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We have developed units of work in each of the Australian Curriculum year levels focusing on rail safety. Our teacher resources are aligned to the Learning Areas of English, The Arts, and Health and Physical Education (HPE). They all have a personal, social and community health theme focusing on rail safety, with an emphasis on the following General Capabilities:

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding

How to use the TrackSAFE Education materials

  1. Choose your year/stage level and Learning Area
  2. Read the Teacher Notes, and choose lessons and activities based on available time and students’ abilities and interests. They are designed to pick ‘n’ mix.
  3. Involve families, community (e.g. book an incursion) and students in the learning process
  4. Do our quick assessments, and remember to take photos! Share it all with us, along with your feedback. We’ll send you great giveaways to say thanks.

Detailed instructions are available in the Teacher Notes and here. Should you need any guidance with using any component of the unit of work or rail safety learning process, please read the FAQs or email us at info@tracksafeeducation.com.au for assistance.

  • You don’t need ‘extra’ teaching time. Rail safety is embedded within several Australian Curriculum Learning Areas, rather than being a separate program.
  • You can be confident knowing you are teaching meaningful lessons within the curriculum, while students learn essential life lessons in personal and community safety around trains, tracks and level crossings.
  • All lessons and resources are free, easy to download, and are tailorable to suit your timeframes and the needs of your students.
  • They are designed by teachers, for teachers.
  • They use a strengths-based approach, rather than invoking shock or fear.
  • They are student-centred: students are both problem finders and problem solvers in a meaningful context for learning. Students create their own sense of meaning through the activities.
  • They are designed using evidence-based methodologies for teaching safety, based on current research.
  • Assessments to measure the rail safety learning outcomes are included, so we can measure the impact of the learning on students, and continually improve the resources.

MEDIA LIBRARY

Our Primary media library contains a collection of photos, audio clips and video to introduce young students to new concepts and vocabulary for the train environment.

Our High School media library contains collection of videos, poster campaigns and media reports to assist students with research into rail safety.

STUDENT WORK

Click here to go to our upload section and upload your student work.

WHAT TEACHERS ARE SAYING

  • I wish I had been able to use more of the lessons with a range of age groups; they would have been fun and informative! Congratulations to you and your team. I have been promoting your work to the rest of our staff…. It provides a multilevel vehicle for learning.

     Year 3-4 classroom teacher, rural South Australia

  • This program has acknowledged how kids learn and has been designed accordingly. It reflects quality teaching practise and is easy to implement.

     Teacher review, WA

  • The children were immediately engaged in the sharing of data about their travel. The task linked closely to our current maths skill development. They responded with confidence to the notion of taking risks and readily adopted the terminology of “safety actions”. I allowed the students to tackle the task of constructing the model of the school grounds with minimal input from me. They found it challenging and I watched with interest as each child interpreted the task in his or her own way. Eventually I suggested that we all align with the actual north-south orientation of the school to enable a coherent plan to be formulated. This task built upon and gave further relevance to our recent work with the creation and interpretation of maps. The children enjoyed sharing their discoveries about where their homes and other landmarks would be, especially the risky or dangerous areas.

    The children surprised me with their comments. They readily related the pictures to their own experiences, saying “That looks like the crossing near my friend’s place.” or “When I visit my uncle, we use a crossing like that.”  In each photograph, the safety features were clearly evident. I was impressed with the students’ awareness of the need to listen for the approaching train (photo of boy with headphones). [Even though] our community has only one railway line which carries interstate freight and passengers, they are familiar with the sounds associated with fast moving trains!

     Year 3 Classroom teacher, South Australia

  • This unit would add significant value if I were to teach it tomorrow at my school.

     Classroom teacher review, Auckland NZ

  • I thoroughly enjoyed using the materials and so did the children. Whilst I only had time to experiment with the HPE curriculum, I read all of the other lessons in English and the Arts. I was particularly impressed with the English related lessons as they progress so appropriately through the year levels. The resources are relevant and I would readily use them as they fit the pattern of multilingual literacy which I employ. I would also happily use the lessons incorporating The Arts.

     Year 3-4 classroom teacher, South Australia