Erika Rimes Stage 1 Hsie Transport

HSIE Unit:
How does transport affect our lives?
Stage 1
Year 2
Unit Duration 8 Weeks
By Erika Rimes
(Developed from Newell, Sandra & Stubbs, Bev, ‘Targeting Society and Its Environment –Lower Primary’, Black Education,
Glebe NSW, 1999)

|HSIE: How does Transport affect our lives? Stage 1 1

Contents

HSIE Foundation Statement Stage 1 Page 1
Focus Question & Contributing Questions: Page 2
Unit Values and Attitudes Page 2
Links with Other Key Learning Areas Page 3
Unit Resources Page 3
Student Learning: Inquiry process Page 4
Outcomes and Indicators & Assessment Page 5
Learning Experiences Pages 6 - 19
Black Line Masters Pages 22 -55
Appendix 1.1 Pages 56 - 68
Appendix 1.2 Pages 69 – 72


HSIE Foundation Statement
Stage 1
Change and Continuity I Cultures I Environments I Social Systems and Structures
Students recount important family and community traditions and practices. They sequence events in the past and explain changes in their
lives, in their communities and in other communities.
Students explore the composition of a number of groups, including Aboriginal peoples, in their community and recognise that groups have
specific identifying features, customs, practices, symbols, religion, language and traditions. They acquire information about their local
community by direct and indirect experience and communicate with others using various forms of electronic media.

Students make comparisons between natural, heritage and built features of the local area and examine the human interaction with these
features. They investigate the relationship between people and environments including the relationship between Aboriginal peoples and the
land. Students use the language of location in relative terms and construct and use pictorial maps and models of familiar areas.

Students identify roles, responsibilities and rules within the family, school and community and explore their interaction. They describe how
people and technologies link to produce goods and services to satisfy needs and wants.
Overview of Learning in HSIE


Focus Question & Contributing Questions
How does transport affect our lives?
1. What is Transport? (Weeks 1 -2 )
2. What is a transport system? (Weeks 2 – 3)
3. Why do transport systems need to link? (Weeks 3 – 4)
4. How are people solving transport problems? (Weeks 4 – 5)
5. How should we use transport? (Weeks 6 – 7)

Unit Values and Attitudes
Democratic process
❂ respecting the law and legitimate and just authority;
❂ respecting different viewpoints and choices, and showing commitment to peaceful ways of resolving conflict;
❂ participating actively and responsibly in society as individuals and members of groups.

Social Justice
❂ taking responsibility for one’s own actions;
❂ recognising past inequalities and injustices;

Environment / Ecological Sustainability

❂ appreciating the environment, one’s personal relationship with it and one’s responsibility for its future;
❂ recognising the interdependence of people and the environment;
❂ being environmentally responsible.


Links with Other Key Learning Areas
English: This unit provides opportunities for students to explore Response and Expositions.
The HSIE teaching strategies/practices in this unit include computer technology, interviews, consequence charts,
mapping, presentations and role-play.

Mathematics: Measurement – For example: distances travelled by different transport

Creative and Practical Arts: Role-playing people who use and work with transport systems. Portraying the components and
links of a transport system through creative movement.

Unit Resources
Board of Studies, NSW Syllabus Human Society and Its Environment, 2000
Newell, Sandra & Stubbs, Bev, ‘Targeting Society and Its Environment –Lower Primary’, Black Education, Glebe NSW, 1999
New South Wales Government, ‘Transport and Infrastructure’, http://www.transport.nsw.gov.au/
Railcorp, , New South Wales Government, http://www.cityrail.info/
Sydney Airport, http://www.sydneyairport.com.au/
Sydney Buses, New South Wales Government, http://www.sydneybuses.info/getting-around.htm
Sydney Ferries, New South Wales Government http://www.sydneyferries.info/


Student Learning: Inquiry process

Throughout the unit students will participate in group work, pair work & individual work activities guided by the teacher using the
Inquiry process.

“The inquiry process involves students participating in meaningful research related to important social
and environmental issues. Students identify issues and problems, gather relevant information and
organise this information in order to solve problems and take responsible action.” NSW HSIE Syllabus

INITIATE Students focus on the inquiry and how they will go about it
I
GATHER Students access, select and record information
G
ORGANISE Students arrange the information into forms which can be analysed, guided by teacher question, to develop
O concepts and understandings
SYNTHESISE Students express their understandings and share them with others.
S
APPLY Students verify their understandings by applying them to other situations, planning and implementing actions
A and solving problems
REFLECT Students review what they have learnt and how they have learnt it
R


Outcomes and Indicators
Environmental Outcomes
ENS1.6 demonstrates an understanding of the relationships between environments and people
Contributing Question: 1, 2, 3, 4, 5 / BLM 8, 9, 10,
* identifies ways in which people depend on the environment
* describes human interactions with environment that can affect their life or the lives of others
* evaluates the results of human activity in environments relevant to them

