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Years 78 Focus area 3
This section of the Rail Safe programme contains one of the following focus areas for students at years 78 (ages 1113):
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 "_Toc418059551" Years 78 Focus area 3 PAGEREF _Toc418059551 \h 1
HYPERLINK \l "_Toc418059552" Focus area 3: About us PAGEREF _Toc418059552 \h 1
HYPERLINK \l "_Toc418059553" Contents PAGEREF _Toc418059553 \h 1
HYPERLINK \l "_Toc418059554" Focus area 3: About us PAGEREF _Toc418059554 \h 2
HYPERLINK \l "_Toc418059555" Focus question PAGEREF _Toc418059555 \h 2
HYPERLINK \l "_Toc418059556" Explanation PAGEREF _Toc418059556 \h 2
HYPERLINK \l "_Toc418059557" Notes for the teacher PAGEREF _Toc418059557 \h 2
HYPERLINK \l "_Toc418059558" Curriculum links PAGEREF _Toc418059558 \h 2
HYPERLINK \l "_Toc418059559" Resources PAGEREF _Toc418059559 \h 2
HYPERLINK \l "_Toc418059560" Success criteria PAGEREF _Toc418059560 \h 3
HYPERLINK \l "_Toc418059561" Learning experience 1: Consequences PAGEREF _Toc418059561 \h 4
HYPERLINK \l "_Toc418059562" Learning intentions PAGEREF _Toc418059562 \h 4
HYPERLINK \l "_Toc418059563" Activities PAGEREF _Toc418059563 \h 4
HYPERLINK \l "_Toc418059564" Copysheet: The locomotive engineer PAGEREF _Toc418059564 \h 5
HYPERLINK \l "_Toc418059565" Copysheet: Sample letter PAGEREF _Toc418059565 \h 6
HYPERLINK \l "_Toc418059566" Learning experience 2: Social decision making PAGEREF _Toc418059566 \h 7
HYPERLINK \l "_Toc418059567" Learning intention PAGEREF _Toc418059567 \h 7
HYPERLINK \l "_Toc418059568" Explanation PAGEREF _Toc418059568 \h 7
HYPERLINK \l "_Toc418059569" Activities PAGEREF _Toc418059569 \h 7
HYPERLINK \l "_Toc418059570" Copysheet: Edendale PAGEREF _Toc418059570 \h 9
Focus area 3: About us
Focus question
What action can we take to make a difference to the rail safety of our school community?
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.
Always take care around trains.
The rail corridor is out of bounds.
Stop, Look and Listen.
Youre only allowed to cross train tracks at a legal crossing.
Keep at least 1.5 metres back from the edge of the platform.
Notes for the teacher
If you invite a locomotive engineer to speak to your class, they are always briefed by TrackSAFE beforehand to ensure their discussion meets best practice, and where possible they dont discuss death and dying or traumatic experiences. Make sure you have prepared both the visitor and the students well beforehand. You also need to plan this well in advance. See the sample letter on Copysheet: Sample letter.
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 3and 4 Health and physical education: Strand A Safety management; Strand C Relationships; Strand D - Rights, responsibilities, and laws
Level 4 Social Sciences: How formal and informal groups make decisions that impact on communities
Resources
Copysheet: The Locomotive Engineer
Copysheet: Sample Letter
Visit from a locomotive engineer (optional)
Copysheet: Edendale
Success criteria
At the end of this focus area students will be able to:
explain the possible consequences of unsafe behaviour around trains
make a difference to the safety of their school community.
Learning experience 1: Consequences
Learning intentions
By the end of this learning experience students will be able to explain the possible consequences of unsafe behaviour around trains.
Activities
1. The driver's view
Either: read Copysheet: The Locomotive Engineer to the class.
Ask: What does the driver mean by black spots?
Why does the driver fear children playing on the tracks?
Who comes off worst in a collision between a train and a person? Why?
What is the main message in the story?
or: invite a locomotive engineer to class to talk to the students. Have students prepare questions they would like answered well in advance and pass these on to the visitor. The visitor can begin by outlining their job and move on to answering students questions.
Copysheet: The locomotive engineer
Duncan lives in Christchurch. He drives trains. He is called a Locomotive Engineer. He has been driving freight and passenger trains for 37 years.
When I drive a train I spend a lot of time watching. I check out the gauges and dials in the train to see that the speed is correct and that everything is working well. I also watch what is happening up ahead. I know the routes I travel really well. I know every crossing and every black spot. When drivers talk about black spots they mean areas of the track where we run into problems like children playing on or near the track. Collisions often happen in these areas.
Sometimes I see young children about six or seven years playing on the track and its very scary as a driver because I dont know what the children are going to do. I dont know if theyve heard me coming because the train is pretty quiet until its really close. I blow my horn, of course, but they often dont look so I dont know if theyre going to get out of the way or not. I dont think kids realise that I cant stop my train quickly. If Im driving one of the heavy coal trains it can take a whole kilometre for the train to stop. That is nearly 30 seconds, or 10 rugby fields. And thats stressful because even though I might slam on the brakes, the train still wont be able to stop in time and I just watch as the train gets closer and closer and maybe runs someone over.
