NZTA rail safety resources
Curriculum resources to support New Zealand primary students learning to stay safe near railways, especially the electrified rail networks in Auckland and Wellington.
Science in motion
Year 1-10 curriculum series covering concepts such as gravity and friction, and movement, forces and energy. The series of investigations gives students opportunities to apply knowledge and make connections to real life uses in modern transport.
TrackSAFE Foundation NZ is a not for profit that raises awareness and educates about safety around tracks and trains.
New Zealand state-owned enterprise responsible for rail operations in New Zealand. KiwiRail is the largest rail transport operator in New Zealand.
Search the database for rail safety resources.
Level crossing safety video
Video about how to stay safe at railway level crossings.
Rail safety music video
A project-based learning approach in this field trip
Project-based learning (PBL) is a suggested teaching and learning approach to support student-led inquiry into an area of interest. PBL provides opportunities for students to build key competencies and skills such as:
- critical thinking
- problem solving
Use the online field trip: Future Journeys: linking people and places sustainably to ignite student curiosity and questions, and the following framework to support student-led learning through PBL.
Individually or in a group, students can explore resources in this field trip to:
- Discover more: Interesting background information, images and page narrations about the field trip topic.
- Connect with experts: Insights into field trip people, their interests and careers
- Explore field trip videos: Field trip videos and information
- Take a Google Earth for Web tour: A virtual experience using interactive maps, 3D images, video images and information (online 9 August).
See, Think, Wonder
Project-based learning requires a meaningful and authentic problem to solve or question to answer. Support students to identify an area of interest, including a problem to solve or question to answer, For example:
- Problem: The use of rail to move freight and people is increasing in Aotearoa. This means more trains passing through level crossings throughout the country.
- Question: So... how do we ensure people's safety at level crossings and throughout the rail network?
Students can identify their own problem and question to answer as they engage with this field trip, supported by the following questions:
- What do you SEE?
- What do you THINK?
- What did you WONDER about?
- What QUESTIONS do you have?
- What do you want to FIND OUT MORE about?
Help students to establish goals, plan, connect, and create content and/or a solution. For example:
- Plan and approach: Compare a range of level crossings that people may encounter around Aotearoa. Explore how these level crossings differ in design and function. Ask: How do these level crossings provide safety measures for the public?
- Solution: Create a list of things to consider for the design and construction of level crossings that will reflect the local environment and safety needs of the community.
Students analyse who they want to know about their project and why. Essentially who cares?
- Who in the school and community would benefit from their ideas and information?
- What careers connect with their ideas and information?
- What organisations can use student ideas and information?
- Is there need for a wider audience? National? Global?
Students identify how they will share their content for effective impact. Some examples include, but are not limited to:
- School assembly and communications with whānau.
- Showcase in a local library, community centre, cafe and/or to a local business.
- A community event
- Digital platform: in a movie, website, Google Earth for Web, on a school social media platform.
- Local media outlets.
Share your students' work with LEARNZ!
Send us a small file (less than 10Mb). You can do this as an attachment to firstname.lastname@example.org.
If it's a large file, send a link to a public file/resource to email@example.com.
For example, entries can be uploaded onto a YouTube account with the privacy option on ‘Public'. Or send a link to a file in your school Google drive, set it to ‘Anyone with a link’, as ‘Viewer’. Please do not send in large source files. Make sure you provide us with your students' first names, year group/s and the name of your school in your email. Add a brief description if you think it's needed. Before your students share any learning, please ensure you review it first; Any other media content, such as images and sound, need to adhere to appropriate Creative Commons licensing. Make sure any people who are in images and video have given their permission to feature.
Student self assessments
Your students can complete the online student pre-assessment and post-assessment forms for this field trip. Once completed you can email firstname.lastname@example.org to have your class submissions extracted and emailed to you. It's OK if just some of your students have filled them in or if they have submitted either self assessment rather than both.
- Video question sheet - Word (31k) | PDF (217k) | Google doc to use for each video (based on SOLO Taxonomy).
- Web conference activity: Students can work on this activity while they listen to live or recorded web conferences - PDF (118k) | Google Doc. Notes from these pages could be shared to help put together the class web conference summary.
- Webconference summary sheet: A class summary of an web conference is a great way of reviewing the information your students heard. It's easy to do, purely as some text, or as main facts on a picture background. - PDF (78k) | Google doc.
Enrol in this trip to replay the web conferences if you missed them.
The LEARNZ team would love to see how students and teachers are participating in this trip! We will use your mahi to improve this and other online field trips, as well as share and credit any teacher and student contributions in our online spaces! Send to: email@example.com