PE-4-Looking Beyond The UK

Physical education Summary
KS3 Cycle Curriculum Pack

Project four – Looking Beyond the UK
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Looking Beyond the UK

summary
Cycling can provide amazing experiences for young people.
Cycling holidays are great ways to see new places and experience
different cultures at a pace that allows you to really take it in.
The ability to cover distances and go places that cannot be done
Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009
by car or on foot make cycling the ideal alternative excursion.

There are literally thousands of tour operators who offer cycling holidays
for groups, and students can also ride an adventure for charity (if they go
with adults). A word of caution however: many charity cycle rides are quite
challenging and would put off as many people as they excite.
The big challenge for teachers leading students in this project is the
safety aspect. Since it is difficult to overcome the significant traffic risk on
public roads with medium to large cycling groups, it is not recommended.
Off-road cycling, on the other hand, removes the hazard of motorised
traffic while still introducing the element of unpredictable terrain.
If you follow the steps within the resource and ensure the cycling
proficiency of your students is of a satisfactory standard then there is
a world of opportunity for amazing excursions and exchange trips, not
only in this country but in Europe too.
If done well, cycle trips can be the equivalent of the ‘ski trip’ for
the summer.
Physical education Summary
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summary
The Duke of Edinburgh Award and cycling
The Duke of Edinburgh Award is a challenging programme which aims to
develop new skills in young people. It’s all about adventure, personal
development and achievements, and naturally cycling can be part of this!

It is recognised by many organisations, employers and universities, all of
which take a good view of it and what it says about the person who has
achieved it.
The Duke of Edinburgh Award is for students aged 14 and over so this
element of the resource may be omitted if you are teaching students
below this age group. There is, however, no reason why you cannot
prepare younger students for the Award by taking them along with the
older ones. This would also give the Duke of Edinburgh Award participants
the chance to log some evidence of leadership skills.
How can students cycle to complete the Award?

Ideas include:
• Expedition: Go on a cycling and camping venture
• Physical recreation: Join a local cycling club
• Skills: Cycle/maintenance skills
• Service: Help to build, assess or promote cycle trails
Physical education 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
Subject Unit summary
Citizenship
2.2 Advocacy and representation Students should be able to:
• Research, plan and undertake enquiries into issues and
problems using a range of information and sources
• Express and explain their own opinions to others
through discussions, formal debates and voting
• Communicate an argument, taking account of
different viewpoints and drawing on what they have
learnt through research, action and debate
• Justify their argument, giving reasons to try
to persuade others to think again, change or
support them
• Represent the views of others, with which they
may or may not agree
2.3 Taking informed and Students should be able to:
responsible action • Explore creative approaches to taking action on
problems and issues to achieve intended purposes
• Work individually and with others to negotiate,
plan and take action on citizenship issues to try
to influence others, bring about change or resist
unwanted change, using time and resources
appropriately
• Analyse the impact of their actions on communities
and the wider world, now and in the future
• Reflect on the progress they have made, evaluating
what they have learnt, what went well, the difficulties
encountered and what they would do differently
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Areas within the KS3 QCA scheme of work (continued)
English

1.1 Competence Being clear, coherent and accurate in spoken and
written communication.
Reading and understanding a range of texts, and
responding appropriately.
Demonstrating a secure understanding of the
conventions of written language, including grammar,
spelling and punctuation.
Being adaptable in a widening range of familiar and
unfamiliar contexts within the classroom and beyond.
Making informed choices about effective ways to
communicate formally and informally.
2.1 Speaking and listening Students should be able to:
• Present information and points of view clearly and
appropriately in different contexts, adapting talk for
a range of purposes and audiences, including the
more formal
• Vary vocabulary, structures and grammar to convey
meaning, including speaking standard English fluently
• Engage an audience, using a range of techniques
to explore, enrich and explain their ideas
• Make different kinds of relevant contributions
in groups, responding appropriately to others,
proposing ideas and asking questions
• Take different roles in organising, planning and
sustaining talk in groups
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English
2.3 Writing Students should be able to:

• Write clearly and coherently, including an appropriate
level of detail
• Maintain consistent points of view in fiction and
non-fiction writing
• Consider what the reader needs to know and include
relevant details
• Use formal and impersonal language and concise
expression
• Develop logical arguments and cite evidence
• Use persuasive techniques and rhetorical devices
• Form their own view, taking into account a range
of evidence and opinions
• Present material clearly, using appropriate layout,
illustrations and organisation
• Use planning, drafting, editing, proofreading and
self-evaluation to shape and craft their writing for
maximum effect
• Summarise and take notes
• Write legibly, with fluency and, when required, speed
• Use the conventions of standard English effectively
• Use grammar accurately in a variety of sentence
types, including subject-verb agreement and correct
and consistent use of tense
• Signal sentence structure by the effective use of the
full range of punctuation marks to clarify meaning
• Spell correctly, increasing their knowledge of regular
patterns of spelling, word families, roots of words and
derivations, including prefixes, suffixes and inflections
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English

3.1 Speaking and listening Prepare formal presentations and debates.
Informal group or pair discussions.
3.3 Writing Present ideas and views logically and persuasively.
Explain or describe information and ideas relevantly
and clearly.
Modern foreign languages

1.1 Linguistic competence Developing the skills of listening, speaking, reading
and writing in a range of situations and contexts.
Applying linguistic knowledge and skills to understand
and communicate effectively.
1.3 Creativity Using familiar language for new purposes and in
new contexts.
Using imagination to express thoughts, ideas,
experiences and feelings.
1.4 Intercultural understanding Appreciating the richness and diversity of other cultures.
Recognising that there are different ways of seeing
the world, and developing an international outlook
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Modern foreign languages
2.2 Developing language skills Students should be able to:

• Listen for gist or detail
• Respond appropriately to spoken and
written language
• Use correct pronunciation and intonation
• Ask and answer questions
• Initiate and sustain conversations
• Deal with unfamiliar language, unexpected responses
and unpredictable situations
Mathematics
1.1 Competence Applying suitable mathematics accurately within
the classroom and beyond.
Communicating mathematics effectively.
Selecting appropriate mathematical tools and
methods, including information and communication
technology (ICT).
1.2 Creativity Using existing mathematical knowledge to create
solutions to unfamiliar problems.
Posing questions and developing convincing arguments.
1.3 Applications and implications Engaging in mathematics as an interesting and
of mathematics worthwhile activity.
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Personal, Social and Health Education (PSHE): Personal well-being

1.1 Personal identities Understanding that identity is affected by a range
of factors, including a positive sense of self.
Recognising that the way in which personal qualities,
attitudes, skills and achievements are evaluated affects
confidence and self-esteem.
Understanding that self-esteem can change with
personal circumstances, such as those associated with
family and friendships, achievements and employment.
1.3 Risk Understanding risk in both positive and negative terms
and understanding that individuals need to manage risk
to themselves and others in a range of situations.
Developing the confidence to try new ideas and face
challenges safely, individually and in groups.
1.4 Relationships Understanding that relationships affect everything we
do in our lives and that relationship skills have to be
learnt and practised.
Understanding that people have multiple roles and
responsibilities in society and that making positive
relationships and contributing to groups, teams and
communities is important.
1.5 Diversity Appreciating that, in our communities, there are
similarities as well as differences between people
of different race, religion, culture, ability or disability,
gender, age or sexual orientation.
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PSHE: Personal well-being
2.1 Critical reflection Students should be able to:

• Reflect critically on their own and others’ values
• Reflect on personal strengths, achievements
and areas for development
• Recognise how others see them and give and
receive feedback
2.2 Decision-making and Students should be able to:
managing risk • Use knowledge and understanding to make informed
choices about safety, health and well-being
• Find information and support from a variety
of sources
• Assess and manage the element of risk in personal
choices and situations
• Know when and how to get help
2.3 Developing relationships Students should be able to:

and working with others • Use social skills to build and maintain a range
of positive relationships
• Use the social skill of negotiation within relationships,
recognising their rights and responsibilities and that
their actions have consequences
• Use the social skills of communication, negotiation,
assertiveness and collaboration
• Value differences between people and demonstrate
empathy and a willingness to learn about people
who are different from themselves
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PSHE: Economic well-being and financial capability