Social Systems and Structures Outcomes
SSS1.7 explains how people and technologies in systems link to provide goods and services to satisfy needs and wants
Contributing Question: 2, 3 BLM 8, 9, 10 , 15

* reflects and questions the impact of a system on lifestyle and on the environment
* depicts and labels components of a system designed to meet needs and wants, eg model of a transport system
*identifies the resources used by people who work and where they come from, eg source of building materials, country of origin

Assessment
Ongoing Informal and intuitive assessment: Written teacher comments, teacher student/ reflective time at the end of each lesson and
individualised Q & A time of each student’s understanding throughout lessons will help to ensure what student learning is taking place
Student Work Sample: Black Line Masters in the unit focus on outcomes to assess student learning at the end of each contributing question


Learning Experiences
Outcomes & CQ 1: What is Transport? Week 1 Resources Assessments
Indicators
Lesson1: 45minutes
I: Introduce the focus question. Ask students to draw all the different
types of transport they have ever seen or used.
ENS1.6 Begin a word bank of types of transport.
demonstrates an Make a graph to show how many students have used each type.
understanding of
the relationships Introduce the contributing question: What is Transport?
between BLM 1:
environments and G: Provide each group with pictures of different forms of transport (BLM 1 Transport pictures
people. Transport pictures) Let students categorise the pictures and explain their
categories to the class. Page 23 - 28

O: Show pictures of different environments and ask students to identify
types of transport which could be used in those environments. BLM 2:
(BLM 2:transport environments) Transport environments
Page 29 - 35
Ask the groups to categorise their pictures according to environments.

Questions for groups to find out how to categorise the transport:
*What does your transport have? E.g. Wheels, motor, engine, wings?
*How and where does your transport move? E.g on the ground, in the water,
in the air?


Lesson 2: 45 minutes

Review previous lesson with class.
ENS1.6 BLM 1:
Refer to the different environments and transports people use every day.
demonstrates an Ask students to identify what transport they use and in what environment Transport pictures
understanding of they use it? Page 23 - 28
the relationships
between
environments and S: (Whole class) Display charts for Air, Water, and Land (BLM 3). Nominate a BLM 2:
people. member of each group to select pictures from previous lesson and paste it in
on the chart to match the elements. Transport environments
Page 29 - 35
Repeat for the other categories. * Work
Sample
Refer to one category at a time on the chart and ask students eg:
BLM 3:
1: Who travels in it? BLM 4
2: What might be carried in it? Air, water & land chart.
3: What does this transport travel in or on? Page 36
4: Where can it go?
5: Why is this form of transport important?
BLM 4: ‘What is transport?’
A: (Independent work)Allow students to complete BLM 4: ‘What is Page 37
transport’
Extra activity: Transport hot seat
1ST student sits in chair in front of class. 2ND Student chooses a picture and
places behind the 1st student.
The 1st student has to guess which form of transport the picture is of by


asking the class yes or no questions.
Outcomes & CQ 2: What is a transport system? Week 2 Resources Assessments
Indicators
Lesson 3: 45minutes
Introduce CQ: What is a transport system?
ENS1.6 G: Display a picture/s of e.g. airport, railway station, ferry Warf or bus
demonstrates an depot.
understanding of
Ask questions about the workers in the scene:
the relationships
between • Who is the work?
environments and • What does s/he do? BLM 5: Transport systems
people. • Who dies s/he help?
Page 38
• What does s/he need to know to be able to do the job?
SSS1.7 explains • What would happen is this worker did not do this job?
how people and
technologies in
systems link to Continue to look at other examples from BLM 5: Transport systems
provide goods and and repeat the questions
services to satisfy
needs and wants
Ask questions about the equipment and vehicles in the scene; Library: Transport Books
• What is it?
• What is it used for?
• What does it need to make it work? (bridges, signals, energy used)
• What would happen if it could not be used?


O: Prepare the following chart A3 size SEE BLM 6: ‘transport system’ chart PG 37
Transport systems
Type Workers Vehicles and Equipment/
energy used structures
Road BLM 6:
ENS1.6
demonstrates an Rail ‘TRANSPORT SYSTEMS’ chart
understanding of
Air Page 37
the relationships
between Water
environments and
people.
List the parts of the system on the chart as the students mention them during BLM 6A-D: GROUP WORKSHEET
the discussion ‘TRANSPORT SYSTEMS’
Group task: ELEMENTS OF TRANSPORT SYSTEMS Page 38 - 41
G: Introduce small group task. Allocate a type of transport to each group.
Provide students with pictures and books of the particular system.
BLM 6A-D: GROUP WORKSHEET ‘TRANSPORT SYSTEMS’
Ask students to list all of the parts that make the system work.
(This may continue into next lesson)
Library: Transport Books

