Classroom Public Transport Where to stand/sit at What to do if… Victoria website the stop or on the activities are Risk assessment and platform focussed on Planning alternate management plan the student Where to sit/stand in routes between home Emergency procedures the vehicle/carriage acquiring the and school Travel by day and by background Placement of bags and Accessing and reading Deciding on appropriate knowledge other items being public transport clothes for travelling (e.g. related to their carried timetables and weather and light specific route schedules How and when to conditions) between home interact with the driver Calculating departure, The role of Protective and school. travel and arrival times How to interact with Service Officers. The major other passengers classroom Reading route maps emphasis is on Courtesy to elderly or Acquiring and topping real-time the passengers with up a Myki card practice of the special needs In Making a travel predetermined How to respond to information card and approved anti-social behaviour Preparing and using a route the mobile phone for travel student will Learning services take when for passengers with travelling from special needs. home to school Learning the route Where to stand/sit at Review pedestrian skills in the morning from home to nearest the stop or on the Risk assessment and and from transport stop/station platform management plan school to Learning the route Where to sit/stand in What to do if… home in the from school to nearest the vehicle/carriage Safety features on afternoon. This transport stop/station Placement of bags and platforms, tram/ bus stops is initially done Learning the route other items being and in vehicles/carriages under the between transport carried Emergency procedures guidance of an stops/stations if transit How and when to escorting Where/how/from whom to is required interact with the driver seek help teacher or Identifying useful How to interact with teacher’s Travel by day and by landmarks on your other passengers assistant and night Identifying required Courtesy to elderly or progresses to other passengers with the student Learning the layout of special needs travelling both vehicles or carriages How to respond to routes (e.g. anti-social behaviour. emergency exits, with the journey information on teacher or board, stop requests, practice teachers emergency stop assistant button) In shadowing and Learning how to use observing from waiting time a distance. Learning to signal you Students only want the next stop travel Reading information independently displays once parents Practicing in real-time and the school while escorted and agree the shadowed student is Having competence competent to assessed do so. Having independent travel monitored Layout of train stations.
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
TravelEducationFrameworkFinal.docx