investigating sustainable transport lesson plans · developing active listening skills and...

LESSON PLANS

INTRODUCTION

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 www.futuretravel.org.uk

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

www.futuretravel.org.uk

KS3 Geography and Citizenship

RESOURCE OVERVIEW


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


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

LESSON PLANS OVERVIEW

RESOURCE OVERVIEW CONTINUED


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 this resource.

Learning Intention/ Objective

HOW DO I TRAVEL? LESSONONE

Resources

Main Activity

Plenary/ Conclusion

To understand how transport is essential to everyday life and how we all travel by a variety of routes and by different methods.

Introduction/ Starter

Online tools, Student Workbook, dictionaries.

Home LearningOpportunity

What do we mean by ‘transport’? What modes of transport have we all used? Create a list on the board with students. Which modes of transport do we use most often? Why? Discuss different reasons with students. What do we mean by ‘route’? Do we have preferred routes that we take? What determines the route we take to different places? Which factors affect our decision-making. Draw out ideas from students and note these down.

Explain that this lesson will all be about looking at our journeys and using online tools to plan routes to different places we know. Students begin by completing mind maps of their journeys in the Student Workbook.

The main activity starts with students completing the definition activity in their Workbook, referring back to the work from the introduction.

Then, ask students to look at maps (both on paper and online) to identify the places they live and visit. Help them to establish the main routes they may use.

Share with students some of the following online tools: Google Maps - www.google.com and search for Street View and Google Earth The Urban Walking Route Planner - www.walkit.com West Midlands Timetable Finder and Journey Planner - www.travelinemidlands.co.uk Transport Direct - www.transportdirect.info/web2/journeyplanning London Midland mobile app - www.londonmidland.com TheTrainLine mobile app - www.thetrainline.com (Select Tools) Network West Midlands mobile app - www.networkwestmidlands.com (Search 'app') Bike Hub mobile app - www.bikehub.co.uk (Search 'app')

Allow students time to explore these different systems. Share with students the My Routes data table in the Student Workbook. Ask them to use these online systems to complete the relevant information about their routes. Once complete, ask students to look at the evaluation table in the Workbook and complete this activity reviewing the online tools they have just used.

Extension Activity: any students completing the task quickly can move on to the travel wordsearch in the Student Workbook.

Discussion with students – were they surprised by the data they collected? If so, why? Did this make them think about their route choices? What may affect the route choices we make on a daily basis? What would force us to make a long term change (e.g. increased congestion), or a short term change (e.g. temporary road closure)?

Where possible, ask students to share the online tools with other members of family/friends at home. Can they use their internet search skills to find any other useful tools such as these? What about mobile phone Apps? Ask them to think about how we can use this technology to make our journeys better and more efficient. What other ways do we use technology to inform our journeys?


WHAT IS SUSTAINABLE TRANSPORT? LESSONTWO

Resources

Main Activity

Plenary/ Conclusion

To understand what 'sustainability' means and what this means for transport use.


Whiteboard, computer.


Recap with students on prior learning. Use a quick fire method to get students to give as many answers as possible to the questions: 'where do you travel to and how do you get there?'

Write the word 'sustainable' on the board. This is a word we hear all of the time in the media. What does it actually mean? How could we find out? Discuss this with students.

Watch the Sustainable Travel online video clip in the Future Travel resource at: www.futuretravel.org.uk

What questions has this answered? What new questions has watching this video created? Note any ideas raised down for later discussion.

For the first part of the main activity, share the Student Workbook page for Lesson 2 with students. Explain that they will need to explore the Future Travel website and other reliable websites to find answers and definitions. Remind students about the need to be careful with online information and the need to check reliability of sources of information.

The second part of the main activity involves students in completing mind maps of different types of transport and then ordering them from the most to the least sustainable forms of transport, using templates provided in the Student Workbook.

Allow students time to complete the activities in their Student Workbook.

What did we find out? What definitions did we come up with? Did anyone find a succinct and accurate definition of sustainability? Which sources of information did we use? Which other sources could we have used?

Pose the following questions for class discussion: 'Which do they think is the most sustainable method of travel?' 'How can we balance the need of travellers, with the need to make it sustainable for all?' 'How, in the future, could we make our travel even more sustainable?'

To complete the acrostic poems about sustainability in their Workbooks.


WHAT IS THE IMPACT OF MYJOURNEYS? LESSONTHREE

Resources

Main Activity

Plenary/ Conclusion

To understand that our travel has a variety of different impacts.


Computers, whiteboard, Student Workbook.


Recap with students on prior learning. What did we find out last lesson? Did we complete the home learning task?

Discuss with students what they understand by the word ‘impact’. What could the impacts be of our travelling from one place to another? Create a class thought shower on the whiteboard to collect all of their ideas together.