O: Ask each group to report and record their answers on cardboard to put in
appropriate columns on the class chart. Cardboard for each group


Lesson 4: 45minutes

Group task: ELEMENTS OF TRANSPORT SYSTEMS

G: Students continue to gather information for their chart Library: Pictures and books of
transport systems
ENS1.6
demonstrates an O: Ask each group to report and record their answers in appropriate
understanding of columns on the class chart.
the relationships Computer: Website research
between
environments and
people. S: Have each group draw/make small models of their transport system and
explain it to the rest of the class in their group presentation.
SSS1.7 explains
how people and
technologies in A: Question the class after each presentation to ensure that they
systems link to understand the interdependence of the various parts of the system, e.g. for BLM 6: GROUP CHART
provide goods and the road system:
Page 39
services to satisfy 1. What are important elements we need to make a road system?
needs and wants 2. What would happen if there was a petrol strike?
3. What would happen if road workers didn’t repair the roads?


Outcomes & CQ 3: Why do transport systems need to link? Week 3 - 4 Resources Assessments
Indicators

Lesson 5: 60 minutes each
Introduce contributing question: Why do transport systems need
to link?

ENS1.6
demonstrates an FIELD TRIP IN LOCAL AREA
understanding of
the relationships
between Digital Camera
G: Students can observe different forms of transport linking, or trip by one
environments and
form of transport to another e.g train to ferry, bus to rail station.
people.

SSS1.7 explains Have students to record by writing for drawing the parts of the transport
how people and systems they observe e.g. traffic lights, roads, bus stops, vehicles, signs,
technologies in goods, passengers, transport workers, wharf, ticket offices. Note provision
systems link to for disabled. Take photographs.
provide goods and Flow up after field trip ;
services to satisfy
needs and wants O: Let students draw and label examples of where transport systems link,
e.g. taxi rank near railway station. Place these around a map of the local area
with a string from the picture to the place it illustrates


Lesson 6 : 45minutes
Refresh students about the field trip and look at the local map.

ENS1.6 G: Using the map of Australia transport systems BLM 9 & 10 make
demonstrates an overhead transparencies
understanding of BLM 7a:Map of local area, YAGOONA
the relationships O: Ask the whole class questions about the different ways students could Page 44
between get from one place to another. For example;
BLM 7b: Larger Map of YAGOONA
environments and *How could you get from ‘Townsville’ to Dampier?
and surrounding areas
people. *How could you get from Sydney to Perth?
*Is there more than one way to travel from one place to another? Page 45 *Work
SSS1.7 explains Emphasise the need for different systems to link to make transport possible. samples
how people and
S: Distribute BLM’s 9 & 10 to each group. Groups of 3 or 4. BLM 8,9 &10
technologies in
systems link to Let the group discuss and solve the problems in BLM 8 ‘How would you...’ BLM 9 & 10: Australia transport
provide goods and Systems
services to satisfy
Lesson 7: 45minutes
Page 47 – 48
needs and wants Review previous lesson with class.
Let groups form and finalise answers for BLM 8 ‘How would you’
BLM 8 ‘How would you.....’
In groups they can draw a cartoon or flow chart showing how they would
Page 46
solve the problem. Review answers and discuss the possibilities as a class.
Conclude: Ask students to finish the sentence:
Literacy
‘When transport systems link people can....’
and write it under their flow chart / cartoon. Link
Agree on a class answer to the contributing question and write it under a *Exposition


collage of the photographs taken in the field trip.

Outcomes & CQ 4: How are people solving transport problems? Week 5 Resources Assessments
Indicators
Lesson 8: 45minutes Introduce contributing question: How are
people solving transport problems?
G: Question students about transport problems they hear about on the
television news.
ENS1.6 Focus on questions: Who was involved? What happened? Where did it
demonstrates an happen? When did this happen?
understanding of
Review any transport problems noted during personal observations of
the relationships
transport and on the field trip excursion in the local area.
between
environments and Show students examples of media articles about transport incidences and Appendix 1.1Transport articles
people. discuss any solutions it talked about or student’s ideas for solving the Pages 56 - 68
problems.
Display articles/media pictures on a board. Refer to Appendix 1.1
Discuss and brainstorm ideas to solving any of the problems.
Help student’s to think about important people in the community that may
help the problems e.g. Local Council, police, politicians, Prime Minister of
Australia.....
Talk to students about problems we can face with particular transports, what
are the causes and what might happen to solve/prevent the problems.

