Rap point 2

Week 3

Term 4, Week 3: Week beginning 3 November 2003

Although public transport has in-built safety features, it is important that passengers are also responsible for their own safety.

This rap point requires you and your class to discuss safety features (see Rap Point 1), which have been installed in public transport facilities in recent years. It also requires you to consider your role in your own safety whilst travelling on public transport.

RAP TASK

Task 1: Explore how train design in NSW incorporates cutting edge technology from all over the world.

From the list of improvements on this web page choose those concerned with safety. Explain how each improves the safety of passengers.

Develop a list of improvements that have been made to trains, buses and ferries to keep passengers safe.

Task 2: Whilst the safety features of public transport vehicles (buses, trains and ferries) have improved it is important to look at the responsibilities you have in keeping yourself safe whilst travelling on public transport.

Split your class into groups of four.

In your groups, use Worksheet 2.1, to place the following scenarios on a continuum of levels of risk:

Low – Medium - High

Scenarios:

• Waiting on a railway platform behind the two yellow lines as a train approaches.
• Squeezing onto a crowded train when the doors are already beginning to close.
• Sitting on a bus talking to a friend next to you.
• Waving to a friend out the window of a bus.
• Leaning over the front of a ferry as waves crash into it.
• Travelling on a bus and kneeling on your seat facing backwards talking a friend in the seat behind you.
• Standing in a large group on a railway platform, being pushed towards the track as people gather to board the train.
• Standing on a train without being able to reach a hand rail.
• Trying to touch the water as the ferry moves from wharf to wharf.
• Sitting on the stairs on a bus, train or ferry.

Talking on a mobile phone when getting on and off public transport.

As each scenario is read to your class, identify where you would place it on the continuum. Be prepared to justify your decision.

In your groups, select three of the scenarios in the high risk group and identify what behaviours you could change in the scenario that might allow you to move to a lesser position on the continuum.

Share with the class how in each of the scenarios you selected you were able to move from one position on the continuum to another.

Split your group into pairs.

Using Worksheet 2.2 each group of two is to develop:

• a list of responsibilities that people who work in public transport have for keeping us safe
  
  OR
  
  
• a list of responsibilities passengers have in keeping themselves safe.

After a few minutes, combine pairs working on the same lists to share what they have developed.

Repeat as necessary until half of the class comes together to pool their ideas to create a class list of responsibilities for employees and passengers.

Each group is to designate one spokesperson to report their findings to the other half of the class.

TO BE SENT TO THE RAP….

Send to the Rap five examples of responsibilities that employees have in keeping passengers safe and five responsibilities passengers have in keeping themselves safe.