Having been involved in a bad accident and seeing the damage that trains can do it makes me so mad when I see kids larking about on the track. Especially when they leap off the track at the last minute and laugh as you go past.
There shouldnt be any competition between people and trains. Railway tracks are designed for trains. Trains should be the only things that use them. When people have to go across the tracks then they should use the crossings and use them properly.
Copysheet: Sample letter
Visit from a locomotive engineer or other railway staff
Our school would like a visit from someone to speak to students about rail safety.
School name:
School address:
Contact teacher:
Phone number:
Email: Date and time visit required:
Please send this form to:
KiwiRail
External Relations and Communications
Private Bag 92138
Victoria Street West
Auckland Mail Centre 1142
Email: kiwirail@kiwirail.co.nz
Learning experience 2: Social decision making
Learning intention
At the end of this lesson students will be able to make a difference to the safety of their school community.
Explanation
This lesson requires students to use a decision making process to identify a track or train safety concern in the area of their school. Suggest some strategies to address the issue, decide on a course of action, put it into practice and evaluate how successful they have been.
It is very important that any initiative a school undertakes to improve rail safety for their members, is done in consultation with KiwiRail (or in Auckland, Transdev Auckland and Auckland Transport) to ensure that all current standards are taken into consideration.
Activities
1. Edendale
Put students into groups. Give each group Copysheet: Edendale. Ask each group to read the action plan. They then discuss the following questions:
Ask: Why do you think the problem existed?
What do you think about the students who decided to do something about it? Why do you think this?
Why do you think they talked to all those people and groups?
What other key players might the children have talked to?
What do you think about their solutions?
Take feedback from the groups. Discuss how effective you think the solutions were.
2. Taking action
Brainstorm with the class any track or train problems that they know about in the local area. Record these on the board. The list could include such things as:
inappropriate behaviour of students on the platform
students not using Stop, look and Listen
some children who play chicken on the tracks
people crossing at non legal points
people being in the rail corridor
crossings in need of maintenance
safety line on platform needs repainting
Work with the class to choose one of the problems that they think is most pressing. Come up with a list of possible strategies and decide which strategy to concentrate on. Students work out a plan of action and carry it out. This could be a whole class or group project.
Some possible strategies could be:
Bring the problem to the attention of the appropriate authorities by writing letters, or face to face visits. Important groups to consider are the NZ Transport Agency, KiwiRail, Transdev Auckland, the local Police, school, the local council, rail safety charity TrackSAFE NZ, the NZ Automobile Association, and private businesses that use the railway.
Run a media campaign to highlight the problem. This could be online (ie social media), in the school newsletter or website, the local paper or TV, in house newsletters.
Prepare awareness raising materials for students or members of the public, such as posters, pamphlets, spots on local radio, guest speakers to assembly or writing to community groups.
3. Unit evaluation
The class suggests what possible positive outcomes their suggested strategies might produce. This could be done by asking the question:
What positive behaviours might we see after our campaign?
Ask students to list all the reasons they can think of to explain why tracks are for trains.
They share this with a neighbour. Take feedback from the pairs.
Copysheet: Edendale
The problem
Children from Edendale School used a path to get to school that crossed both the main trunk railway line and a smaller line that went to the Dairy Factory.
This was not a legal pedestrian rail crossing. Large shrubs meant the children couldnt see if trains were coming. There were large potholes on the path. It was very dangerous for children using the path. Vehicles parked by and on the footpath blocked pedestrian views.
What happened
Five Year 4 students set up the Tricky Tracks Project. They were helped by their teacher and their School Community Officer.
They:
talked to the principal, parents, children and community members
investigated another school where students used safety vests to be seen when walking
got advice from an engineer at the local council
approached an engine driver, and the team leader with the rail company
had discussions with the manager from the dairy company
lobbied the local community board for funding
asked for support from Road Safety Southland
watched the video Tracks are for Trains.
How they solved the problem
Shrubs were removed so people could see if a train was coming.
The dairy company sponsored fluro vests for the children to wear to and from school.
The footpath near the school leads to a wooden maze which displays train warning signs which students must negotiate before crossing the railway lines.
Potholes on the footpath at the railway were repaired.
Yellow footprints were painted as a visual reminder to take care.
The children of Edendale School were educated about being safe around railway tracks.
Local workers were instructed to park elsewhere so they didnt block pedestrian views of the tracks.
The result
Children were much safer when they crossed the tracks.
The project won the primary and the supreme award in an ACC ThinkSafe competition.
The project won the Road Safety Innovation Award - Education category.
There is now a better understanding in the school and community about keeping safe around railway tracks.
Unit 1: Standing Up For Myself Keeping Ourselves Safe Programme
Rail Safe (2014) Developed by the ٴ (National Prevention Centre) Years 78
PAGE \* MERGEFORMAT 20 Focus area 1: Keeping one step ahead
Focus area 3: About us PAGE \* MERGEFORMAT 1
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