O:Direct the students’ attention to the following chart:


(Continue on next page)

Problems Transport/s Causes Solutions
injuries
death
Air pollution
Water pollution
BLM 11: transport problem chart
Noise pollution
Page 47
Waste disposal
vandalism
Fare evasion
Violence on transport

Lesson 9: 45minutes each
Review the transport problem chart BLM 11, page 47
O: Ask questions regarding the causes of each problem and fill in the
appropriate section of the chart. Include the types of transport which are
affected

G: Refer to the media board/ news articles Display pictures which show
problems caused by transport Library Books about transport

Refer to Appendix 1.1 & BLM 12: Transport problem pictures
BLM 12: Transport problem pictures
O: Ask students questions which require them to observe and infer


problems caused by transport. (Continue on next page) BLM 12
1. What will happen if there are too many people on a bus? Pages 50 - 52
2. What will happen if there are no ramps for people who might have a
disability?
3. What helps us know what to do in train stations? (visual signs, cues,
information)
4 . If we didn’t have signs to help us, what could happen?
Review answers with class
ENS1.6
demonstrates an
understanding of Lesson 10: 45minutes each
the relationships Appendix 1.1: Transport articles
Topic for chart: solutions
between
Page 56 - 68
environments and G: Explain to the students strategies being implemented to overcome each
people. problem, e.g. legislations, fines, recycling of metal car bodies.
Refer to Appendix 1.1 : Transport articles & Website NSW transport

NSW Transport Website for policies http://www.transport.nsw.gov.au/ http://www.transport.nsw.gov.au/

O: Review the chart and solutions for each problem. Add these to the third
column of the chart. BLM 7a:Map of local area: YAGOONA
S: Ask students for examples of these problems in the local area or from Page 44
their experiences. Refer to the map of local transport.


Outcomes & CQ 5: How should we use transport? Week 6 Resources Assessments
Indicators
Lesson 11: 45 minutes

Introduce contributing question: How should we use transport?
ENS1.6
demonstrates an G: Teacher and student research / collect information on rules and etiquette BLM 12: BUS TRAVEL GUIDE
understanding of required of transport users. Page 50 - 52
the relationships Refer to Appendix 1.2 page 67 – 69 ‘traveller information guides’ for
between
examples
environments and Appendix 1.2pages 69 - 72
people. O: Let the students ask questions to find out:
traveller Information guides
1. How can I help keep myself and others safe on transport?
http://www.sydneybuses.info/gettin
2. How can I care for the vehicle I am on? g-around.htm
3. How can I help the drivers and attendants or police officers? http://www.sydneyferries.info/
4. What Laws have been made for this transport system? http://www.cityrail.info/
http://www.sydneyairport.com.au/
S: Distribute BLM 13: (Picture aids) Page 51
silhouettes of people / transport to groups and ask the students to list the BLM 13:TRANSPORT picture aids
ways they can use that form of transport safely and responsibly.
Page 53


Lesson 12: 45minutes

A: Select a problem related to transport at your local school. E.g. parents
double parking or calling children across the road, children misbehaving at
the school bus stop or in the bus.

ENS1.6 In 4 groups students discuss the following question;
BLM 14: Transport Pictures
demonstrates an How should we use transport? Page 54
understanding of
Using BLM 14: Transport Pictures students write about rules and etiquette
the relationships
required to avoid future problems in the transport system.
between
environments and
Groups refer to picture BLM 14: Transport pictures and should consider the
people.
following criteria;
1. Identify the causes
SSS1.7 explains
2. Brainstorm possible solutions
how people and
3. Consider the consequences of each solution
technologies in
4. Select and implement preferred actions
systems link to
Students choose an example of transportation e.g. Catch the school bus to Cardboard, paper & colouring in pencils
provide goods and
services to satisfy and from school, and write and draw an information poster to show people
needs and wants using the rules for safety.
As a class write an answer to contributing question
‘How should we use transport?’


Outcomes & Unit Culmination and Reflection Week 7 Resources Assessments
Indicators
Lesson 13 - 14
S: Review the work done during the unit.
ENS1.6
demonstrates an
Ask students to write a report BLM 15: How transport affects our lives? Page BLM 15: How transport affects our
understanding of *Work sample
53 describing the good and bad effects of transport on their lives, to answer lives?
the relationships the focus question; BLM 15
between Page 55
environments and
people.

Publish the reports in a class book and give it to the librarian for lending to
SSS1.7 explains others.
how people and
technologies in Place a copy of the reports within annotations in the student portfolio.
systems link to
provide goods and
services to satisfy
needs and wants
A: Evaluate the effectiveness of the action which the students implemented
to solve the problem in Contributing Question 5.


