modelling RailSafe behaviour themselves.
Divide the class into six groups. Give each group one of the following tasks.
Write a survey to be sent home to parents/caregivers to find out what unsafe behaviour they think children display around tracks and trains.
Develop a list of criteria to use to observe student behaviour on or near trains.
Write a survey for school staff to find out what unsafe behaviour they think students are displaying around tracks and trains.
Write a survey for members of the class to find out what unsafe behaviour they think students are displaying around tracks and trains.
Write an article for the local newspaper explaining that the class wants to improve student behaviour around tracks and trains and asking for feedback.
Write an article for the school newsletter/website explaining that the class wants to improve student behaviour around tracks and trains and asking for feedback.
Each group consumer checks one of the other groups work. Each group is now responsible for carrying out their survey/getting the article to the publishers.
2. Taking action
Once the results have been collated, each group shares their findings and the key unsafe behaviours for students at the school are identified.
As a class, decide how they are going to make students aware that what they are doing is unsafe, and what the correct RailSafe behaviour would be.
Example: Many students at the school are taking a short cut across the tracks, rather than crossing at a legal crossing point. The class decides that the best way of handling this would be for the School Community Officer to address the assembly (or individual classes if the school is small), describe the illegal behaviour and point out the consequences. As well, the class prepares a poster to go in every classroom displaying the message Youre only allowed to cross the train tracks at a legal crossing.
3. Has it worked?
The class could carry out a review at a later date to determine if most students are now crossing at the legal crossing point.
4. Evaluation
Ask students to write down three things they have learnt to help keep themselves safe around tracks and trains. They share these with a classmate. Take feedback from the pairs.
Copysheet: By the numbers
CharacteristicTrain
Weight1,500 tonnes on average.
A locomotive engine on its own weighs 100 tonnes.
Height/LengthUp to one kilometre long
(10 rugby fields)
SpeedFreight Trains 80kms/hr
Passenger Trains 100 km/hr
Stopping Distance
A slow moving train would take 10 seconds to stop. A fast, fully laden, freight train can take up to 10 rugby fields to stop.
Materials made ofMetals such as iron, steel, aluminium
FuelElectricity, diesel
Would the train or the child suffer the most damage if they met head on?
What would most likely happen to the child?
Unit 1: Standing Up For Myself Keeping Ourselves Safe Programme
Rail Safe (2014) Developed by the ٴ (National Prevention Centre) Years 46
PAGE \* MERGEFORMAT 20 Focus area 1: Keeping one step ahead
Focus area 3: About us PAGE \* MERGEFORMAT 1
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