GEOG-2-Local Community, Local Discovery

Geography Summary
KS3 Cycle Curriculum Pack

Project two – Local Community, Local Discovery
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Local Community, Local Discovery

summary
Discovery and exploration are at the heart of geography:
discovering both knowledge and places, exploring ideas and
locations, physically and intellectually stretching out into the
local and wider area. This is one of the things that makes
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
geography so exciting, immediate and relevant.

We all travel through our local area so frequently, whether to shop, on the
way to work or school, to visit friends and family or to just relax. It is also
possible to say that all too often we take our local area a bit for granted,
perhaps overlooking the local-scale geography which can be every bit as
dynamic, evolving and intriguing as many larger-scale processes and
patterns in what seem to be more glamorous locations.
This project focuses on practical and investigative work and engaging with
the local area, and encourages students to take time to observe, reflect and
learn from their local environment and community and to appreciate the
very real geographical stories, actions and changes that have shaped where
they live and are educated. At the local scale, we can study the physical,
political, economic and social environments and see how geography is
relevant to our everyday lives. Students will be able to interact with, and
learn from, their surroundings and begin to develop an awareness of how
they themselves can influence their local area. Students will develop an
understanding of their local area as well as of the London 2012 Olympic
and Paralympic Games.
Geography Summary
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summary
Investigative work and research at the local scale and in the local area
form the core of this project, enabling young people to develop skills and
experiences that not only enhance their geographic skills but also their
Personal, Learning and Thinking Skills (PLTS). The skills and experiences that
form a part of teaching and learning in this project include:

Geographical skills and understanding Personal, learning and
thinking skills
Identification of a question to investigate Communication
Developing a plan for your investigation Creative development
Data collection methods Social development
Sampling techniques Personal development
Analysing and presenting data Decision making
Ordnance Survey map interpretation and skills Evaluation
This project is flexible and allows a high degree of choice for teachers. It
might be followed as a project over a number of consecutive days, perhaps
linking in with subjects such as history and art. Alternatively, it might form
the basis of a block of lessons, or each lesson can be used alone.
Geography Teaching delivery map
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teaching delivery map
Areas within the Key Stage 3 (KS3) Qualifications and Curriculum Authority (QCA)
scheme of work
Unit no. Subject Unit summary
1.1 Place Understanding the physical and human
characteristics of real places. Developing

‘geographical imaginations’ of places.
1.3 Scale Appreciating different scales at the personal
and local to national scales.
Making links between scales to develop
understanding of geographical ideas.
1.4 Interdependence Exploring the social, economic, environmental
and political connections between places.
1.2 Space Understanding the interactions between
places and the networks created by flows
of information, people and goods.
1.5 Physical and human processes Understanding how sequences of events
and activities in the physical and human
worlds lead to change in places, landscapes
and societies.
1.6 Environmental interaction and Understanding that the physical and human
sustainable development dimensions of the environment are interrelated
and together influence environmental change.
Exploring sustainable development and its
impact on environmental interaction and
climate change.
1.7 Cultural understanding Appreciating how people’s values and
and diversity attitudes differ and may influence social,
environmental, economic and political issues,
and developing their own values and attitudes
about such issues.
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Areas within the KS3 QCA scheme of work (continued)
2.1 Geographical enquiry Students should be able to:
a) ask geographical questions, thinking critically,

constructively and creatively
b) collect, record and display information
c) analyse and evaluate evidence, presenting
findings to draw and justify conclusions
d) find creative ways of using and applying
geographical skills and understanding to create
new interpretations of place and space
e) solve problems and make decisions to
develop analytical skills and creative thinking
about geographical issues
2.2 Fieldwork and out-of- Students should be able to:
class learning select and use fieldwork tools and techniques
appropriately, safely and efficiently
2.3 and Graphicacy and visual literacy and Students should be able to:
2.4 geographical communication a) use photographs and other geographical data
b) communicate their knowledge and
understanding using geographical vocabulary
and conventions in both speech and writing
The study of geography should include:
a) a variety of scales, from personal, local,
regional, national, international and continental,
to global
b) a range of investigations, focusing on places,
themes or issues
c) key aspects of the UK, including its changing
human and physical geography, current issues
and its place in the world today
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Areas within the KS3 QCA scheme of work (continued)
d) human geography, built and managed
environments and human processes
e) interactions between people and their

environments, including causes and
consequences of these interactions, and how
to plan for and manage their future impact
During the key stage students should be offered
the following opportunities that are integral to
their learning and enhance their engagement
with the concepts, processes and content of
the subject.
The curriculum should provide opportunities
for students to:
a) build on and expand their personal
experiences of geography
b) explore real and relevant contemporary
contexts
c) use varied resources, including maps, visual
media and geographical information systems
d) examine geographical issues in the news
e) make links between geography and other
subjects, including citizenship and ICT, and
areas of the curriculum including sustainability
and the global dimension
Source: www.qca.org.uk
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Areas within a School Travel Plan (STP)
Section of the STP How does the project link to the STP criteria?
Part 1 – Tell us about your school • The school is the starting point of a number of the
activities and will offer ample opportunity for this

to be covered
Part 2 – What are the issues • A brief description of the travel/transport problems
at your school? faced by the school/cluster of schools, including
students’ travel needs:
– journeys to and from school at normal
start/finish times,
– journeys to attend pre- and after-school events, and
– journeys made during the school day to attend
activities at other locations.
Local Community, Local Discovery will discuss
personal travel journeys and the issues that students
see and experience
Part 3 – How has everyone • Involves whole classes and year groups across KS3
been involved? and can be the basis of displays and assemblies to
raise awareness across all ages of students
• Discussions cover how students currently travel
to/from school and how they would like to travel
to/from school
• All interested parties have been consulted: student
participation is key to much of the content of
Part 4 – What exactly do you • Raises awareness of traffic issues
want the plan to achieve? • Develops understanding of sustainable and
practical solutions
• Influences individual, collective and
organisational behaviour
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Areas within a School Travel Plan (STP) (continued)
Section of the STP How does the project link to the STP criteria?
Part 5 – How are you going • Makes proposals to develop sustainable transport
to achieve it? integral to Local Community, Local Discovery
• Uses Local Community, Local Discovery as the

starting point for a whole-school approach to
healthier and sustainable travel
Part 6 – Monitoring, reviewing • The themes of Local Community, Local Discovery
and progress reporting can be revisited and reviewed throughout KS3
and KS4
• A member of staff and a student transport
committee could be appointed to build upon the
ideas in Local Community, Local Discovery
Source: Transport for London

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Areas within Every Child Matters (ECM)
Objective How does the project link to the ECM objective?
Be healthy Promotes healthy form of travel and discusses pollution
and the health issues of using motorised transport.