Unit Evaluation

1. Which lessons of the unit did the students respond
positively to?

2. Which areas of the unit could be improved?

3. Did all the contributing questions get answered?

4. Which parts of the unit did you not complete? Why?


Transport Black Line Masters
Stage 1


What is Transport? : Transport pictures BLM 1


Transport environments BLM 2

Malaysia Airport, http://img28.picoodle.com/img/img28/4/6/26/f_04m_c89c9b2.jpg


Circular Quay, Pia Calone, ipaint Australia, http://www.ipaintaustralia.com/gallery/prints/Above%20Circular%20Quay.htm


TRAINSTATION, , http://homepage.mac.com/macalba/images/2009/12/20091113-07-49-26-sydney--central-railway-station.jpg


Bus Stop http://www.directenquiries.com/areas/images/5/3282LG.jpg


Bus Depot, http://www.75.sta.nsw.gov.au/index.php?page=image-gallery&img=0


Darling Harbour:


BLM 3 Transport: Environment Chart
Air Water Land


BLM 5 Transport systems
Airport Railway Station

Ferry Warf Bus depot


BLM 6: Class Chart
Transport systems
Type Workers Vehicles and energy used Equipment/ structures
Road

Rail

Air

Water


BLM 6A: GROUP CHART WORKSHEET
GROUP 1 ROAD
Transport systems

Road

Rail

Air

Water


BLM 6B: GROUP CHART
GROUP 2 Railway
Transport systems
Road

Rail

Air

Water


BLM 6C: GROUP CHART
GROUP 3 AIR
Transport systems
Road

Rail

Air

Water


BLM 6D: ELEMENTS OF TRANSPORT SYSTEMS
GROUP 4 WATER
Transport systems
Road

Rail

Air

Water


BLM 7a: Map of local area, YAGOONA


BLM 7b: Larger Map of YAGOONA and surrounding areas


BLM 11: Transport problem chart
Problems Transport/s Causes Solutions
injuries

death

Air pollution

Water pollution

Noise pollution

Waste disposal

vandalism

Fare evasion

Violence on transport


BLM 12 Transport Problem Pictures


BLM 13: Traveller Information guides
Refer to Appendix 1.2
http://www.sydneybuses.info/getting-around.htm
http://www.sydneyferries.info/
http://www.cityrail.info/
http://www.sydneyairport.com.au/


BLM 14: (Picture Aids) Transport Pictures ‘How should we use transport?’


Appendix 1.1


Article 1: ‘Vanquish Vandalism with VandalGARD’ – a scratch-resistant film from GOCUBE
http://www.spec-net.com.au/press/0806/apt_090806.htm

Take a trip on a train and you are sure to be bombarded by scrawls, graffiti, art,
vandalism and now 'tags'. For years vandals have been leaving their mark along
railway routes, in alleyways and along the side of buildings.

Vandals are now targeting and tagging more vulnerable sites, especially
public transport.

Such damage and expense has resulted in the announcement by the NSW
Premier Morris Lemma that leading figures from multiple agencies will work
together to form 'The Anti- Graffiti Action Team'.

The New York Times recently reported that despite years of effort and cost they
too have had to employ new measures to curb the latest flood of vandalism. The
result, all new subway carriages have had their windows treated with Mylar.

This type of sacrificial coating is available in Australia, through GOCUBE.

VandalGARD is a hard-wearing, scratch-resistant clear polymer film, developed specifically to provide protection for a wide range of surfaces including
glass and Perspex. Supplied and installed by GOCUBE, this cost-effective solution is already used in a number of high-risk locations including
shopping centres, airports and building foyers.

If vandalised this film can be quickly and easily removed and replaced, therefore reducing disruptions to public services. VandalGARD may be applied
to previously scratched glass; the adhesive soaks into scratches and lessens signs of vandalism. Sophisticated job tracking and management systems
enables GOCUBE to provide high levels of service. We employ our own Occupational Health and Safety consultant and can provide safe work method
statements, etc. for commercial jobs.


Article 2:

Sydney transport: the rail plan they've been sitting on
ANDREW WEST
September 15, 2009

As the Government reaffirmed its commitment to the $5.3 billion metro project in the CBD - criticised by inner-west residents, transport
planners and rail unions - the Herald has learnt that Rail Corp has been sitting on plans for at least six years that would extend the heavy
rail network to Sydney's north-west.

Sources familiar with the plans - drafted in 2003 for the 2005 Metropolitan Rail Expansion Program - say the north-west link could provide
a minimum of six trains an hour in each direction, without the need to upgrade any of City Rail's major infrastructure. It would require only
the construction of an extension between Rouse Hill and Epping stations, and a new junction north of Epping.

http://www.smh.com.au/national/sydney-transport-the-rail-plan-theyve-been-sitting-on-20090914-fnwv.html


Article 3:

Two wheels wins in crowded Sydney
28 Oct20 09 by Kim Shaw

http://sydney-central.whereilive.com.au/news/story/two-wheels-wins-in-crowded-sydney/

Rising fuel costs, congestion, no parking, poor public transport and environmental
concerns are driving up motorcycle use.