1.1 Career Understanding the qualities, attitudes and skills
needed for employability.
1.2 Capability Exploring what it means to be enterprising.
Learning how to manage money and personal finances.
Understanding how to make creative and realistic plans
for transition.
Becoming critical consumers of goods and services.
1.3 Risk Understanding risk in both positive and negative terms.
Taking risks and learning from mistakes.
1.4 Economic understanding Understanding the economic and business environment.
Understanding the functions and uses of money.
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PSHE: Economic well-being and financial capability
2.1 Self-development Students should be able to:

• Develop and maintain their self-esteem and envisage
a positive future for themselves in work
• Assess their needs, interests, values, skills, abilities
and attitudes in relation to options in learning, work
and enterprise
• Review their experiences and achievements
2.3 Enterprise Students should be able to:

• Identify the main qualities and skills needed to
enter and thrive in the working world
• Assess, undertake and manage risk
• Manage change and transition
• Use approaches to working with others, problem-
solving and action planning
• Understand and apply skills and qualities
for enterprise
• Demonstrate and apply understanding of
economic ideas
2.4 Financial capability Students should be able to:
• Manage their money
• Understand financial risk and reward
• Explain financial terms and products
• Identify how finance will play an important part
in their lives and in achieving their aspirations
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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 Survey of significant groups in the school and an

analysis of their habits.
Part 2 – What are the issues Explore the barriers to using cycling as a form of
at your school? transport in the school.
Part 3 – How has everyone Project Four: Looking Beyond the UK is a student-led
been involved? activity employing a wide range of skills within and
outside a sporting context (for example, creative and
mathematical skills are utilised).
Part 4 – What exactly do you The project allows for tailored outcomes for individual
want the plan to achieve? schools/clubs.
Part 5 – How are you going Outcomes quantified in number of participants,
to achieve it? revenue and expenditure.
Part 6 – Monitoring, reviewing Aims/objectives and target-setting are placed at the
and progress reporting heart of the project, developing young people’s skill
set in working to valid set criteria.
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Areas within Every Child Matters (ECM)
Objective How does the project link to the ECM objective?
Be healthy Students will benefit from being physically healthy.
Stay safe Plan trips (including risk assessment), knowing their

own limits, and train for an event.
Enjoy and achieve Achieve personal and social development and enjoy
recreation, expanding their horizons through
physical activity.
Make a positive contribution Engage in decision-making and support the community
and environment.
Engage in law-abiding and positive behaviour in and
out of school.
Develop enterprising behaviour through budgeting,
negotiating, marketing and planning skills.
Achieve economic well-being Be ready for employment through increased
self-confidence.
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Areas within Healthy Schools (HS)
Core themes In what way does the project link to the HS core theme?
Healthy eating Ensures that children and young people have

opportunities to learn about different types of food in
the context of a balanced diet (using the ‘eatwell plate’),
and how to plan, budget, prepare and cook meals,
understanding the need to avoid the consumption of
foods high in salt, sugar and fat and to increase the
consumption of fruit and vegetables. Excursions expose
young people to different foods and enhance their
understanding of healthy eating.
Physical activity Provides opportunities for students to participate in a
broad range of extra-curricular activities that promote
physical activity. Most activities in this project will
require physical preparation to be successful, giving
students tough targets to achieve.
Encourages students, staff and parents/ carers to walk
or cycle to school under safer conditions, utilising the
School Travel Plan.
Emotional health and well-being Provides opportunities for students to participate
in school activities and responsibilities to build their
confidence and self-esteem.
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Areas within Sustainable Schools (SS)
The Travel and Traffic doorway In what way does the project link to the SS doorway?
Curriculum Schools can use their communications, services,
contracts and partnerships to promote awareness

of travel decisions among their stakeholders.
Campus Project four: Looking Beyond the UK allows schools
to review the impact of their travel behaviour and
establish policies and facilities for promoting safe
walking and cycling to lessen their environmental
impact and promote healthier lifestyles, especially
when compared with partner schools.
Community Schools can widen the school community through
forming links with partner schools.
Areas within other central government initiatives/programmes

Initiative/programme How does the project link to this initiative/programme?
Extended Schools Encourages students to take part in out-of-school
activities and is especially useful for specialist schools.
Building Schools for Allows students to take a role in planning decisions
the Future (BSF) that affect the school environment (for example, cycle
storage or play areas).
Social and Emotional Aspects Uses learning and teaching approaches that support
of Learning (SEAL) students to learn social and emotional skills and
consolidate those already learnt. The project relies on
active student participation as well as interaction with
external bodies, which gives students ample opportunity
to develop social skills outside a school context.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
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lesson plans
Setting up an international challenge

Section 1
Local cycling trips

Section 2
Overnight cycling trips in the UK
Section 3
Further afield
Section 4
Europe and beyond
Section 5
Organising a cycling trip
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lesson plans
Setting up an international challenge

Section 1 to Section 3 of this project comprise a series of
suggestions for cycling activities and excursions based in or near
London and within the UK. Teachers can select one or more of
these activities for their students to do as preparation and training
for a later foreign cycling excursion or European school exchange
trip. Section 4: ‘Europe and beyond’ comprises student handouts
and worksheets with activity tasks relating to a partnership link
with a European school and Section 5: ‘Organising a cycling trip’
represents guidance about the organisation of the foreign trip/
school exchange for the teacher.
Teacher guidelines
If, as part of your cycling initiative, you want to form links with a foreign
school or club you can combine this with Project 1: Young Dragons
(Setting up your own cycling/cycle sport club). Unless you are very
experienced and/or have a wide knowledge of cycling to draw upon, it
is better to design a series of activities that builds towards a foreign
excursion/exchange trip, and suitable cycling activities are suggested in
Sections 1 to 3 of this project. Of course, as a teacher or youth leader
running a student trip it is vital you undertake the appropriate risk
assessment of the suitability of the activity for your group.
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section 1
Local cycling trips

If you are able to organise your own trip there are countless places that
offer relatively safe cycling environments for small to medium-sized groups.
All of the following public spaces allow off-road cycling and are all close

to or within London. Be aware there are restrictions on where people can
ride and local by-laws and regulations which should be consulted before
going. In all cases it is recommended that the route is planned and ridden
beforehand by a competent adult as part of the risk assessment process.
Another point to consider when organising your own group cycle trip is
how to sustain both the riders and their bikes for the duration of the trip.
The help of a local club or cycle shop can be invaluable here as it will be
able to provide excellent knowledge of the local area.
Equipment required
• A written criteria for a safe bicycle, with an emphasis on the suitability
of the bike for the activity as well as the function of the contact points
(brakes, pedals/cranks, seat, handlebars), or a handout showing the
M test for riders to follow prior to the trip. The London Cycling Campaign
– www.lcc.org.uk – has a useful section on cycle maintenance
• A suitable spares kit for the numbers and bikes involved
• Maps: See www.ordnancesurvey.co.uk/oswebsite to order detailed maps
for your area
• Communication devices (the provision of walkie-talkies is feasible for
many trips now)
• Means of hydration (all bikes should be able to carry two water bottles
as a minimum)
• Food: Either a planned meal stop or, for more advanced riders, the
correct energy foods to sustain effort for an extended time
This list is by no means exhaustive and getting the students to look at
a cycle shop website could be a good way of compiling an equipment list
of your own.
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section 1
Local cycling trips (continued)

Easy cycle rides
Richmond Park, Richmond upon Thames, Surrey
A beautiful and popular spot with all types of cyclists (it can be very busy
during summer weekends). You can use the bridleways from April until
September. Consult the website and phone ahead if you are taking a group.
For more details, visit:
www.royalparks.org.uk/parks/richmond_park/sport.cfm
Weald Country Park, Brentwood, Essex
Ideal for beginners, with nice wide paths, shallow hills and a circular shape
to make this a great safe place for young people to enjoy cycling. Consult
the website and phone ahead if you are taking a group.
www.essexcc.gov.uk/vip8/ecc/ECCWebsite/dis/guc.jsp?channelOid=14413&
guideOid=16906&guideContentOid=127788
Medium-difficulty cycle rides