Stay safe Considers the hazards of cycling on the public road,
and also the hazard of pedestrians in urban areas.
Enjoy and achieve Innovative, active and practical learning which will form
the basis of a competitive and sustainable learning.
Make a positive contribution Contributes to the debate about local transport issues,
sustainability and congestion and will increase the
capacity of young people to engage in debate within
their communities.
Achieve economic well-being Raises the issue of how local issues and transport
issues impact on the well-being of everyone.
Source: Department for Children, Schools and Families

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Areas within Healthy Schools (HS)
Core themes In what way does the project link to the HS core theme?
Personal, Social and Health PSHE and Local Community, Local Discovery contribute
Education (PSHE) significantly to all five national outcomes for children/
young people: being healthy, staying safe, enjoying and

achieving, making a positive contribution and economic
well-being.
PSHE provides children/young people with the
knowledge, understanding, skills and attitudes to make
informed decisions about their lives, which includes the
Local Community, Local Discovery project containing
decision making, community awareness, healthy living
and unhealthy living awareness, progression and
achievement, team skills and confidence building, among
others. Its raising of the context of government priorities
is a bridge to the wider decision-making environment.
Healthy eating By inference a healthier lifestyle will include healthy
diets and this can form part of the evaluation and
discussions within Local Community, Local Discovery.
Physical activity • Local Community, Local Discovery encourages and
promotes cycling
• Physical activity contributes significantly to the
‘being healthy’ national outcome for children
• Students are provided with a range of opportunities
to be physically active
• They understand how physical activity can help
them to be more healthy, and how physical activity
can improve and be a part of their everyday life,
which is emphasised by the raising of awareness of
the cycling routes and support available in London
Local Community, Local Discovery is a fully
consultative and participatory project.
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Areas within Healthy Schools (HS) (continued)
Core themes In what way does the project link to the HS core theme?
Emotional health and well-being • Emotional health and well-being contributes
significantly to all five national outcomes for

children/young people: being healthy, staying
safe, enjoying and achieving, making a positive
contribution and economic well-being
• The promotion of positive emotional health
and well-being helps children/young people to
understand and express their feelings, build their
confidence and emotional resilience, and therefore
their capacity to learn
• Local Community, Local Discovery’s emphases on
team work, respect for the views of others, the
need for cooperation and mutual support in learning,
the fusion of different skill and talent bases, and
the emphasis on achievement and relevance all
contribute to a positive project for emotional well-
being that will develop confidence and enjoyment
of learning
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Areas within Sustainable Schools (SS)
By 2020 the Government would like all schools to be models of sustainable travel, where
vehicles are used only when absolutely necessary and where there are exemplary facilities for
healthier, less polluting or less dangerous modes of transport. The rising number of vehicles
on the roads leads to congestion, increased road accidents and pollution. During term time cars
on the school run account for 16 per cent of early morning traffic and a measurable increase
in pollutants such as carbon monoxide near schools. It also decreases students’ independent
mobility, reduces their amount of daily exercise and detracts from their awareness of road
safety. Walking and cycling offers a sustainable alternative, providing a valuable boost to
students’ fitness levels, increasing students’ concentration and instilling positive habits for life.1
Local Community, Local Discovery is an effective and active contributor to the delivery of
the sustainability agenda.
The Travel and Traffic doorway In what way does the project link to the SS doorway?
Curriculum Local Community, Local Discovery cultivates the
knowledge, values and skills needed to address travel
and traffic issues, and reinforces this through positive
activities in the school and in the local area.
Campus Local Community, Local Discovery raises the issue of
the impact of students’ travel behaviour and promotes
individual responsibility; policies and facilities for
promoting safe cycling; and reduced motorised
transport journeys to lessen their environmental
impact and promote healthier lifestyles.
Community Local Community, Local Discovery can be seen in its
community context to encourage students, staff and
families to promote awareness of travel decisions
among their stakeholders. The raised awareness
of the issues among students will allow them to
participate more in the decisions and actions within
their own communities.
1
Source: Sustainable Schools National Framework, www.teachernet.gov.uk
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Areas within other central government initiatives/programmes
Initiative/programme Explain the project’s link to this initiative/programme
Extended Schools Local Community, Local Discovery can be the
foundation, or an integrated part, of an extended school

activity on transport, travel and local community where
students become more actively involved in setting the
agenda and offering real solutions to issues.
Personal Learning and Local Community, Local Discovery develops a wide
Thinking Skills (PLTS) range of PLTS and can be used as a platform for further
development or as a means of appraising current levels
of PLTS. PLTS in Local Community, Local Discovery
includes: verbal, visual and written communication;
team work; decision making; numeracy; independent
enquiry; self-management; reflective learning and
evaluation; effective participation and creative thinking.
Enterprise Education The economic and social context of Local Community,
Local Discovery helps schools deliver enterprise
awareness. Enterprise education includes the capability
to handle uncertainty and respond positively to
change, to create and implement new ideas and ways
of doing things, to make reasonable risk/reward
assessments and act upon them in one’s personal and
working life; innovation; risk-management; a ‘can-do’
attitude; and the drive to make ideas happen – all
of which are features of various aspects of Local
Community, Local Discovery.
Social and Emotional Aspects Local Community, Local Discovery develops the
of Learning (SEAL) qualities and skills that help promote positive behaviour
and effective learning. It will develop and promote
self-awareness, managing feelings, motivation, empathy
and social skills.
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
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lesson plans
The theme of this project is local discovery and exploration, so that students
develop a greater understanding of their surroundings and of the impact and
possibilities of cycling within that context. There are three lessons in this
project, which will probably last in total between 240 and 360 minutes.
The lessons are based on the following themes:
Lesson 1
Our own travel and national trends in cycling
Lesson 2
Local geography and cycling
Lesson 3
Cycling to the Olympic Stadium
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lesson 1 – introduction
Our own travel and national trends in cycling

Our own travel patterns and how these feed into national trends in cycling –
why has there been a decline over the past 50 years?
Context: we all have our own travel patterns and habits, which influence

the wider picture. There has been a significant decline in cycling journeys
in the UK over the past 50 years, and a dramatic increase in car and van
use. London has a very low proportion of journeys by bicycle compared
with most European cities (see Young Dragons, Lesson 1, resource sheet).
Handouts and resources: there are four worksheets to accompany this
lesson and a number of opportunities for discussion, creativity and
problem solving.
Knowledge: the trends in cycling use in the UK over time and spatially;
the reasons for these trends; and understanding the local situation.
Introduction to lesson: a useful start might be to discuss with the class
their own journeys to school, the journeys that their families and friends
take during the week, the reasons why people select a different type of
transport depending upon the journey they will undertake and other such
issues, emphasising personal geographies as much as possible.
Time: likely to last for between 60 and 90 minutes.
After the introduction above distribute Worksheet 1 to the students and
ask them to discuss the questions and complete the answers. The travel
diary question might be set as homework across a week. Some examples
of how the diary might be completed are in these notes. The tasks in
Worksheet 1 and Worksheet 2 will develop reflection about the students’
own travel geographies.
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lesson 1 – worksheet 1
How we travel – our travel habits

We all travel, don’t we?
Working in pairs or small groups, write down in the spaces in the spider
diagram below the different ways that people can travel:
Different types
of transport
Student responses are likely to include: car, bus, train, Underground, bicycle
and walking.
Most people do some sort of travelling every day. Why do people make
journeys? What different sorts of journeys are there?
Different types
of journey – why do
we travel?
Student responses are likely to include: journeys to school, work, shops, and
to access entertainment, go on holidays and visit relatives. However, there
are economic journeys such as supplies to shops and industry as well.
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How we travel – our travel habits (continued)

Think of the journeys that you take regularly, discuss them with
a partner or in a small group and complete the travel diary:
My travel diary

Last week. Date: Monday 17 December to Sunday 23 December 2007
Day Travel from Travel to Why did How did How long
you travel? you travel? did it take?
Mon 1. Dagmar 1. Harrow 1. To go to 1. Bicycle 1. 10 minutes
Avenue, Road, school from 2. Bus to each way
Wembley; Wembley; home and Wembley Central 2. 50 minutes
2. Dagmar 2. Beresford back again; Underground, each way
Avenue Avenue, 2. Visit my then one stop on
Alperton relatives the Bakerloo line
to Stonebridge
Park, then walk
Tue
Wed
Thur
Fri
Sat
Sun
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How we travel – our travel habits (continued)

How does your travel diary differ from your partner’s or that of others
in your group? Why do you think that it differs? Put some ideas in the
space below:
Hand out Worksheet 2 and allow the students to consider their own
travelling over longer journeys, whether across London, within South East
England, nationally or internationally. If some students have only travelled
locally, ask them to consider family members and friends. This will provoke
a variety of answers and demonstrate the diversity of journeys, which in
itself might be the basis of a discussion or a wall display of journeys
undertaken by the class members.
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Travelling over longer distances

Thinking of the last year, what travelling have you done?
Discuss in pairs or small groups and complete the travel diary
section below:

When did From To Why did How did How long How far
you travel? you travel? you travel? did it take? a distance
was it?
August Home in Birmingham Visit Walked to 2 hours 117 miles
2007 Wembley friends Wembley and 45
Central; minutes
Underground
to Euston
Station;
train to
New Street
station,
Birmingham;
Walked to
friend’s
house
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The different transport types that people use

Next, move the discussion to why we use certain types of travel. Ask the
students to study the following people’s pen portraits and then decide
from the list underneath, which is the most likely type of transport that
each individual would use.

Hand out Worksheet 3. This worksheet is the basis of a discussion, which
is perhaps best completed in pairs. It asks students to read the information
about five different Londoners, and then to consider the most likely form
of transport that each individual would use. This will begin the process of
understanding the motivations and needs of the London community and
thus help students to understand the problems and provision needs from
different perspectives.
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The different transport types that people use (continued)

Read through the information below about five Londoners, and then discuss
what form of transport they are most likely to use for their activities.

dThis is Pavlo. His parents moved to London
from Poland about 40 years ago. He owns
his own business, which employs over 3,000
people, and he needs to move quickly and
safely between his offices and factories
across the UK.
aThis is Annie. She has lived in London all oAnju works as a doctor in one of
of her life, and sadly now lives on her own London’s main hospitals. A healthy lifestyle
after her husband died a few years ago. She is important to her and her husband and
does not go out much, but needs to get to their two children but they also live busy
the shops twice a week for her food and lives. Luckily, they live close to Anju’s work
other groceries – things are so expensive and to the children’s school.
and she only has her old age pension.
aRicky travels over 15 miles just to get to

school each morning, and often stays with
mates to save going back each night so that
he can fit in football practice and homework.
dNiki is a student at university in London,

and enjoys her time there very much. As she is
visually impaired, her lecturers let her record
their lectures. She has to travel about five
miles each day to university.
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The different transport types that people use (continued)

What type of transport from the following list do you think each
person would use?
Place a tick in the appropriate column of the table to indicate what form of
transport you think each person might take. You may only select one type
of transport per person.
Pavlo Annie Anju Niki Ricky

Bus
Taxi
Bicycle
Private car
Underground train
Overground train
Walking
Aeroplane
Moped/motorcycle
There are not necessarily ‘correct’ answers to this exercise, although some
answers are more likely to be accurate than others! The key idea is to
stimulate debate and an appreciation of different people’s reasons for
travel: their capacity and the reasoning behind their choice of transport.
Why did you match the type of transport that you did to
each person?
Give some reasons below:
Here, ideas such as wealth, type of job, age, family size, personal lifestyle,
work–home location and personal attitudes should come to the fore.
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Trends and changes in how people travel

The next stage of the lesson is to look at journeys on a larger scale
by examining some trends in the UK and Europe. This also offers the
opportunity for students to develop graphical and interpretative skills.

You will be aware that different people use different forms of transport for
their journeys, often because of the specific needs of that journey, for
example long-distance journeys tend to be by air and sea transport, while
journeys under two kilometres can most productively be undertaken on a
bicycle. The following information shows how travel journeys have changed
over time and between various European cities.
Complete the following tasks:
1. Using the outline underneath, draw a bar graph of the information in

Figure 1. Title the graph, label the axes and write on three annotations
to illustrate key facts or trends about the changes.
Emphasis can be placed on the basic skill of graph drawing and the
importance of annotations and titles. It is suggested that students use
agreed practice and whole-school methods of bar graph construction
for this exercise.
Figure 1: The percentage of travel journeys made by bicycle in

selected European cities
European city Percentage of travel journeys made by bicycle

Copenhagen 20
Berlin 5
London 2
Amsterdam 28
Munich 12
Source: Ken Livingstone, former Mayor of London

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Trends and changes in how people travel (continued)

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2. In the space below, draw two pie charts – one for 1952 and one for
1996 – using the information from Figure 2 to show the percentage
of travel journeys made in the UK using different forms of transport.

Title, label and annotate each pie chart.
Emphasis can be placed on the basic skill of graph drawing and the
importance of annotations and titles. It is suggested that students use
agreed practice and whole-school methods of pie chart construction
for this exercise.
Figure 2
1952 1996
Rail 18 5
Bicycle 11 1
Bus/coach 42 6
Car/van/taxi 27 87
Source: Department of Transport study, published in The Times, 31/10/07
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For both Questions 3 and 4 students might make use of the internet or
textbooks, and discuss their answers with their partners or in small groups
before sharing each others’ views in a whole-class discussion.
3. Why do you think that cycling has declined so much in the UK over the
period 1952 to 1996? Give three reasons:
Ideas might include: concern over safety related to increased motor vehicles
on roads; longer commuting to work makes bicycles impractical; parental
concerns about child cycling; increasing demand for comfortable lifestyles.
1.
2.
3.
4. Why do you think that cycling is much more significant in cities such
as Munich and Amsterdam than in London? Give three reasons.
Ideas might include: safer cycling; more cycle storage facilities; health
benefits emphasised; more safety patrols; tracking devices; environmental
benefits emphasised; financial encouragement; other transport modes
reduced via charging or restrictions on access; flatter terrain.
1.
2.
3.
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Local geography and cycling

Context: this lesson allows students to investigate their local travel context
and processes, as well as to develop investigative skills and experiences.
Handouts and resources: there are seven worksheets to accompany this

lesson and a number of opportunities for discussion, creativity and
problem solving.
Knowledge: urban transport issues such as congestion, air pollution, noise
pollution, visual pollution, local impacts, investigative and graphical skills.
Introduction to lesson: teachers may wish to start with a general discussion
on local area perceptions and why geographers conduct investigative work.
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lesson 2 – structure
Local geography and cycling (continued)