Yet, transport policy lags far behind and has failed to create equity for this growing
group of road users.

Sydney Council’s move to free motorcycle parking one year ago has been widely
applauded and embraced. Yet, the State Government has failed to create road toll
and registration equity, and has inadequately invested in safety campaigns, according
to the Motorcycle Council of NSW.

“The total spend on safety campaigns since 2003 has been less than four million,’’
Guy Stanford of the Motorcycle Council of NSW said. “But it makes economic sense
to move to a scooter or small bike. The average car journey carries 1.1 people, rolling
a tonne-and-a-half to shift just one person.

“Motorcycles are less than 200kg. A lot of people are shifting to motorcycles for
convenience, initially because of the overstretched public transport system. But as
petrol prices start to bite, it makes economic sense. There has been a big growth in


250cc bikes.’’

Boris Tosic of the Sable & Argent scooter store in Woolloomooloo said he would like to hire out scooters to backpackers, but says no
insurance company will cover it.

“We have small hotels and backpackers coming to us with proposals,’’ Mr Tosic said.

“But no one will insure scooter hire. Every country in the world hires scooters. It is a logical way to get around.

“And for people from interstate, it is pointless renting a car because there is no parking. In Queensland you don’t need a licence for
anything under 125cc. In Victoria you don’t have to pay tolls.

“But here, you have to pay for tolls. It’s not fair because you are reducing the carbon footprint and congestion. In one car space you can fit
eight scooters.’’

General manager Adam Masters at Action Motorcycles in Surry Hills said motorbike sales shot up when petrol hit $1.20 a litre.

“In the last few months, we have had a lot of guys aged 30 to 45 coming in for scooters. They are also buying bigger bikes which is
surprising. There are a lot of females buying too. Definitely a lot more people are getting rid of their cars and riding motorcycles to work.
You can get to work ten-times faster because bikes can use transit and bus lanes.’’


Article 4: Sydney’s transport future: we can have our cake and eat it, says Clover
Author:Michael Gormly
Posted:Thursday, 15 October 2009
http://www.altmedia.net.au/sydney%E2%80%99s-transport-future-we-can-have-our-cake-and-eat-it-says-clover/12309

George and Bathurst Streets in 2030 - a shiny, happy future for Sydney? The missing Woolworths building, behind the trees on the right,
augurs otherwise.

Sydney City has a major stake in the wellbeing of wider Sydney’s transport system simply because it sits at the hub of the network. While
we privileged locals have far better transport choices than most areas, our inner suburbs have been desiccated by transport throughways
feeding other suburbs. For a taste of bad transport planning take a walk around Ultimo or Woolloomooloo; or listen to the residents of
Chippendale who are besieged by multi-lane commuter roads; or go play with the traffic in Newtown.

The current road-dominated network is bad for us, bad for wider Sydney and even for the nation because this city is its biggest economic
and population powerhouse. Not only is it costing $12 billion each year in congestion, according to last week’s Four Corners program, but
it also creates untold tonnes of greenhouse pollution. Building even more roads will only induce more traffic.


So it’s crucial that the City’s transport policies are driven by objective planning, not by political deal-making.

The state government has abandoned its promised heavy rail lines to the north- and south-west linked by a new harbour crossing, and is
rushing headlong into the far more costly, unfunded and strategically bankrupt CBD Metro linking Rozelle and Central via the city. Both
Four Corners and The Sydney Morning Herald’s ‘Campaign for Sydney’ have exposed the impracticality of this project, which seems to be
based on little more than a back-of-the-envelope plan and right-wing Labor’s obsession with crushing the rail unions.

On the other hand, the City’s Sustainable 2030 plan follows the considered advice of numerous experts and places an expanded light rail
system at its centre, as described in a major media release last week from Lord Mayor Clover Moore. It came complete with a lovely
mockup of George and Bathurst Streets at Town Hall replete with trams, cyclists, happy pedestrians and even a bike hire rack.

All very well but, if you look closely, the Woolworths building on the corner of Park and George has gone from the picture, signalling plans
to demolish it in favour of a large public square, an old idea given new life now it is to be the site of a Metro entrance.

This might be good news for the shiny happy people in the picture, except for one thing: There is no logical way that the Metro and the
light rail can co-exist, a fact so well-known to Sydney’s transport advisers that you have to wonder why Clover Moore is backing both. Is
political deal-making behind this?

