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    Dear Teacher,

    Thank you for downloading our Future Travel Investigating Sustainable Transport learning resource. This KS3 geography and citizenship resource has been designed to help increase students' awareness of how transport systems impact on everyday life and how we can all work together to help make it a more sustainable system for all. We hope that you and your students enjoy using this resource and working through the activities provided.

    We have created this resource as a series of 9 connected lessons that are designed to last between 50 and 60 minutes each. The resource is structured into 2 sections: Investigating Sustainable Travel and an HS2 Mini-Study. HS2 is a planned high speed rail network which will have Birmingham at the centre. Home learning opportunities are provided for all the lessons.

    It is hoped that teachers will take this resource and make it their own by drawing in examples and experiences from their local areas and adapting the lessons to the individual needs, interests and abilities of their students.

    Before commencing this work, it would be useful to do a quick survey with students (please see Section 2 in the Teacher Evaluation). This can then be repeated at the end of the project as an evaluation tool to see how much the project has affected students' views on transport and their travel behaviour.

    The Internet will be an integral part of this project, along with many other sources of information. Please refer to our Future Travel online resource at

    We hope you enjoy this project and that it helps you and your students towards a more sustainable travel future.

    Kind regards,

    Centro Sustainable Travel Team

    This research-based resource has been created by Centro for KS3 students to investigate transport issues in their local area.

    FUTURETRAVELInvestigating Sustainable Transport

    KS3 Geography and Citizenship


    FUTURETRAVELInvestigating Sustainable Transport

    This research-based resource has been created by Centro to engage students in investigating transport issues in their local area. The main focus is KS3 geographical enquiry, but embedded throughout the project are elements from citizenship work. Students will identify their own personal routes in their local area. They will investigate if these methods of travel are sustainable, and using the resources and associated online material they will research possible alternatives. This unit of work is based around a real life scenario and links with Centro will further embed the relevance of the unit.

    Resource Aims This learning resource aims to provide teachers with a clear outline and resources to help deliver a research project with KS3 students. The primary aims of this resource are: To provide a vehicle for teaching students about sustainability and how we can create sustainable transport systems. To understand the environmental benefits of sustainable travel in the West Midlands, such as reducing carbon footprint To explore the ways in which sustainable travel can reduce levels of congestion To understand the issues facing the public transport system in the West Midlands To understand the link between travelling sustainably and the associated health benefits. Encourage and support young people and their families to use sustainable travel modes. Use cross-curricular approaches to help make meaningful learning links for students. Link to Key Stage 3 Frameworks for Literacy and Maths Help students to develop a variety of research and ICT skills. Help improve competence and confidence when presenting. Improve group working and co-operation skills. Develop skills to explore viewpoints other than their own

    Resource OutcomesAlthough this resource is intended to be a guide, it is hoped that teachers will adapt and mould it creatively to the specific needs and interests of their students. As a result, any end product created will be dependent upon the individual work conducted, which will be unique to each class.

    The ideal outcome is for students to participate in a whole-class debate in which they present their own views and analyse the views of others. Curriculum Relevance Many of the strands of the KS3 literacy and numeracy strategies are met through this project. Key elements from literacy, which will be developed by using this resource, include: Developing active listening skills and strategies Developing and adapting speaking skills in formal and informal contexts Taking roles in group discussion Developing and adapting active reading skills Generating ideas, planning and drafting Using and adapting the conventions and forms of texts on paper and screen Structuring, organising and presenting texts on paper and screen

    Key elements from the numeracy strands include: Number operations Checking results Calculator methods Specifying a problem, planning and collecting data Processing and representing data Interpreting and discussing results

  • FUTURETRAVELInvestigating Sustainable Transport

    LESSONONE How do I travel?This lesson outlines the overall objectives for the project, sets the scene and allows students to explore their own methods of travel and routes. It will introduce students to online journey planning tools and how technology such as mobile phone apps can help shape our everyday journeys.

    LESSONTWO What is sustainable transport?This lesson is about defining key vocabulary and discussing issues surrounding travel. The Future Travel online resource will be used by students to investigate the key concept of 'sustainability'.

    LESSONTHREE What is the impact of my journeys? In this lesson, students look at the various impacts of travel both positive and negative. Students begin using complex discussion and reasoning tools, such as the Diamond 9 approach, to help sort their ideas as a group. Online tools will aid them in understanding various impacts.

    LESSONFOUROur local areaThis session involves students in using their geographical skills to gain a better understanding of their local area and how it connects with the wider transport network. Activities will include mapping main roads and bus routes, and looking at the implications of the local transport system.

    LESSONFIVE Investigating sustainable transport solutionsUsing a range of online reference sources, students investigate a number of sustainable transport solutions that have been implemented in the West Midlands. Students will identify the transport 'problems' the projects were designed to address and the solutions achieved.

    SECTION B HS2 Mini-Study

    LESSONSIX Evaluating possible solutions (HS2 mini-study)This lesson is the start of a mini-study evaluating the various implications of HS2 as a possible solution to promote sustainable travel in the region. HS2 is a planned high speed rail network which will have Birmingham at the centre. Students will develop their understanding using the How HS2 Will Transform the West Midlands booklet and online information sources.

    LESSONSEVEN Understanding different views (HS2 mini-study)This lesson encourages students to think about how a large scale sustainable solution such as the HS2 model is perceived by different groups of people. Students will develop the views and arguments of five fictitious characters, who expect to be affected differently by the HS2 proposal.

    LESSONEIGHT Preparing to debate and present views (HS2 mini-study)In this lesson, students prepare for a whole-class debate to discuss arguments for and against the HS2 proposal. After agreeing rules for the debate, students will marshal the evidence and data they will use to counter other students' arguments and to try to sway opinion.

    LESSONNINE Debating and presenting views (HS2 mini-study)With the teacher acting as facilitator and keeping order, students introduce their points of view, deliver their arguments for/against the HS2 proposal and question other participants in the debate. The project will conclude with students expressing their own personal views on the HS2 proposal.

    SECTION A Investigating Sustainable Travel



    FUTURETRAVELInvestigating Sustainable Transport

    GeographyGeography and related skills are at the heart of this resource and it is intended that this project will ideally be delivered in geography or humanities lesson time. The specific areas of study covered relevant to the geography curriculum are as follows: Place (1.1a) Space (1.2a, b) Scale (1.3 a, b) Interdependence (1.4a) Environmental interaction and sustainable development (1.6b) Cultural understanding and diversity (1.7b) Geographical enquiry(2.1 a-g) Graphical and visual literacy (2.3a, b) Geographical communication (2.4a) Range and content (3a, b, c, d, g, h) Curriculum opportunities (4a, b, c, d, e, g, h, i)

    CitizenshipThis resource will support the delivery of statutory citizenship objectives in the KS3 curriculum. It predominately aims to encourage students to take an interest in topical and controversial issues and to engage in discussion and debate. Discussion and debate are embedded throughout the resource and students are encouraged to build their arguments, justify and back up their answers.

    Critical thinking and enquiry (2.1) Advocacy and representation (2.2) Taking informed and responsible action (2.3) Range and content (3d, e, f, g, h, j) Curriculum opportunities (4a, c, e, f, g, h, i, j)

    Thank you to Chris Green, The King's CE School, Wolverhampton for assisting with development of t


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