First, ask the students to draw a mental map of their journey to school,
asking them to note down key features. Then, ask them to use an Ordnance
Survey (OS) map extract which shows that journey, and trace back through
their mental map to see if the map helps them to clarify, alter or add detail
to their mental maps. Finally, ask them to note, perhaps as homework,
what the actual journey is like, what they pass by and how long it takes.
Use this initial task to discuss the next one: why is it different when we
travel through an area on a bus, or train, or car against by bicycle? What
different things do we see?
Develop the idea that what we see differs depending on where we stand,
and our observational skills are dulled by being in vehicles and by the pace
of modern life. Cycling can renew our engagement with our physical and
built environment and open up new opportunities to discover and explore
our surroundings.
Having established some of the perceptions of their journey to school, and
the different things we see depending upon how we travel, the next task is
centred around investigative work on the local scale.
Fieldwork –
A local investigation into travel habits and attitudes towards cycling
It is suggested that, depending on a department’s and school’s fieldwork
policies, this investigation could take place in a shopping area or other
appropriate location that is local to the school. The level of investigation is
an operational one for each individual department, so the following lesson
ideas are flexible and can be adapted to suit local needs and aims.
On the assumption that local fieldwork is practical and in line with
departmental and school policies and procedures, teachers might find
the following structure and worksheets helpful. The outcome of this
investigation might well be a display of work, a formal written project,
a verbal presentation with visuals or any combination of these ideas.
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Structure of fieldwork
Investigative activity Content suggestions

Why do geographers Discuss why collecting our own data develops our
conduct fieldwork? understanding; makes geographers less reliant
on other sources, which might not be accurate,
reliable or relevant; means we can engage with
the processes and contexts ourselves; we can
explore and understand our surroundings better
if we actually do it ourselves!
What are we Discuss with the class the broad topic (local
investigating? travel and transport), then take them through
the process that takes them from an idea to
a question. Although it is possible to use a
hypothesis in this process, a clear question
might offer a more accessible route ahead.
Where shall Discuss the idea of local scale and local location,
we investigate? and how for successful investigations both the
scale and location should be appropriate to the
time, resources and capacity of the group. Move
the discussion towards fixing a location, perhaps
using OS maps and the internet to assist in this
process. The idea of a pre-visit or ‘recce’ can be
introduced, and the weighing up of the pros and
cons of the chosen location. These will include
the location’s accessibility, the likelihood of
finding data of sufficient quality, quantity and
relevance, and health and safety considerations.
A risk assessment exercise by the students can
be included. It might also be possible for sketch
maps to be drawn of the location.
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Structure of fieldwork (continued)
Investigative activity Content suggestions
What shall we collect? This is an opportunity to distinguish between

primary and secondary data and between
quantitative and qualitative data. Then, the
students can move on to deciding what data
will actually be collected.
How shall we collect it? This is about methods of data collection, but a
teacher might also decide to include sampling
strategies in here as well and consider why we
sample and how. The data collection methods
will vary according to the data to be collected,
however for this theme traffic counts and
questionnaires would seem to lend themselves
naturally to this task.
What do we do with Data need to help answer the question set. The
the data? first step will be to check what data have actually
been collected successfully – similar to an audit –
and then students can tally the information,
construct appropriate presentation forms and
calculate key figures.
What does the This is about interpreting and analysing the data.
data mean? The data need to be used for a purpose, rather
than to be just passive.
Conclusion Were the results valid and reliable? What was
the answer to the question? How did the data
prove this?
Source: Duncan Chamberlain, 2006

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Resources:
Resources such as planning sheets, OS map extracts and photographs will

help in the delivery of this lesson.
The following are examples of worksheets which could be used for this
investigation, although local circumstances and existing departmental
resources and approaches will influence what is used. These worksheets
can serve as the basis of a project or display or can be stand-alone pieces
of work. The teacher may wish to select a title for all of the students,
however it might be appropriate to allow some student choice based on
the sequence in Worksheet 1, Lesson 2. Suitable titles for investigation
might be based on traffic flows, traffic congestion, different forms of
transport, or car parking.
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What are we investigating?

There is a sequence that geographers use to decide the question that they will investigate.
The sequence is based on the following:
Original idea
5
What is the
Can the idea What scale Will it be
Is it final question
q be made into q will it be q practical to q
geographic? for the
a question? studied at? investigate?
investigation?
Now complete your own sequence for your investigation:
Original idea
5
Is it
geographic?
5
Can the idea
be made into
a question?
5
What scale
will it be
studied at?
5
Will it be
practical to
investigate?
5
What is the
final question
for the
investigation?
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Where shall we investigate?

Complete the following table, after discussions with your group.
Action or question Response and ideas

Where shall we do
the fieldwork?
Why is this an Students should think of why a location would be useful to

appropriate location? them, eg: readily accessible; safe to work in; likely to have data
sources in it; libraries or similar located there; appropriately
sized fieldwork area.
Are there any risks in An opportunity for the students to think ahead to potential
working at this location? hazards and how they can manage and reduce them –
issues such as getting lost; approaches by strangers; cold
temperatures; falling over; and traffic. These can be managed
by: clear instructions from staff; use of mobile phones;
readily available contact details for emergency services and
the school; first aid kits and so forth.
What data and information
are we likely to find at
this location?
How far away from school is

the location? How long will
it take us to get there and
how will we travel there?
Draw a sketch map of the Sketch maps can often be underestimated for their value.
location on a separate piece They are able to summarise a location’s key aspects and,
of paper or on the back of through annotations, the relevant features of an area can be
this worksheet highlighted. Although this can be seen as a rather ‘low-tech’
technique, it develops observational and interpretative skills.

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What shall we collect?

Question Response and ideas

What is primary data? Data that is collected by the person undertaking the
investigative work themselves in the field, for example data
and information from traffic counts, questionnaires and shop
counts which the students have done themselves.
What is secondary data? Data that is acquired from ‘second-hand’ sources, ie collected
by someone else other than the person undertaking the
investigative work. Examples include textbook information,
census data and train timetables.
What is the difference Quantitative data is based on data, facts and measurable
between quantitative quantities while qualitative data is based on opinions,
and qualitative data? interpretations, values and attitudes.
What data will

we collect?
Why will we collect The reason to collect data in a geographical investigation is to

that data? help answer the question that a student is investigating. Data
will tend to offer the basis of a description of the answer and,
separately, the explanation of the answer.
How do we know the Reliability will come from unbiased data collection, including
data we collect is a suitable sample size and a sample that is representative
reliable and accurate? of the parent population. There is an opportunity here to
discuss sampling techniques such as random and systematic.
Accuracy includes being consistent in data collection, recording
information accurately and ensuring that any equipment used
is itself accurate.

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How shall we collect the data?

This will depend on what data the students are aiming to collect. One
aspect to emphasise to them is that they should select the data that they
wish to collect first, for example where people who shop in shopping

centre X live, rather than choosing the technique of data collection first.
Likely data collection techniques will include questionnaires, traffic flow
surveys and pedestrian counts. It might be appropriate to also introduce
some level of sampling methodology, such as sample size and random
and systematic sampling.
Data Data collection method, sampling and specific questions

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What shall we do with the data?

The analytical and presentational techniques chosen will have to be
appropriate to the data collected. However, presentational techniques
such as bar charts, pie charts, proportional symbols and photographs,
and analytical techniques such as range, mean, mode, median and

percentages might be appropriate.
Data What would be the best way to present and analyse the data?
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What does the data mean?