Now watch the Travelling To School online video at: www.futuretravel.org.uk (linked from the home page). Youngsters from four Walsall schools helped develop this video to raise awareness of sustainable travel on school journeys. Can we add any new impacts to our thought shower now?

Share some of the graphs from the Future Travel online resource and discuss with students, e.g. look at the ‘Actual and potential C02 emissions’ graph and discuss how car travel has a greater negative impact on the environment than other methods of travel.

Explain to students that this lesson is about using research, mathematical, ICT and geographical skills to help look at the different impacts of our journeys.

Share with students the data table for lesson 3 in the Student Workbook. Explain that they will need to use some of the websites listed to help complete the information which will enable them to assess the different impacts of different modes of travel.

Ask students to predict which methods they think will have positive/negative impacts. Websites include: The Urban Walking Route Planner - www.walkit.com West Midlands Timetable Finder and Journey Planner - www.travelinemidlands.co.uk Transport Direct - www.transportdirect.info/web2/journeyplanning

Students complete the impacts table in their Student Workbooks to record the amounts of CO2 produced by taking different routes and using different modes of transport.

Now ask students to complete the Diamond 9 diagram in their Workbooks – this can be done as a group. They must decide which of the impacts they have identified they believe to be of greatest/least importance.

What did we find out? What were the impacts? Which methods of transport had positive/negative impacts? What issues do we know that these methods cause in our area? Encourage all students to join-in with the class discussion and act as scribe to write down as many of their ideas as possible. Ask students to share their completed Diamond 9 diagrams with the rest of the class and explain/justify their reasons for placing the different impacts in the places they have.

Ask students to consider how they can change their routes and modes of transport to ones with more positive impacts. Students could select one of the 'least sustainable' routes identified and propose how it could be changed positively. Proposals must be realistic!


OUR LOCAL AREA LESSONFOUR

Resources

Main Activity

Plenary/ Conclusion

To begin to look at the local area and learn how it is connected within the West Midlands and the potential impacts of the transport network.


Computers, Student Workbook. Optional - cameras or photos of local area, maps of local area.


Explain to students that the following lessons will be about using our geography and citizenship skills to investigate the impacts of travel on our local area. Sustainable solutions that have been implemented in the West Midlands will be investigated in the following lesson.

Ask them to think about possible impacts of travel in their area and across the West Midlands. Share www.futuretravel.org.uk with them. Tease out some of the implications and impacts for the West Midlands. How can we measure some of these impacts at an even more local level? Explain that the purpose of this session is to learn more about our local area and the potential travel and transport problems that may be presenting themselves. They are to answer the following research question: “how connected is our local area?”

Depending upon time and resources available, set students the task of identifying how connected their local area is to other urban areas. Ask them to complete the following tasks:

Map local bus routes and stops using the Network West Midlands mobile app or online journey planner. Map the main roads and how they link people to other important areas of the city. This activity would benefit from the use of websites such as Network West Midlands (www.networkwestmidlands.com) using the interactive travel map. Traffic surveys of a local main route – this could be data that is collected by students, or ask students to process and produce graphs based on teacher collected data. Create field sketches of the local area, take photographs etc.

Explain that each group will be sharing their work with the rest of the class. Ask them to consider the impacts of the current travel model. What is good? What is bad? What could be improved and how? Each group must collate their information ready for a brief presentation in the plenary session. This information can be recorded in the Student Workbook.

Discuss the main findings on how our local area is connected from each group. What were traffic flows and congestion levels like in the area studied? Were there peak times? How efficient are bus routes felt to be?

Ask them to share the maps created of the local area with the main roads and routes highlighted. How many different types of transport system were present in the local area? Are these inter-connected? How did they feel the systems could be improved and made more sustainable?

Ask students to talk to a family member at home about the local area and the transport systems in place. Ask them to complete the impacts page in the Student Workbook whilst considering impacts that are happening at a local level.


INVESTIGATING SUSTAINABLE TRANSPORT SOLUTIONS LESSONFIVE

Resources

Main Activity

Plenary/ Conclusion

Investigate sustainable solutions to transport and travel ‘problems’. Demonstrate an understanding of reliable information collection techniques.


Computers, dictionaries, whiteboard, Student Workbook.


What did we do last lesson? What did we find out in our homework? Ask students to share any notes they made about the impacts of transport in their local areas.

Explain that this session will be about considering the different research methods we could use to help us investigate transport issues that have arisen in some areas, and how solutions have been formulated andimplemented to address these 'problems'. Remind students that when researching we need to collect different sources of information – primary, secondary and maybe tertiary. Ask students to talk in pairs to see if they can give a definition of these sources of information and some examples. Take answers from students and record these on the board.

Their task is to work either alone or in pairs to use the sorting diagram in the Workbooks to sort the different examples they have suggested, according to which type of source they think it is - primary, secondary or tertiary. Briefly share answers with the students. Distinguish between qualitative and quantitative data and explain that for this session they will be looking at more qualitative measures – what are the advantages and disadvantages of these? Discuss.