Epping Forest, Woodford, Essex
Epping Forest is London’s best-kept cycling secret, easily reachable from
most parts of the city. It has well-marked bridleways with plenty of parking
at various points across the park.
On the downside, Epping Forest can get very busy in the summer months,
with horses being a particular issue. Your group should be specifically trained
in horse etiquette before riding in the forest. It also gets very muddy when
it’s wet and bikes and riders can take a real hammering from the sandy mud,
which can cause problems for novices and poor-quality bikes in no time at all.
www.cityoflondon.gov.uk/Corporation/LGNL_Services/Environment_and_
planning/Parks_and_open_spaces/Epping_Forest/
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section 1
Local cycling trips (continued)

Advanced cycle rides
The North Downs Way, South East England

The North Downs Way is just outside London, cuts right across Surrey and
Kent and is owned by the National Trust. It runs from Farnham to Dover,
past Godalming, Guildford, Dorking, Merstham, Otford and Rochester, along
the Surrey Hills Area of Outstanding Natural Beauty (AONB) and the Kent
Downs. It is over 150 miles in length and can be very testing for cyclists.
You cannot cycle all of it as it is primarily a footpath but you can use the
accessible parts as part of a circular ride (especially around the Surrey Hills
area and towards the Kent coast).
For more information, see:
www.nationaltrail.co.uk/northdowns/index.asp?PageId=1 and
www.kent.gov.uk/leisure-and-culture/explore-kent
Further resources
There are many specialist cycling and mountain bike riding magazines,
some of which have UK cycle route guides with Ordnance Survey maps
and detailed commentaries that you can order or download from the
magazine’s website.
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section 2
Overnight cycling trips in the UK

Successful day trips completed? Then it time for the next step. Some of
the best cycling trips involve riding off-road in the middle of winter and
finishing covered in mud having then to clean your bike and cook your own
supper. All of which can be done in Epping Forest 45 minutes from most
parts of London! You don’t have to travel far to have a great adventure.
Why not add an overnight stay as part of your cycling adventure? The
simplest way to do this near London is to plan your route around a youth
hostel. Most of the routes mentioned in Section 1: ‘Local cycling trips’ are
near youth hostels.
See the Youth Hostel Association’s (YHA’s) website for more details:
www.yha.org.uk
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section 3
Further afield
Introduction
The UK is one of the best cycling regions in Europe. The 2007 UCI Mountain

Bike and Trials World Championships were held in Fort William in Scotland
and the Mountain Bike World Cup 2008 was also held there.
Great Britain topped the medal table in the 2008 Track Cycling World
Championships held in Manchester.
If you want to expand horizons for young cyclists exploring the rest of
the UK is an ideal starting point.
The advantages of a UK location for a cycle tour are many:
• Many good cycling places are accessible within a day
• You can use your own transport to get there
• The consequences of an emergency are reduced as support can be
accessed more easily
• Language is not a barrier
• Food and drink are rarely an issue
• Budgeting and financing the trip is simpler
• Signs and maps are familiar to the riders
Of course, many of these reasons are exactly why you should travel further
afield. But know your limits; running trips and excursions is complex, with
many potential pitfalls for the inexperienced – don’t make life unnecessarily
difficult especially if you are new to it. There are so many places to visit in
England you may never get to see them all. Once you have packed up your
minibus the whole of England’s amazing countryside is open to you.
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section 3
Further afield (continued)

Northern and Western England
The Lake District has stunning scenery, great food and the friendliness
of the people will win you over.

For information:
www.lake-district.gov.uk/index/visiting/outdoors/cycling.htm
www.cyclingcumbria.co.uk
Wales
The Welsh Tourist Board has really taken off-road cycling seriously and
as a result offers some of the best facilities in Europe for cyclists of all
abilities. There are no less than seven approved centres for cycling in
Wales, as well as numerous areas for open-trail riding. The Brecon
Beacons is less than three hours’ distance from London travelling by
minibus, and the Cwmcarn Visitors Centre is even closer.
To research cycling tours in Wales, a good first port of call is the excellent
Wales Cymru website Mountain Biking Wales www.mbwales.com/index.asp
Scotland
Scotland has some of the best cycle tracks in the UK and it is possible to
set up a cycling challenge to really test the ability of older students. But it
is not all massive mountains; there are off-road cycle centres which will
happily cater for younger, less experienced riders.
A good starting point is the Visit Scotland website, which has all the
details of the main cycle centres you can visit. All the trails are graded for
difficulty and there are links to accommodation as well as local cycle hire
outlets and cycle shops.
http://cycling.visitscotland.com/mountain_biking/mb_centre
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section 3
Further afield (continued)

Northern Ireland
Northern Ireland has a dramatic natural landscape which offers so much

for a great cycling holiday adventure. There are hundreds of miles of safe
off-road trails. Look up ideas for cycling excursions in Northern Ireland on
Cycle Northern Ireland’s website. Cycle Northern Ireland is a joint initiative
of Sustrans and the Countryside Access and Activities Network. For more
information, go to: www.nimountainbiking.com/index.cfm
For ideas that are more specifically for mountain biking, visit the
Countryside Access and Activities Network’s Outdoorni.com initiative
at www.outdoorni.com
The Republic of Ireland

Dublin is a lovely area to cycle around but many cycling enthusiasts claim
County Cork has some of the best cycling in the world! For ideas for cycling
excursions throughout the island, go to Tourism Ireland’s website at:
www.discoverireland.com/gb/ireland-things-to-see-and-do/activities/cycling
Ireland is a great base for a multi-activity trip and would be an ideal place for
a cycling tour to be combined with other outdoor activities such as walking
and horseriding as part of the school’s larger Physical Education curriculum.
Other good sources of cycling routes and guides

http://mbruk.co.uk
www.bikemaps.co.uk
www.mtb-routes.co.uk
The Forestry Commission has embraced cycling on its land and can
provide good-quality route maps, advise on graded rides and provide
links to accommodation. Many of its sites having multi-activity centres,
which makes for simple and safe organisation.
For more information, visit: www.forestry.gov.uk/forestry/INFD-6QHHV3
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section 4
Europe and beyond

This section is about setting up links with foreign schools as a way of
learning about Europe and beyond. This would be a great cross-curricular
link with the languages department.
As part of this activity it is suggested that students develop some form

of social networking with their chosen link-up school. There are many
social networking sites but teachers will need to use their discretion in
whether they are suitable for this activity. You will also need to follow
your school’s policy guidelines on such activities. YouTube, Bebo and
MySpace are essentially public sites. You can set up a Facebook profile
to be available only to those you want to see it but in reality the system
works less than perfectly and you should always assume that anyone can
access your material. Caution advised! If your school has the facilities
and IT capabilities you may prefer to have your students develop their
own website rather than using public sites.
Resources:
Handout 1 The most watched sporting event on the planet?
Handout 2 Europe and beyond: getting started
Worksheet 1 Email or letter exchange
Worksheet 2 Electronic scrapbook
Worksheet 3 Video/audio conference
Handout 3 Social networking
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section 5
Organising a cycling trip

Once the students have got to know their counterparts from the partner
school and things are going well, why not set up an exchange trip?

As with all school trips it is vital to ensure that it is organised to a high
standard and that a proper risk assessment is carried out.
The No. 1 tip

Start small. Large groups can be the source of large problems. Take a small
group at first and once you have run one successful event you will have the
best possible form of advertising for the next one: students who had a
great time.
More tips:
• Use available transport if you have it – a school minibus or coach can
save a great deal of money. You may be restricted to smaller groups
but, especially for a first trip, that can be a good thing
• It is best if your first partner school is driving distance away – you can
reach most of North East Europe in a day if all goes well
• Check whether you can arrange for bikes for the students to be supplied
at the location. This would mean not having to transport your own cycles
• What accommodation are you going to use? Staying in the local students’
homes has much appeal but using a hotel or hostel makes it easier to know
where everybody is
• It is a good idea for you or another adult leader to check out the bike rides
for suitability beforehand. Never assume that someone else’s description
of a ride as easy or difficult will be appropriate for your own students’
ability levels
• Put some thought into planning the students’ evening activities –
they may become more important if the weather turns against you
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section 5
Organising a cycling trip (continued)

Going further afield
You may wish to use a travel company if your school does not have the
resources to run a foreign cycling trip. There are many travel businesses
that specialise in taking school trips – a keyword search for school tour
operators will find plenty to choose from.
Another way of ensuring a safe trip is to arrange to take the students from
both partnership schools to an approved educational activity centre. This
would work especially well if the UK school were playing host as there are
several of these activity centres near to London which are also close to
suitable cycling routes.
The Teachernet website produces a good guide to the health & safety
aspects of running educational trips:
www.teachernet.gov.uk/wholeschool/healthandsafety/visits
Physical education
Looking
Beyond
the UK...
Handouts and worksheets for photocopying

Physical education Section 4
KS3 Cycle Curriculum Pack Handout 1
Project four – Looking Beyond the UK Page 1 of 2
Page 4.31
The most watched sporting

event on the planet?
What is the most watched sporting event on the planet?
The Grand National? The Super Bowl? The FA Cup Final?
The Football World Cup? The Olympics?
Give up?
Heard of the Tour de France?
Page 4.32
The most watched sporting

event on the planet?
The Tour de France is widely considered the toughest
cycle race in the world. It has been staged for 94 years
and usually runs over most of July. The Tour de
France is made up of 21 stages and covers a total

distance of 3,500 kilometres. Sounds tough? It is
tough! Only the best cyclists in the world get the
chance to ride it, and to win it is one of the greatest
sporting achievements on the planet.
On average 15 million people (that is not a typing
error) come out to watch the Tour over the three
weeks of its staging. To give you some idea of its
phenomenal popularity, the organisers of the
Sydney Olympics in 2000 sold just over six million
tickets, and about three million tickets were sold
for the last World Cup. The second most watched
sporting event in the world is the NASCAR motor
racing series in the USA, with 13 million spectators
spread over all the races.
Cycle racing and cycling as a leisure activity are much
more established in Europe than in the UK. This is in
part due to the long history of the Tour de France but
the generally pleasant weather in Europe also helps,
and football is a less important sport in many European
countries, leaving more room for other activities.
As a result many young people in Europe are introduced to cycling at an
early age and by the time they are in their teens they are very experienced
cyclists. If your club or school wants to develop international friendship
links with its counterparts in Europe there are few better ways of doing
so than using cycling as a common currency to get to know each other.
Page 4.33
Europe and beyond: getting started
It can seem quite daunting to look for a school to link up with

but luckily there is an organisation called the British Council,
which is a government organisation whose role is to promote
links between Britain and the rest of the world.
The British Council actively encourages UK schools to set up links with

foreign schools and it has a website dedicated to schools who want to do
this. In some cases there is funding available.
The established cycling nations are: Emerging cycling nations are:

• France • Poland
• Belgium • Ukraine
• The Netherlands • Croatia
• Denmark • Bulgaria
• Spain • Slovakia
• Italy
• Ireland
Page 4.34
Europe and beyond: getting started
Step 1: Finding a suitable partner school

With an adult, go to the British Council’s Global Gateway website and
perform a search to find some suitable schools.

www.globalgateway.org.uk
Step 2: Making contact

Your teacher or adult leader should make the first contact with a possible
partner school, or they can help you to draft a suitable letter or
email yourself.
The first communication should be specific about the type of link that
you wish to establish with the other school so that they can answer your
questions clearly.
Don’t forget that it is a two-way street and you have to have something
to offer too. In many cases European schools value English language
learning opportunities and young people in Europe relish the chance to
meet English students as it gives them a chance to practise and improve
their spoken English.
Step 3: Getting to know each other

Links between partner schools in different countries (and even between
different continents!) can have very different aims and most partnerships
spend a long time on ‘ice breaker’ activities to establish personal friendships
among the young people involved.
KS3 Cycle Curriculum Pack Worksheet 1
Page 4.35
Name Date
Class
Email or letter exchange
Send an email or letter to a student in the partner school with lots of basic
information about what life is like in your school. To add a cycling theme,
you could also talk about what you have done in the cycling club you set
up in the Young Dragons project, as well as give some interesting information
about your own bike.

You will also want to find out more about the person you are writing to so
remember to include some questions about them. Here is a list of questions
you could ask a European student. Pick a few to include in your first letter.
1. What is your full name?