We see Ms Moore on the one hand defending the sandstone terrace houses of Union Square, threatened with demolition in favour of a
Metro entrance, while on the other spruiking Town Hall Square and its Metro entrance. The latter involves acquiring and demolishing a
business and service community equivalent to a medium-sized country town, including Woolworths and its attractive Deco building.
Council has wanted this project for a long time, and one had the sense that we were spared this massive money splurge simply because
of the cost, and the difficulty in justifying it.

Bingo! Along comes the Metro, which requires part-demolition of the site, and suddenly two follies come together in convenient synergy.
The Metro provides not only the excuse but also significant funding towards the Square, so Ms Moore has fallen in right behind the Metro.

“A connected network of public transport that includes bus interchange, light rail, heavy rail and metro is critical,” she says in the media
release.

Why does this statement deeply contradict itself?


Because the $5.6bn Metro, if built, will sabotage the hubs of both an expanded heavy rail system and a viable light rail network.

Expanded heavy rail requires new tunnels under the city, along routes long reserved by forward-thinking planners from the Bradfield era.
But Metro will usurp one of these, threatening future rail routes to Sydney’s car-ridden North- and South-west expansion zones, as well as
possible routes into the Northern Beaches.

The rail chiefs parried this in a letter to The SMH last Saturday, claiming that the Metro still left open for heavy rail the corridor to the west
of the city, while the Metro would use the Pitt Street corridor.

But Gavin Gatenby, co-convenor of the Eco-Transit group disagrees: “Basically, this would stop CityRail building a relief line that would
enable it to increase services by 50 per cent to most stations on the system. It would be possible to do this on the Western alignment but
with far less efficiency and at vastly greater cost… whereas, the western alignment is technically and operationally quite suitable for
metro.”

So instead of a fully realised, cost-efficient future heavy rail system, we get an expensive toy serving Rozelle, from where commuters can
already walk or ride to the city. Yes, we know the Metro is one day supposed to extend out to Parramatta (if untold more $billions can be
found), but this still duplicates existing heavy rail, leaving vast swathes of outer Sydney forced to drive cars and pay heavy tolls. It would
inevitably intensify high-density development along the twin rail corridor and drive up the cost of housing close to public transport.

The Metro would also sabotage the core of a viable light rail network. With the government desperately plucking ever-expanding
estimates of passenger numbers out of the air to justify the Metro – not very credible after similar predictions scuttled the private builders
of the Cross-City and Lane Cove Tunnels – there is little chance they will also pay for the light rail city loop, which would serve the city far
better at a fraction of the cost.

“Light rail will provide stops every 200–300 metres around the city,” says Mr Gatenby. “It will immediately replace large numbers of buses.
The Metro with only three city stops cannot do this, and people will simply prefer light rail because it will be so much more convenient. Nor
would you have to travel 100 feet underground each time you get on or off,” he said.

And even if the state can find the $5.6bn to pay for the Metro, the money-box would be empty, the state deep in debt while the under-
patronised underground lost yet more money operationally. Sydney would have a second ‘ghost train’ to keep the Airport Line company
while further funding for public transport would be scant.


It’s clear that a light rail network reaching out to Dulwich Hill via Leichhardt, to the University of NSW via Oxford Street (relieving some of
Oxford Street’s traffic problems) and down to Circular Quay, would do a far better job than the Metro of shifting people and reducing car
and bus use.

If you believe in both coexisting, you have to believe that a Government which has been pathologically opposed to Light Rail for years is
going to allow it, and pay for it, even as it sends the Metro broke.

Yet Clover Moore is taking just that line, so I asked her media people how she resolved the contradictions. The reply was a post-modern
babble of buzzwords:

“Light rail would complement the metro, along with transport links to north-west and south-west Sydney to help move the 850,000 people
who travel around the city daily,” replied the Lord Mayor’s spokesperson.

“The Sydney Metro can lay the foundation for a modern, sustainable and integrated transport system that includes light rail.” …And so-on.

In other words, when I asked how mutually opposing transport systems could be complementary, the answer was a simple assertion that
all three systems would be complementary. This is called begging the question, a classic fallacy.

So I asked again, pointing out that my question had not been answered.

“I think we’ve addressed your question about what the City’s view is on Metro/heavy rail/light rail,” came the content-free reply.

John Bradfield and Jack Lang must be rolling in their graves.

Council, it seems, cannot refute the mutual contradictions between the CBD Metro and other transport modes. So does it simply lack the
intelligence to see this? Or has a deal been done between Clover Moore and the state government – ‘you support our Metro and we’ll
subsidise Town Hall Square and, oh, we’ll throw in that new selective legislation you wanted freezing night life in the city’s entertainment
precincts’.