What are the key findings Here, look for students to be able to identify some key trends,
in our data? facts, patterns and processes. For example, that congestion
is worse in A rather than B, or that more lorries on road C led
to more congestion, or that most shoppers in supermarket C
travelled by car irrespective of where they lived.
What evidence do we have Students should look at the data they have collected for
for our findings? evidence which supports their findings. For example, congestion
is worse in A rather than B as at A the average length of time
traffic was stationary was two minutes but at B it was only
20 seconds, or that 32 out of 47 shoppers in supermarket C
travelled by car irrespective of where they lived.
What do we think has Try to lead the students to directly explain their findings rather
caused, or might explain, than use generic explanations and to use local explanations
our findings? rather than generalised ones.

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What are our conclusions for this project?


Look back to the question Encourage the students to be simple and straightforward initially
that we set ourselves. and to commit to a precise answer, for example ‘Congestion is
What is the answer? worse between 17:00 and 18:00 than between 11:00 and 12:00’.
What evidence is there for

this answer?
Do we think our answer is Reliability will be based on sampling – see Worksheet 3.

accurate and reliable? Accuracy includes being consistent in data collection,
recording information accurately and ensuring that any
equipment used is itself accurate.
How might our investigation This might include using a larger sample; collecting different
have been improved, to data or a greater breadth of data; working more consistently;
make the answer more researching more comprehensively and not being limited by
accurate and reliable? such things as time, resources and the weather.

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Getting to the 2012 Games

Context: this lesson builds on the investigative lesson’s practical focus on
the local area, to link the local to the regional. The emphasis here is on
cycling in London – both locally and regionally.

Handouts and resources: copies of the London cycle route maps will
be required for aspects of this lesson. There are five worksheets and
three handouts to accompany this lesson and a number of opportunities
for discussion, creativity and problem solving.
Knowledge: urban transport issues such as the benefits of cycling,
together with skills such as route planning, OS map interpretation and
research skills.
Introduction to lesson: teachers may wish to start with a general
discussion which links together some of the themes of this project:
personal travel geographies; local area studies; why people choose certain
types of transport over other types. This can then be linked into cycling in
London and how the London 2012 Olympic and Paralympic Games will be
setting its own very clear travel agenda based on sustainability.
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Getting to the 2012 Games (continued)

The lesson might start, after the introduction, on the idea of London
cycle routes and the London Cycle Network. The following websites
might prove interesting and valuable as a teaching resource for research
and independent learning:

The London Cycle Network
www.londoncyclenetwork.org.uk
London Cycling Campaign has its own website and many local branches
across London:
www.lcc.org.uk
Transport for London (TfL)
tfl.gov.uk
Copies of local cycle routes are free and can be ordered from the London
Cycling Campaign’s website or from TfL by completing the online order
form or calling the 24-hour travel information service on 020 7222 1234.
Copies of local guides can also be picked up from cycle retailers and
leisure centres.
TfL’s website offers the opportunity to plan cycle journeys using its
Journey Planner. Journey Planner allows people to plan their cycle journey
and shows the best routes for cycling. Enter your start and end points and
indicate a preferred time for your journey. A series of easily printed PDF
maps – clearly marking your route – will be generated by accessing:
journeyplanner.tfl.gov.uk
For this activity students will need access to a London Cycle Guide for
the school’s area, and the internet, specifically for the cycle option in the
TfL Journey Planner.
First, introduce the students to both resources – the map and the website –
and encourage them to explore both resources.
Then give out Worksheet 1, Lesson 3 and guide the students through it
as they work individually or in small groups.
Page 2.40
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Use relevant websites and London Cycle Guides, if available, to
answer the following questions.

1. a) How many London Cycle Guides are there in total?
Fourteen
1. b) What are London Cycle Guides?

The London Cycle Guides are a printed series of free, localised guides
covering Greater London. Recommended by experienced cyclists, the routes
in these guides have been fully updated and checked. The third edition was
issued in August 2007 and the guides are updated annually. Each cycle guide
contains: a street map of the local area showing recommended routes for
cycling, with stations which have cycle parking clearly marked on the map,
together with useful information and contacts.
2. What use have the London Cycle Guides?

Offer planned, safe routes through London that will encourage efficient
travelling and often more timely journeys to work.
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Getting to the 2012 Games (continued)

3. Study the London Cycle Guide for your school’s area. Choose a route
and follow it along and then answer the following questions about
the route:
a) Where does your cycle route start and finish?

Start:
Finish:
b)How far is this route?

Distance:
c) Follow the route on the map. About halfway along your chosen route,
describe what you would see if you were actually cycling and stopped
at that point to look around you.
In this question the answers will, of course, depend upon the route
chosen. However, encourage the students to interpret the map and think
what it would be like to actually be on that route. What would they see,
hear and smell?
d)Now move on towards the end of the route and think about the route
as a whole. What would it have been like to cycle along this route in
terms of the relief of the terrain, the surroundings, pollution and other
geographic aspects of the journey?
The lesson can then move on to a decision-making exercise, based on the
framework of Worksheet 2, Lesson 3. This exercise will again require the
London Cycle Guides, OS map extracts and internet access.
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Extending the London Cycle Network

Read through the following information and write your answers
in the spaces provided.
Transport for London (TfL) is creating more cycle routes across London

as part of its attempt to encourage cycling, as the extract below from the
TfL website shows:
‘The London Cycle Network (LCN+) will provide 900km of safer, faster
cycle routes through the Capital. It’s due to be finished by 2010 and is
one of our major investments. LCN+ is London’s primary cycle network
on routes which have been identified as having the highest demand for
cycling. When fully upgraded the network will provide safer and more
comfortable conditions for cycling with improved journey times and clear
links through junctions.
‘Cycling is becoming more and more popular in London, with an 83 per
cent increase since 2000. LCN+ is being designed to encourage even more
people to cycle while also improving conditions for existing cyclists.’
1. How many kilometres of cycle routes will there be in London by 2010?

900km.
2. TfL states a number of advantages that the London Cycle Network will
bring cyclists. Name three of these advantages:
Safer, improved journey times, and more comfortable conditions for cyclists.
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Extending the London Cycle Network (continued)

3. Study the map of the cycle routes near to your school.
a) Look at where the existing cycle routes are on the map, and where
there are no routes. Using this information and your own geographical
skills and knowledge, write down in the box below five factors that will
influence where cycle routes can and cannot be located.
Ideas here might include: existing roads, existing buildings, hills and valleys,
rivers and lakes, natural vegetation and woodland, planning permission.
1.
2.
3.
4.
5.
b)Look at the cycle route map and Ordnance Survey (OS) map extract
again. As you have read already, TfL is extending the LCN+ network.
Where would you place a new cycle route and why? Give your answer
in the box below.
Where?
Why?
Students might identify areas with few cycle routes, or areas where they
perceive there to be more demand, or particularly heavy motorised traffic.
They might also identify where public transport is less strong, or react more
personally to where they would be able to use a cycle route themselves.
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Getting to the Olympic Stadium

The final stage of the lesson, and of this project, is an activity about
reaching the London 2012 Olympic and Paralympic Games site by bicycle
from the students’ school. For this they will need to use Handout 1,

Lesson 3 (a map of London showing the Games site); Handout 2, Lesson 3
(an OS map extract of the area within which the Olympic Stadium will be
located; and Handout 3, Lesson 3 (a map of the London Cycle Network).
These map resources might be the basis of teachers’ own worksheets,
which can explore wider topics and areas of interest.
The introduction to this lesson might be about the Olympic Games in
general terms – why it will be held in London, why the specific site within
London was chosen, and the diversity of sports and countries that will be
represented. The latter might open up opportunities to examine global
political geography via the location of countries and to develop students’
awareness of basic geographic features of the world.
Following this introduction, to the extent that is appropriate to the students,
the lesson can move on to the more specific idea of access to the Olympic
site. Teachers might find the following website of interest:
wwp.greenwichmeantime.com/time-zone/europe/uk/england/london/east/e
15-stratford/london-olympic-bid/london-olympic-transport.htm
This website gives some basic information about the 2012 Games transport
framework and has pages which cover more generic London transport facts
and the Games venues. It also provides a link to the London 2012 website.
This might in itself offer a rewarding part of a lesson to raise awareness of
the 2012 Games.
The www.london2012.com/documents/oda-transport/tp-first-edition/
tp-summary.pdf URL offers the official plans for transport for the London
2012 Olympic and Paralympic Games.
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Getting to the Olympic Stadium (continued)

Worksheet 3, Lesson 3 should then be given out to students and teachers
should guide them through the tasks. Paired work might be appropriate to
this task, but there is flexibility. Once this worksheet has been completed
two more will follow – Worksheet 4 and Worksheet 5.
Resource needs for this part of the lesson:

• Handout 1, Lesson 3 – a map of Greater London showing the location
of the 2012 Games site. It is also recommended that a large-format
map of Greater London be obtained to put on display for the class.
The location of the Olympic Stadium should be clearly labelled.
• Handout 2, Lesson 3 – an OS map extract, 1:50,000 of the Olympic
Stadium site.
• Handout 3, Lesson 3 – a map of the London Cycle Network.
Each of these handouts can be found in the ‘Additional resources’
section of this pack.
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Getting to the Olympic Stadium

Read the following extract from the Olympic Delivery Authority,
published in October 2007:
‘London 2012 has made a commitment to be a truly sustainable Games...

sustainability principles were incorporated into the transport strategy for the
Games from the start of the planning process. The following [is an] example
of these principles: at the heart of the Olympic Transport Plan is the goal of
encouraging 100 per cent of ticketed spectators to travel to the Games by
public transport, walking and cycling.’
1. The extract states that people attending the London 2012 Olympic and
Paralympic Games will not be able to drive their cars to the Games
venues. If people cannot drive there, how might they make that journey?
Ideas might include: bus, Underground, walk, bicycle
2. Why do you think that the organisers of the 2012 Games want to
discourage people from driving their cars to the venues? List three
reasons and then explain each one.
Reasons:
i) Congestion leads to air pollution
ii) Congestion leads to delays for spectators of the 2012 Games
iii) Lack of car parking facilities, which would cost money and land to build
Explanation of reasons:
i) Carbon monoxide and other gases emitted from both stationary
and slow-moving vehicles will reduce the air quality for visitors
and inhabitants
ii) Some congestion can cause delays of many minutes or even hours.
This might affect the spectators or officials and thus reduce the
enjoyment of the 2012 Games, but also it would send a poor image of
London around the world, which might impact on future investment
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Getting to the Olympic Stadium (continued)

iii) So many people are likely to want to visit the Games that if cars were
allowed then a huge number of car parks would be needed, which
would cost a lot of money and take up a lot of space
3. The idea of sustainability is mentioned in the extract and is clearly very

important for the groups organising the London 2012 Olympic and
Paralympic Games. What is meant by the term ‘sustainability’?
Students might work towards ideas such as: actions, events and processes
that can take place in the long term without negatively impacting with the
environment, people’s lives and the future; or long-term growth which
can continue without detrimentally affecting the lives of local people, the
global community and resources.
4. Look now at Handout 1, Lesson 3, which is a map of London with

the Olympic Stadium marked on it. Imagine you are travelling from
your school to the Olympic Stadium. What forms of transport would
you use?
Students are likely to choose from bus, Underground, car, bicycle or walking,
depending on where their school is in relation to the Olympic Stadium.
5. In the space below, draw a flow chart of the stages of the journey if
you were to travel by the Underground. Use the internet to find an
Underground system map.
Title:
The idea here is for students to draw a clear, simple flow line of the
different stages, which will be landmarked by such things as Underground
stations, parks, road names and perhaps locations of personal significance,
for example passing by a relative’s house.
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Finding the Olympic Stadium

Study Handout 1, Lesson 3 and answer the following questions.
1. What type of map is Handout 1?

Map of Greater London showing main roads and motorways in and
around London.
2. What is the scale of this map?

Scale:
3. Find on the map where your school is. Write down the area where
your school is located.
Location:
4. How far away is the Olympic Stadium from your school?

This should be calculated using the scale on the map.
5. Imagine that you are travelling from your school to the Olympic
Stadium. Describe the route that you would take and what different
forms of transport you would use.
This will depend on where the school is relative to the Olympic Stadium.
The description should include plenty of references to landmarks, buildings,
Tube stations and some sense of direction and time. Students should be
able to refer to the large-format map and other sources for this information.
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Finding the Olympic Stadium (continued)

Using Handout 2, Lesson 3 – the map extract – answer the
following questions:

1:50,000 OS map extract.

1:50,000, meaning that 1cm on the map equates to 50,000cm or 0.5km
on the ground.
8. Give the four-figure grid reference of where the Olympic Stadium

is located.
Grid reference:
9. In what area of London is the Olympic Stadium situated?

Stratford.
10. Using this map only, describe, with specific reference to the map, the
geographic features of the area surrounding the Olympic Stadium.
This can be viewed as either the area immediately surrounding the stadium
or the wider local area. The definition of the area is less important than the
skill of map interpretation. Students might describe the urban morphology
of Bow and Stratford’s built-up areas, or the road pattern, or the Hackney
Marshes to the north. Using map evidence, for example grid references
and place/road names, should be encouraged.
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Cycling to the Olympic Games

Study Handout 3, Lesson 3 and answer the questions below.
1. What does this map show?

