Travel education framework - practical Beginner Context Journey planning Getting Behaving appropriately Staying safe Classroom activities provide background knowledge. When students are out on supervised, small group excursions the opportunity is present to provide practical instruction on basic travel procedures. In the classroom What is transport? Transport for different purposes (e.g. to move people, cargo, freight) Different reasons why people use transport (e.g. to get to school/work, social reasons, holidays) Different modes of transport Public and private transport Road signs. What to do if… In practice Identify bus and tram stops and train stations Identify different modes of public transport and different models of vehicles/carriages Efficient boarding/ alighting Touch on/off with Myki Left, right, straight ahead. Where to stand/sit at the stop or on the platform to sit/stand in the vehicle/carriage Placement of bags and items being carried How and when to interact with the driver How to interact with other passengers Courtesy to elderly or other passengers with special needs How to respond to anti-social behaviour. Basic pedestrian skills (e.g. crossing roads, waiting at lights, observing signs and warnings, direction of travel, street layout) Stranger Danger Where/how/from whom to seek help. Note: For the purposes of this framework the term “mode of transport” refers to the different transport services available such as bus, tram taxi, car etc. For the purposes of this framework the term “model of vehicle or carriage” refers to the different designs of vehicles or carriages within a mode of transport such as the different types of bus or classes of trams (eg low floor or W-Class) vehicles or different types of train carriages. Travel education framework – practical (continued) Intermediate Context Journey planning Getting about Behaving appropriately Staying safe
Classroom activities provide background knowledge that is reinforced in supervised, small group excursions using different modes of public transport where students can observe, experience and practice their learning in action In the classroom of public transport Different types and models of vehicles Public transport in your city and local area Reading maps and plans Reading information in tables Telling the time Road signs Determining travel routes Pedestrian skills in detail Identifying different buses, trams, trains Layouts of different types of vehicles/ carriages (e.g. entrances/exits, emergency exits, journey information on board, stop requests, emergency stop button) What to do if… In practice Follow a route Read real-time information displays Efficient boarding/ alighting Touch on/off with Myki Layout of vehicles/ carriages (e.g. entrances/exits, emergency exits, journey information on board, stop requests, emergency stop button) How to use waiting time Where to stand/sit at the stop or on the platform Where to sit/stand in the vehicle/carriage Placement of bags and other items being carried How and when to interact with the driver How to interact with other passengers Courtesy to elderly or other passengers with special needs How to respond to anti-social behaviour Pedestrian skills Understanding road layout and street signs Stranger Danger Where/how/from whom to seek help The role of Protective Service Officers. Travel education framework – practical (continued) Advanced Context Journey planning Getting Behaving appropriately Staying safe determined
Classroom activities are focussed on the student acquiring the background knowledge related to their specific route between home and school. The major emphasis is on real-time practice of the predetermined and approved route the student will take when travelling from home to school in the morning and from school to home in the afternoon. This is initially done under the guidance of an escorting teacher or teacher’s assistant and progresses to the student travelling both routes with the teacher or teachers assistant shadowing and observing from a distance. Students only travel independently once parents and the school agree the student is competent to do so. In the classroom Public Transport Victoria website Planning alternate routes between home and school Accessing and reading public transport timetables and schedules Calculating departure, travel and arrival times Reading route maps Acquiring and topping up a Myki card Making a travel information card Preparing and using a mobile phone for travel Learning services for passengers with special needs. Where to stand/sit at the stop or on the platform Where to sit/stand in the vehicle/carriage Placement of bags and other items being carried How and when to interact with the driver How to interact with other passengers Courtesy to elderly or passengers with special needs How to respond to anti-social behaviour What to do if… Risk assessment and management plan Emergency procedures Travel by day and by Deciding on appropriate clothes for travelling (e.g. weather and light conditions) The role of Protective Service Officers. In practice Learning the route from home to nearest transport stop/station Learning the route from school to nearest transport stop/station Learning the route between transport stops/stations if transit is required Identifying useful landmarks on your Identifying required Learning the layout of vehicles or carriages (e.g. emergency exits, journey information on board, stop requests, emergency stop button) Learning how to use waiting time Learning to signal you want the next stop Reading information displays Practicing in real-time while escorted and shadowed Having competence assessed Having independent travel monitored Layout of train stations. Where to stand/sit at the stop or on the platform Where to sit/stand in the vehicle/carriage Placement of bags and other items being carried How and when to interact with the driver How to interact with other passengers Courtesy to elderly or other passengers with special needs How to respond to anti-social behaviour. Review pedestrian skills Risk assessment and management plan What to do if… Safety features on platforms, tram/ bus stops and in vehicles/carriages Emergency procedures Where/how/from whom to seek help Travel by day and by night
Sample environmental risk register Student name: Johnnie Brown Year level: 7 Date: 25/7/14 Risk factor Y/N? If yes, detail risk Proposed solution Does strategy reduce risk to acceptable level? Y/N Will any journey take place before sunrise or after dark (in winter)? No Will weather conditions create any safety concerns? Yes Student does not cope well in very high temperatures Parent will collect the student from school on days over 30 + degrees. Parent to monitor weather conditions and advise the school Yes Does the route involve any changes of transport mode? No Is there an extended walk? No Are there any steep inclines or uneven surfaces to be walked? Yes There is a steep incline from Johnnie’s home station to the top of his street. It is an issue on his homeward journey The route has been walked and points along the way identified where he can safely stop and rest if he needs to. Yes Does any of the route carry high vehicle/bicycle traffic? Yes Busy arterial must be crossed to get from the station to the school. Johnnie’s proposed route will see him only cross at the lights. Yes Are there any uncontrolled or unmarked road crossings to be managed? No Does the route take in areas frequented by groups of other young people? Yes Students from the local high school gather at the station. There are no such problems at his home station. Johnnie is to stay and wait for the train at the northern end of the station near the ticket office. The station manager has been advised of Johnnie’s travel times and staff will keep an eye on him. Yes Is the public transport used regular and reliable? Yes Is there any station or stop on the route that services multiple lines or routes? No Are there particularly crowded stops or areas that the student will have to navigate? No Other risks? Signed Date: