Teacher Guide. Students watch each section of the DVD and answer questions in their workbook.

Transcription

1 Teacher Guide Junior SAFEMARK Junior SAFEMARK prepares children for the world of public transport, prior to their transition to secondary school. At this stage in their life many children experience public transport for the first time as they travel to their new school, or become more independent in their free time. Junior SAFEMARK enables children to take this step safely and confidently. Metro delivers workshops for Year 6 transition pupils throughout the whole of West Yorkshire, in partnership with District Councils and local bus operators. The aim of the workshop is to provide children with the skills and knowledge to: Make informed choices about how they will travel to secondary school Travel safely on the public transport network Plan journeys on buses and trains During the free workshop children take part in hands-on, interactive activities in small groups lead by representatives from Metro, bus companies and Road Safety departments. Lessons 1 Hour Workshop - DVD and Workbook activity This workshop is divided into five sections; 1) Plan a journey in advance 2) Plan your Journey Online 3) Plan your Journey Bus Stop tables 4) Plan your Journey Metro s services Students watch each section of the DVD and answer questions in their workbook. In this manual, there is support material for each section which includes the objective of the task, the activity and the answers. There are also extra questions for higher ability pupils and alternative questions for lower ability pupils. The extra questions can also be used to extend the sections allowing each section to become individual lessons if required. DVD Bus Safety A short clip on bus safety issues. Bus safety is also highlighted in the Extra Activities section in the workbook and some further ideas on lessons in bus safety can be found on Page 10. Extra Activities, Road Safety, Independent Travel and Green Travel Workbook There are some extra activities for pupils in the workbook. Lesson extensions for each activity can be found on pages

2 Training Guide Sections 1-5 (i) What you will need Whiteboard/OHP screen OHP projector DVD player Laptop (to play DVD on or internet to play through web link on Pens/pencils Workbooks (ii) The DVD The animation consists of four characters, The 22 minute animation highlights different scenarios that Steve and Ben find themselves in when using Public Transport It is split into the following sections; 1) Welcome to Metroville 2) Plan your Journey Online Using Metro s Online Journey Planner for public bus services School services using generationm website for young people 3) Plan your Journey tables Reading a bus stop timetable 4) Plan your Journey Metro s services Using YrNxtBus online and by phone 5) Conclusion Sum up from characters 6) Bus safety Key safety features to remember when travelling on a bus (iii) The workbook The workbook is divided into 5 sections. Pupils are shown sections from the DVD and then answer questions in the workbook. Section 1 Planning a journey in advance Section 2 Planning a Journey Online Section 3 Reading a bus stop timetable Section 4 Metro Services Section 5 Extra activities bus safety, road safety, bicycle safety and green travel activities. 2

3 Delivery of the workshop On the desks, each setting should have; a workbook, pen/pencil. (i) Introduction: (5 mins) Ask questions; - Which high school are you going to? - Does anyone use public transport at the moment? - How will they travel to get to high school? - Will they use public transport independently as they become young adults? - Why is it important to use public transport? (ii) Play DVD Section 1 Welcome to Metroville Ask students to answer Section 1 in the workbook. Encourage them to talk amongst themselves. There are alternative questions for lower ability students and extra questions for higher ability students. Independent travel responsibilities Lower ability Higher ability Encourage pupils to think about the responsibility of travelling independently. Not all of the things will be as important to one as it will be to another. E.g. one child might not need a pass, but will need money instead. DVD 2 mins Questions 5 mins Circle three points about using Public Transport that are important. A. Choose one important aspect of travelling. Talk about why you think it is important. B. Have you prepared any of them for high school already? E.g. do you know where the bus stop is? Tick the ones you think you can already do. C. Spell SAFE, BUS, PASS, MONEY D. What could happen if you forgot one of your important things? E. How would you feel? F. How could you rectify this? There are no right or wrong answers to this activity. It depends upon the pupils individual circumstances. Responsible, independent, young adult, remember 3

4 Go through answers with class. (iii) Play DVD Section 2 Plan your Journey Online Using Metro s Online Journey Planner for public bus services School services using generationm website for young people Ask students to answer Section 2 in the workbook. There are alternative questions for lower ability students and extra questions for higher ability students. Lower ability Higher ability Online Journey Planning Learn how to plan journeys online for public buses. Awareness of Metro s young person s website for school bus services. DVD 6 mins Questions10 mins Answer questions A-B referring to Journey Plan images in workbook. C referred to in animation Answer A. and B. Draw a map from your house to the nearest bus stop. D. Would you be able to plan your own journey? E. How will you get to High School? Will you need to look at or Metro s online Journey Planner? A. 22 mins B. 10 C. D. GenerationM School services only. Metro s journey planner Public buses Postcode, Address,, 24 hour clock, Plan, Internet, Website, Journey, Mode. Go through answers with class. 4

5 (iv) Play DVD Section 3 Plan your Journey tables Reading a bus stop timetable Ask students to answer Section 3 in the workbook. There are alternative questions for lower ability students and extra questions for higher ability students. Lower ability Higher ability Reading a bus stop timetable Locate the time of a next bus on a bus stop timetable. Understand the concept of Then At DVD 5 mins Quests 10 mins Postcode, Address,, 24 hour clock, Plan, Internet, Website, Journey, Mode. Answer questions A-C using the timetable in the workbook. A. 16:45 B. 06:40 C. 12:35 D. Take into account pupils going to and from school, workers on a M-F. Saturdays, passengers more likely to do social activities. Sunday less demand. E. Miss the bus/be waiting a long time Answer A. using digital clock only D. Why do you think that bus times are different on a Mon-Fri, Sat, Sun E. What could happen if you wanted to catch a bus couldn t read the timetable? Go through answers with class. 5

6 (v) Play DVD Section 4 Plan your Journey Metro s services Using YrNxtBus online and by phone Please note. The DVD mentions Metro s Facebook and Twitter groups. Please re-iterate to the pupils that they can only join the fb groups when they are 13. In the future they can find out about Metro offers through these services. Ask students to answer Section 4 in the workbook. There are alternative questions for lower ability students and extra questions for higher ability students. Lower ability Higher ability Metro Services To understand alternative ways to find out bus times DVD 3.17mins Questions 5 mins Answer questions A&B using the images in the workbook. Imagine you are stood at the bus stop and on the phone to Metroline. You would like to know when your next bus is going to be. Do a role play of the conversation. (Need to know current location or bus stop number, post code or street name to get home) C. How do Metro know what time YrNxtBus is? What technology do they use? D. If you saw someone vandalising a bus timetable, who could you report it to? A. 8 mins B Web, Mobile Phone, Vandals, Graffiti C. Satellite trackers on every bus. E. Teachers, Parents, Bus companies, Metro, Bus driver Go through answers with class. 6

7 (vii) Play DVD Section 6 Wrap up Extra activities The workbook has some extra activities that pupils can do in their own time if they wish. These activities aim to cover other issues when using public transport, including greener travel, road, bus and cycle safety and travelling independently. Teachers can develop these activities further using the ideas on page 10. Extra support Additional lesson idea Bus Safety-Fill in the blanks Be aware of being safe on and off the bus. 10 mins or 40 mins Play Section 7 of the DVD on bus safety CCTV, Polite, Distract, Emergency, Behave Fill in the missing words to complete a sentence using the choice of words given Be polite, turn your music down Keep your feet off the seats Emergency exits are for emergencies only Don t distract the driver Buses are fitted with CCTV for your safety Remember your manners, always say please and thank you Line up some chairs as if on a bus. Have some pupils sitting on them as if passengers and others waiting at a bus stop. Any extra pupils can be the audience. Cut out the actions (Appendix 1) and hand them to pupils. E.g. You are constantly ringing the bell. Ask the children to act out the actions and discuss the consequence of each action. E.g. if a child forgets their pass then the bus driver won t allow them to travel. Stop in between each action and get the children to discuss; the consequences for the person acting it out, how they think they would feel if it happened, and how the bus driver might feel? The audience could show the correct way to behave for each action or for some they could think about ways of avoiding them. E.g. Do a checklist every night before school to make sure you have your pass. See below for discussion ideas. Bus Safety-True or False Be aware of being safe while catching a bus. 10 mins Signal, Seatbelts, Sensible, Behave Circle if the statement is true or false? False True False False True True 7