London’s cycling network.
2. Describe two differences between this map on Handout 3 and the map
that is Handout 2.
Handout 2 contains much more specific geographic detail of this particular
part of London, while Handout 3 is only conveying one piece of information
but for all of London.
Locate your school on this map. Imagine that you were to cycle from
school to the Olympic Stadium and answer the following questions:
3. If you were cycling from your school to the Olympic Stadium, how
much time do you think it would take?
4. Do you think that is practical and safe for you to cycle to the Olympic
Stadium from your school?
Students here will consider such issues as the distance from their school to
the Olympic Stadium; the route that they might take in terms of physicality
and potential hazards such as heavy road traffic; and their own fitness levels
and capability with a bicycle.
5. If you did cycle, even part of the way, what should you do to make the
journey as safe as possible?
Ideas here might include: telling a parent/guardian/responsible adult where
they are going and when they expect to arrive; having a fully charged-up
mobile phone with credit; carrying a map, emergency phone numbers,
warm clothing and emergency rations; carrying a torch.
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Cycling to the Olympic Games (continued)

6. In the space below, draw a flow chart to show the journey that you
would take if you cycled from your school to the Olympic Stadium.
7. Why do you think that the Olympic Delivery Authority, TfL and the
Mayor of London all want to encourage people to cycle to the
Olympic Stadium?
Ideas might include: to help reduce general road traffic in London; to reduce
pressure on buses and the Underground; to promote health and fitness in
line with the Olympic Games’ ideals.
Geography
Local
Community,
Local
Discovery...
Handouts and worksheets for photocopying
Geography Lesson 1
KS3 Cycle Curriculum Pack Worksheet 1
Project two – Local Community, Local Discovery Page 1 of 2
Page 2.55
Name Date
Class
How we travel –
our travel habits
We all travel, don’t we?
Working in pairs or small groups, write down in the spaces in the spider
diagram below the different ways that people can travel:
Different types
of transport
Most people do some sort of travelling every day. Why do people make
journeys? What different sorts of journeys are there?
Different types
of journey – why do
we travel?
Geography Lesson 1
Page 2.56
Name Date
Class
How we travel –
our travel habits
Think of the journeys that you take regularly, discuss them with
a partner or in a small group and complete the travel diary:
My travel diary
Last week. Date:
Day Travel from Travel to Why did How did How long

you travel? you travel? did it take?
Mon
Tue
Wed
Thur
Fri
Sat
Sun
How does your travel diary differ from your partner’s or that of others
in your group? Why do you think that it differs? Put some ideas in the
space below:
Geography Lesson 1
Page 2.57
Name Date
Class
Travelling over
longer distances
Thinking of the last year, what travelling have you done?
Discuss in pairs or small groups and complete the travel diary
section below:
When did From To Why did How did How long How far
you travel? you travel? you travel? did it take? a distance
was it?
Geography Lesson 1
Page 2.58
Name Date
Class
The different transport

types that people use
Read through the information below about five Londoners, and then discuss
what form of transport they are most likely to use for their activities.
dThis is Pavlo. His parents moved to London
from Poland about 40 years ago. He owns

his own business, which employs over 3,000
people, and he needs to move quickly and
safely between his offices and factories
across the UK.
aThis is Annie. She has lived in London all oAnju works as a doctor in one of
of her life, and sadly now lives on her own London’s main hospitals. A healthy lifestyle
after her husband died a few years ago. She is important to her and her husband and
does not go out much, but needs to get to their two children but they also live busy
the shops twice a week for her food and lives. Luckily, they live close to Anju’s work
other groceries – things are so expensive and to the children’s school.
and she only has her old age pension.
aRicky travels over 15 miles just to get to

school each morning, and often stays with
mates to save going back each night so that
he can fit in football practice and homework.
dNiki is a student at university in London,

and enjoys her time there very much. As she is
visually impaired, her lecturers let her record
their lectures. She has to travel about five
miles each day to university.
Geography Lesson 1
Page 2.59
Name Date
Class
The different transport

types that people use
What type of transport from the following list do you think each
person would use?
Place a tick in the appropriate column of the table to indicate what form of
transport you think each person might take. You may only select one type
of transport per person.
Pavlo Annie Anju Niki Ricky

Bus
Taxi
Bicycle
Private car
Underground train
Overground train
Walking
Aeroplane
Moped/motorcycle
Why did you match the type of transport that you did to
each person?
Give some reasons below:
Geography Lesson 1
Page 2.60
Name Date
Class
Trends and changes

in how people travel
You will be aware that different people use different forms of transport for their journeys,
often because of the specific needs of that journey, for example long-distance journeys tend
to be by air and sea transport, while journeys under two kilometres can most productively be
undertaken on a bicycle. The following information shows how travel journeys have changed
over time and between various European cities.
Complete the following tasks:

1. Using the outline underneath, draw a bar graph of the information in Figure 1. Title the
graph, label the axes and write on three annotations to illustrate key facts or trends
about the changes.
Figure 1: The percentage of travel journeys made by bicycle in selected European cities
European city Percentage of travel journeys made by bicycle

Copenhagen 20
Berlin 5
London 2
Amsterdam 28
Munich 12
Source: Ken Livingstone, former Mayor of London
Geography Lesson 1
Page 2.61
Name Date
Class
Trends and changes

2. In the space below, draw two pie charts – one for 1952 and one for
1996 – using the information from Figure 2 to show the percentage
of travel journeys made in the UK using different forms of transport.
Title, label and annotate each pie chart.
Figure 2
1952 1996
Rail 18 5
Bicycle 11 1
Bus/coach 42 6
Car/van/taxi 27 87
Source: Department of Transport study, published in The Times, 31/10/07
Geography Lesson 1
Page 2.62
Name Date
Class
Trends and changes

3. Why do you think that cycling has declined so much in the UK over the
period 1952 to 1996? Give three reasons:
1.

2.
3.
4. Why do you think that cycling is much more significant in cities such
as Munich and Amsterdam than in London? Give three reasons.
1.
2.
3.
Geography Lesson 2
Page 2.63
Name Date
Class
What are we investigating?
There is a sequence that geographers use to decide the question that they
will investigate. The sequence is based on the following:
Original idea
5
What is the
Can the idea What scale Will it be
Is it final question
geographic? q be made into q will it be q practical to q for the
a question? studied at? investigate?
investigation?
Now complete your own sequence for your investigation:
Original idea
5
Is it
geographic?
5
Can the idea
be made into
a question?
5
What scale
will it be
studied at?
5
Will it be
practical to
investigate?
5
What is the
final question
for the
investigation?

Geography Lesson 2
Page 2.64
Name Date
Class
Where shall we investigate?
Action or question Response and ideas

Where shall we do
the fieldwork?

Why is this an
appropriate location?
Are there any risks in

working at this location?
What data and information

are we likely to find at
this location?
How far away from school is

the location? How long will
it take us to get there and
how will we travel there?
Draw a sketch map of the

location on a separate piece
of paper or on the back of
this worksheet

Geography Lesson 2
Page 2.65
Name Date
Class
What shall we collect?

What is primary data?
What is secondary data?
What is the difference

between quantitative
and qualitative data?
What data will

we collect?
Why will we collect

that data?
How do we know the

data we collect is
reliable and accurate?

Geography Lesson 2
Page 2.66
Name Date
Class
How shall we collect the data?
Data Data collection method, sampling and specific questions

Geography Lesson 2
Page 2.67
Name Date
Class
What shall we do with the data?
Data What would be the best way to present and analyse the data?
Geography Lesson 2
Page 2.68
Name Date
Class
What does the data mean?

What are the key findings
in our data?

What evidence do we have
for our findings?
What do we think has

caused, or might explain,
our findings?

Geography Lesson 2
Page 2.69
Name Date
Class
What are our conclusions

for this project?

Look back to the question
that we set ourselves.
What is the answer?
What evidence is there for

this answer?
Do we think our answer is

accurate and reliable?
How might our investigation

have been improved, to
make the answer more
accurate and reliable?

Geography Lesson 3
Page 2.70
Name Date
Class
Use relevant websites and London Cycle Guides, if available, to

answer the following questions.
1. a) How many London Cycle Guides are there in total?