Either way, the outlook for Sydney is bleak. by Michael Gormly


Article 5:
Sydney's transport system run off the rails
By Wendy Carlisle for Four Corners and staff
http://www.abc.net.au/news/stories/2009/10/05/2705042.htm

Oct 5, 2009 1:29pm AEDT, Updated Mon Oct 5, 2009 2:41pm AEDT

After four election victories in a row, the New South Wales Labor Government's 15-year reign is entering a spectacular endgame.

There is an ever-growing whiff of scandal: political donations, corruption findings, sacked ministers and continuous leadership speculation
which the Government seems unable to do anything about.

And while the Government tears itself apart, there is chaos on the roads and the city rail network is bursting at the seams.

Infrastructure Partnerships Australia says congestion costs the state economy more than $12 million a day in lost productivity.

One struggling commuter, Adrian Hart from Baulkham Hills in the city's north-west, faces a four-hour journey each day to get to and from


his workplace in North Sydney.

The only way Mr Hart can get to work is to catch two buses which are both privately run.

By the time he gets home at night it will have been a 12-hour round trip - on transport for four hours and at work for eight.

"I think there's a big demand out here for public transport. I think people really want it, and they just get let down," he said.

Garth Bell of Castle Hill said his family moved to the north-west on the basis that a rail line would be built.

"It was on the original plans. I believe it's been on plans for 20 years," he said.

The sticking point When Bob Carr was premier of New South Wales
he realised that massive investment was needed in public transport for Sydney.

The premier also knew that he needed to sell the state's electricity generators to pay for it.

To do that he needed approval from the ALP's state conference, but public ownership of power stations has long been a sacred cow for
Labor and his scheme was defeated.

Some in the ALP, such as factional powerbroker Edie Obeid, have lived to regret that decision.

"[The power assets] should have been sold when Carr and Egan floated that in '97," he said.

"We'd have got about $35 billion at the time."

The next New South Wales premier, Morris Iemma, announced an ambitious $12 billion plan to build an underground fast commute metro
system out to the city's north west.

But Mr Iemma had to find the money and he decided to reattempt the sale of the state's electricity assets.


At an explosive ALP state conference, his proposal was resoundingly defeated.

The next day, Mr Iemma announced that he was going to defy the decision of the conference.

His decision outraged the union movement which lobbied to MPs to oppose privatisation.Without crucial support Mr Iemma was forced to
resign.

The CBD Metro

New premier Nathan Rees was facing the same problem as his predecessors - public transport, and how to pay for it.

Having dumped Mr Iemma's north-west metro, Mr Rees announced the CBD metro - a six-kilometre tunnel under the city from central
station up through the CBD and into a marginal Labor seat in the inner west.

Mr Rees had not taken the plan to his Cabinet and it had not been fully costed.

The Federal Government was not impressed either, saying that the project was not part of a comprehensive transport plan, so it was not
willing to fund it.

Mr Rees decided that New South Wales taxpayers would pay for the CBD Metro instead.

But the CBD metro is winning few supporters, least of all people who live at the end of the proposed metro line at Rozelle.

Many are angry that a deal has been struck between Sydney Metro and the Wests Tigers NRL club, so that the station can be
constructed and the club totally rebuilt at the same time.

As a result, the State Government is now compulsorily acquiring neighbouring properties for substantially less than the club's developers
would have had to pay.

On top of that, six months ago the Government admitted the CBD Metro would run nearly 90 per cent empty when it opened.


It commissioned new models and predicted passenger numbers rose by 50 per cent.

The state's Transport Minister David Campbell insists the CBD Metro is a good long-term investment.

"I'm confident that it will play its part as part of the integrated public transport network that we're working on putting in place," he said.

The cost to business

As Sydney's population soars in north-west, a city the size of Canberra will emerge over the next decade or so. Norwest is a big new
business park in the area, accommodating 25,000 workers including from Woolworths which has its headquarters there.

A key part of the Norwest plan was the north west railway which would have linked the multi-billion dollar park to the rest of the city.

Liberal Party member Graeme Hale set up a scrapbooking and card-making business on that basis.

"We saw the Business Park here at Norwest as an excellent opportunity," he said.

Mr Hale says the never-built rail link is now affecting who he can employ in his company.

"As part of our interviewing process, we ask them what vehicle do you have? Do you have your own motor vehicle licence?" he said.

"It's now got to the point where we are reluctant to hire staff unless they have their own private vehicle.".

The first sod on the CBD metro will be turned before the writs are issued for the next state election, in March 2011. The Government is
unlikely to survive, and the people of New South Wales will still not have a decent public transport system.

ABC TV's Four Corners Program "Off the Rails" is on tonight at 8.30pm on ABC 1.


Appendix 1.2


Traveller Information 1: Sydney Bus trip tips


Traveller Information 2: Train Trip tips


Traveller Information 3: Sydney Ferry


Erika Rimes Stage 1 Hsie Transport

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