8 Additional Road Safety Be aware of potential dangers as a pedestrian 10 mins or 30 mins Safety, Crossing, Crossing Patrol, Danger, Sensible, Stop Look Listen, Aware Pupils circle the 7 dangerous activities that are happening in the picture. They are; Pedestrian crossing behind a bus Car parked on zig zags Pedestrian crossing in front of the bus not on the crossing. Cyclist cycling dangerously in front of a bus and over the crossing. Two pupils playing football near a road. Two pupils sat on the edge of the kerb. Pupil crossing the road while on his mobile and not on the crossing A. Explain what the dangers are in the picture. B. What could potentially happen to the pupils in the picture who are in danger C. How could each of the pedestrians in the picture make sure that they act safely in the future? D. Design a road safety poster to make younger pupils aware of the dangers as a pedestrian. Extra support Bicycle Safety Safety gear to remember when cycling 5-10 mins or 20 mins Safe, Helmet, Prepared Check out road safety websites for further information on cycle safety. Circle the things that Steve needs to remember when cycling. (Compulsory) Hi-vis clothes Lights Helmet (Optional) Gloves Bike clips Bike pump Watch Additional Stand up sit down Ask the children who has a bike. If they have a bike then they stand up. Ask how many of them own a helmet. Those that don t sit down. Ask how many wear that helmet when cycling. Those that don t sit down. (Usually a small percentage remain standing.) Ask the children why they don t wear a helmet? Explain the importance of wearing one even when riding on the pavement at slow speeds can cause serious head injuries. 8

9 Green Travel Differentiate between environmental ways of travelling 10 mins or 20 mins Environment, Green, C02, Additional Number the modes of travel in order with the greenest first 1) Walking - no pollution and healthy 2) Bicycle - slight pollution in making the bike and healthy 3) Train - Uses fuel but gets lots of people on it 4) Tram - Electric, but not as many people and makes more stops than a train 5) Bus Good as gets lots of people on it but does use fuel 6) Car Uses fuel and carries less people. A. Explain why you think the modes are the greenest B. What could you do to reduce your carbon output in travelling? C. Some modes of travel are healthier. Which do you think could be classed as exercise? Additional Independent travelling Understanding the importance of being responsible for yourself when travelling without an adult. 20 mins or 40 mins Responsible, think, safe, Fill in the gaps to help Ben make the right decisions to get home safely. When walking, the quickest way isn t always the safest. Keep some credit on your phone just in case you need it. Ring your parents if you think you might be late. Tell an adult where you are and what time you expect to be home. Ask the bus driver if you re unsure where to get off. Keep some extra money in case of emergencies. Safety in numbers. Travel with friends if you can. Know your postcode and home phone number. Only ask a trustworthy adult the best way to get home. Avoid travelling in the dark if possible. Plan your journey in advance. Get the pupils to act out the decision maker (Appendix 2) below. Ask them the outcomes of their decisions. What could Ben have done to be more prepared? Ask the children to write down the important aspects of Ben s journey What to avoid Travel with friends when possible What to remember Credit on phone/have money/ring an adult Danger zones Walking home from bus stop safest route /Don t talk to strangers unless trustworthy adult. How could Ben have avoided this? Planned his journey/not been late 9

10 Action Queue sensibly at a bus stop Signal Remember your bus fare Don t distract the driver Witnessed bad behaviour? Ring the bell once! Manners Crossing the road Discussion Ideas Queue sensibly away from the road, playing near a road is dangerous. Stick your arm out, this signals to the driver you want to catch the bus. Remember your pass and bus fare, no pass or no fare equals no travel. Driver has a lot to concentrate on without being distracted. Roads, operating a large vehicle, route, where to stop, make sure people are getting on and off safely, taking money. Bad behaviour can be reported to; bus driver, school, parents, bus operators, Metro Distracts the driver. Might not stop at the bus stop Remember to be polite and say thank you to the driver. Never cross in front or behind the bus. Wait until the bus has moved away from the stop. Bus safety cont Action Green Cross Code It s fun to travel with your mates Be polite! Turn your music down Give your seat to an elderly person Keep your feet off the seats The emergency exit is for emergencies only SMILE! you re on CCTV Discussion Ideas Remember the Green Cross Code THINK, STOP, LOOK, LISTEN! Travel independently. Young adults. Don t rely on your parents to take you in the car all of the time. Don t want to listen to other people s music. Also could distract the driver. Be nice and give your seat to someone who needs it more than you. Don t dirty seats for other people to sit on later. Buses are Public Transport. They are for everyone, not just you. Emergency exits open onto the road. If they are tampered with could result in falling into oncoming traffic. Most buses now have CCTV on them. Bad behaviour is filmed and then shown to schools and parents. 10