1. b) What are London Cycle Guides?
2. What use have the London Cycle Guides?
3. Study the London Cycle Guide for your school’s area. Choose a route
and follow it along and then answer the following questions about
the route:
a) Where does your cycle route start and finish?
Start:
Finish:
b)How far is this route?

Distance:
Geography Lesson 3
Page 2.71
Name Date
Class
c) Follow the route on the map. About halfway along your chosen route,
describe what you would see if you were actually cycling and stopped
at that point to look around you.
d)Now move on towards the end of the route and think about the route
as a whole. What would it have been like to cycle along this route in
terms of the relief of the terrain, the surroundings, pollution and other
geographic aspects of the journey?
Geography Lesson 3
Page 2.72
Name Date
Class
Extending the London

Cycle Network
Read through the following information and write your answers
in the spaces provided.
Transport for London (TfL) is creating more cycle routes across London
as part of its attempt to encourage cycling, as the extract below from the

TfL website shows:
‘The London Cycle Network (LCN+) will provide 900km of safer, faster
cycle routes through the Capital. It’s due to be finished by 2010 and is
one of our major investments. LCN+ is London’s primary cycle network
on routes which have been identified as having the highest demand for
cycling. When fully upgraded the network will provide safer and more
comfortable conditions for cycling with improved journey times and clear
links through junctions.
‘Cycling is becoming more and more popular in London, with an 83 per
cent increase since 2000. LCN+ is being designed to encourage even more
people to cycle while also improving conditions for existing cyclists.’
1. How many kilometres of cycle routes will there be in London by 2010?
2. TfL states a number of advantages that the London Cycle Network will
bring cyclists. Name three of these advantages:
1.
2.
3.
Geography Lesson 3
Page 2.73
Name Date
Class
Extending the London

Cycle Network
3. Study the map of the cycle routes near to your school.

a) Look at where the existing cycle routes are on the map, and where
there are no routes. Using this information and your own geographical
skills and knowledge, write down in the box below five factors that will
influence where cycle routes can and cannot be located.
1.
2.
3.
4.
5.
b)Look at the cycle route map and Ordnance Survey (OS) map extract
again. As you have read already, TfL is extending the LCN+ network.
Where would you place a new cycle route and why? Give your answer
in the box below.
Where?
Why?
Geography Lesson 3
Page 2.74
Name Date
Class
Getting to the
Olympic Stadium
Read the following extract from the Olympic Delivery Authority,
published in October 2007:
‘London 2012 has made a commitment to be a truly sustainable Games...
sustainability principles were incorporated into the transport strategy for the
Games from the start of the planning process. The following [is an] example
of these principles: at the heart of the Olympic Transport Plan is the goal of

encouraging 100 per cent of ticketed spectators to travel to the Games by
public transport, walking and cycling.’
1. The extract states that people attending the London 2012 Olympic and
Paralympic Games will not be able to drive their cars to the Games
venues. If people cannot drive there, how might they make that journey?
2. Why do you think that the organisers of the 2012 Games want to
discourage people from driving their cars to the venues? List three
reasons and then explain each one.
Reasons:
1.
2.
3.
Explanation of reasons:
1.
2.
3.
Geography Lesson 3
Page 2.75
Name Date
Class
Getting to the
Olympic Stadium
3. The idea of sustainability is mentioned in the extract and is clearly very
important for the groups organising the London 2012 Olympic and
Paralympic Games. What is meant by the term ‘sustainability’?
4. Look now at Handout 1, Lesson 3, which is a map of London with

the Olympic Stadium marked on it. Imagine you are travelling from
your school to the Olympic Stadium. What forms of transport would
you use?
5. In the space below, draw a flow chart of the stages of the journey if
you were to travel by the Underground. Use the internet to find an
Underground system map.
Title:
Geography Lesson 3
Page 2.76
Name Date
Class
Study Handout 1, Lesson 3 and answer the following questions.

Scale:
3. Find on the map where your school is. Write down the area where
your school is located.
Location:
4. How far away is the Olympic Stadium from your school?
5. Imagine that you are travelling from your school to the Olympic
Stadium. Describe the route that you would take and what different
forms of transport you would use.
Geography Lesson 3
Page 2.77
Name Date
Class
Using Handout 2, Lesson 3 – the map extract – answer the

following questions:

8. Give the four-figure grid reference of where the Olympic Stadium

is located.
Grid reference:
9. In what area of London is the Olympic Stadium situated?
10. Using this map only, describe, with specific reference to the map, the
geographic features of the area surrounding the Olympic Stadium.
Geography Lesson 3
Page 2.78
Name Date
Class
Cycling to the
Olympic Games
Study Handout 3, Lesson 3 and answer the questions below.
1. What does this map show?
2. Describe two differences between this map on Handout 3 and the map

that is Handout 2.
Locate your school on this map. Imagine that you were to cycle from
school to the Olympic Stadium and answer the following questions:
3. If you were cycling from your school to the Olympic Stadium, how
much time do you think it would take?
4. Do you think that is practical and safe for you to cycle to the Olympic
Stadium from your school?
5. If you did cycle, even part of the way, what should you do to make the
journey as safe as possible?
Geography Lesson 3
Page 2.79
Name Date
Class
Cycling to the
Olympic Games
6. In the space below, draw a flow chart to show the journey that you
would take if you cycled from your school to the Olympic Stadium.
Geography Lesson 3
Page 2.80
Name Date
Class
Cycling to the
Olympic Games
7. Why do you think that the Olympic Delivery Authority, TfL and the
Mayor of London all want to encourage people to cycle to the
Olympic Stadium?

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Geography Summary

KS3 Cycle Curriculum Pack

Local Community, Local Discovery

geography so exciting, immediate and relevant.

Local Community, Local Discovery

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Local Community, Local Discovery

characteristics of real places. Developing

Local Community, Local Discovery

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Local Community, Local Discovery

e) interactions between people and their

Local Community, Local Discovery

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Local Community, Local Discovery

• Uses Local Community, Local Discovery as the

Source: Transport for London

Local Community, Local Discovery

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Source: Department for Children, Schools and Families

Local Community, Local Discovery

young people: being healthy, staying safe, enjoying and

Local Community, Local Discovery

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Local Community, Local Discovery

Local Community, Local Discovery

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Local Community, Local Discovery

Local Community, Local Discovery

Our own travel and national trends in cycling

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Local Community, Local Discovery

How we travel – our travel habits

diagram below the different ways that people can travel:

Local Community, Local Discovery

How we travel – our travel habits (continued)

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Local Community, Local Discovery

How we travel – our travel habits (continued)

Local Community, Local Discovery

Travelling over longer distances

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Local Community, Local Discovery

The different transport types that people use

each individual would use.

Local Community, Local Discovery

The different transport types that people use (continued)

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

aRicky travels over 15 miles just to get to

dNiki is a student at university in London,

Local Community, Local Discovery

The different transport types that people use (continued)

Pavlo Annie Anju Niki Ricky

Local Community, Local Discovery

Trends and changes in how people travel

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

1. Using the outline underneath, draw a bar graph of the information in

Figure 1: The percentage of travel journeys made by bicycle in

European city Percentage of travel journeys made by bicycle

Source: Ken Livingstone, former Mayor of London

Local Community, Local Discovery

Trends and changes in how people travel (continued)

Local Community, Local Discovery

Trends and changes in how people travel (continued)