2. What is your birth date?
3. Do you have pets?
What are their names?
4. What was the last book you read?
5. What is your favourite food(s)?
6. Do you have any brothers or sisters?
How old are they?
7. How do you spend your free time?
8. What is something that you do well?
9. Which sports do you like?
10. What do you want to be when you grow up?
11. What is something that you are afraid of?
12. What is your favourite TV show? And what is it about?
13. What school subjects do you like best?
14. What famous person do you most want to be like?
16. What kinds of books have you read this year?
17. What are some topics you would like to learn about during the year?
18. What one thing would you like to know about my country?
19. What is one of the most important things you want me to know
about you?
Page 4.36
Name Date
Class
Electronic scrapbook
In pairs or small groups, put together an e-scrapbook based around your

shared interest in cycling. This could take the form of a PowerPoint™
presentation or a PDF document that records events and activities. There
are also websites on the internet which allow you to create personalised
photo albums and digital scrapbooks. Some of them are free to use and
have loads of fun designs.

If you have a school virtual learning environment or a website you can
load the files on to it and then send the web link to your friend in the
partner school.
Here’s one that was quick and easy to make:
Page 4.37
Name Date
Class
Planning your e-scrapbook

Page 4.38
Name Date
Class
Planning your e-scrapbook

Page 4.39
Name Date
Class
Video/audio conference
Why not set up a video or audio conference with your partner school?
If you are looking to improve your language skills you could ask a teacher
in the languages department to help out. They may be able to assess the
work you do on this activity as part of your Modern Foreign Languages
coursework and you could boost your grade level!
Procedure
1. Set out your aims for the activity (what you are going to talk about)
2. Decide on the language you are to use (generally European standards
of English are much higher than our grasp of their languages)
3. If you are going to use a language other than English get the students
in the partner school to email their questions first so you can practise
the answers
4. Arrange a time for the link-up, remembering that European time is one
hour ahead of the UK’s
The live link-up

By far the easiest way to set up a video/audio conference is to set up
a speakerphone in both schools and have everybody sitting around
the phone.
If both schools have Voice over Internet Protocol (VoIP) capability you
could set up Skype accounts, which allow users to make phone calls and
transmit video over the internet. All you need is a webcam to set up the
video function. For more information, visit: www.skype.com/intl/en-gb
Page 4.40
Social networking
You can share audio, photos and video on social-networking sites. But
before you go ahead with setting up and posting to a social networking site
make sure your teacher has checked you have sensible privacy settings in
place and that what you are posting is suitable. There are quite a few

issues concerning privacy with social networking sites so this activity does
need to be supervised by a responsible adult. Caution advised!
Tip: A helmet camera is a safe way to record your cycling adventure.

although it is a relatively expensive gadget. Fix the camera to any cycle
helmet, aim the laser and press ‘record’ to start shooting. You can capture
several minutes of action on a 32MB memory card, which is often included.
You can even edit your videos on your PC by adding special effects.
A keyword search for helmet cameras is the first step in shopping around
to buy one online.

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Physical education Summary

KS3 Cycle Curriculum Pack

Looking Beyond the UK

by car or on foot make cycling the ideal alternative excursion.

Looking Beyond the UK

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

How can students cycle to complete the Award?

Looking Beyond the UK

Looking Beyond the UK

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Looking Beyond the UK

2.3 Writing Students should be able to:

Looking Beyond the UK

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Modern foreign languages

Looking Beyond the UK

2.2 Developing language skills Students should be able to:

Looking Beyond the UK

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Looking Beyond the UK

2.1 Critical reflection Students should be able to:

2.3 Developing relationships Students should be able to:

Looking Beyond the UK

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Looking Beyond the UK

2.1 Self-development Students should be able to:

2.3 Enterprise Students should be able to:

Looking Beyond the UK

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Looking Beyond the UK

Stay safe Plan trips (including risk assessment), knowing their

Looking Beyond the UK

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Looking Beyond the UK

contracts and partnerships to promote awareness

Areas within other central government initiatives/programmes

Looking Beyond the UK

Setting up an international challenge

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Looking Beyond the UK

Setting up an international challenge

Looking Beyond the UK

Local cycling trips

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Looking Beyond the UK

Local cycling trips (continued)

Medium-difficulty cycle rides

Looking Beyond the UK

Local cycling trips (continued)

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Looking Beyond the UK

Overnight cycling trips in the UK

Looking Beyond the UK

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Looking Beyond the UK

Further afield (continued)

of the people will win you over.

Looking Beyond the UK

Further afield (continued)

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

The Republic of Ireland

Other good sources of cycling routes and guides