Introduce and discuss a range of sustainable transport projects with the class using some of the following examples:

Midland Metro - http://en.wikipedia.org/wiki/Main_Page (search Midland Metro) Bikeability – Cycling Proficiency for the 21st Century - www.dft.gov.uk/bikeability Sustrans - www.sustrans.org.uk (select 'What we do') Dudley Metropolitan Borough Council Local Sustainable Transport Fund www.dudley.gov.uk (select 'Transport and Streets', select 'Local Sustainable Transport Fund' Pershore Road Travel Choices Project - www.networkwestmidlands.com (search 'Pershore Road') Bus Showcase Routes www.networkwestmidlands.com (select 'Mobility', select 'Bus and Coach') New Metro planned for Birmingham city centre - www.birminghampost.net (search 'Midland Metro extension')

Organise the class into groups (these can be mixed ability) and explain that their task is to complete the problems/solutions grid in their Student Workbooks. Ensure that students understand that this research needs to be a collaborative activity and that much of their work will come through discussion and debate within the group, whilst looking at the various sources of information.

Share one of the project websites and discuss how information can be gleaned from this and how we can find out further information to help complete the grid.

Depending upon the class, it may be beneficial to either randomly assign the different projects to groups, or ask groups to select the ones that most interest them.

Each group presents a mini-overview of what they have discovered from their research and discussion. The aim is for each group to find an interesting way to present the 'problem' facing a particular area, and the possible solution(s) that could be/were used to address this issue. Explain that it would be worthwhile for them to explain their own views on the projects and whether they feel that anything else could have been done to make it more effective.

Explain that when new transport initiatives are introduced in a local area, they are often either ‘enforced’ or ‘encouraged’. Share the Student Workbook and ask students to consider which of the methods are ones which ‘encourage’ people to use/do something, and those that are ‘enforced’. Ask students to complete this activity in the Workbooks as part of their home learning.


EVALUATING POSSIBLE SOLUTIONS - HS2 MINI-STUDY LESSONSIX

Resources

Main Activity

Plenary/ Conclusion

To understand how new developments and solutions can offer both benefits and impacts.


HS2 information booklet, computer, whiteboard, Student Workbook.


Use the 'In A Minute' activity with students to recap on prior learning. A selected student must recount as many different points they have learnt during this unit of work in one minute. They must try not to repeat any ideas mentioned by the previous student and must try to speak clearly and with a minimum of 'ums'. Allow students time to complete the mind map activity in their Workbooks.

So far, the project has concentrated on relatively small scale transport solutions. Explain that for the next couple of sessions the class will investigate a possible large scale model of sustainable transport. Introduce the proposal for the 'HS2 High Speed Rail Network' by asking whether they have heard about it before? What do they know about it? Where have they seen/heard about it?

HS2 is a planned high speed rail network which will have Birmingham at the centre. Proponents say this would help to make the West Midlands far better connected to both London and also to other areas of the country, such as Glasgow and Edinburgh. It will also enable easier access to mainland Europe.

Share a large version of the map from the How HS2 Will Transform the West Midlands booklet and talk through the proposed 'Y' shape of the network. Inform students that the purpose of this lesson is to find out as much about this sustainable model as possible and to share this information with each other.

Explain that students will look through information in the HS2 booklet and on relevant websites: Go-HS2 website - www.go-hs2.com Go-HS2 blog - www.gohs2.wordpress.com

Share with students the 'five W's' activity in the Workbook. Their task is to use information in the booklet and online to answer 'the five W's': What is HS2? Where will the new network be built? Why has HS2 been proposed? When will the new network be built? Who will be affected by HS2? Extension Activity: students who complete 'the five W's' quickly can use the internet to research similar high speed transport networks that have been set-up across the world. What were the impacts? How are these different to the proposed HS2 network?

Does everyone in the class understand what HS2 is and why its supporters think it is a good transport solution? Did all students have the same answers to 'the 5 W's'? Was there any disagreement? Discuss.

Explain that the class will be looking at different views on HS2 in more detail in the next lessons.

To ensure the class has a firm understanding of HS2, which is necessary for the next three lessons, in their home learning students use the Twitter template in the Workbook to write their own 'tweet' giving a succinct summary of HS2 in exactly 140 characters.


UNDERSTANDING DIFFERENT VIEWS - HS2 MINI-STUDY LESSONSEVEN

Resources

Main Activity

Plenary/ Conclusion

To understand different views around a proposed transport model.To form, explain and justify your own opinion.




Play the word association game to think of as many words linked to the HS2 proposal that the class began to investigate in the last lesson. Draw up a list on the board. Help students to identify key geographical words. Which ones have we used before in geography or citizenship lessons?

In this session, students will research the views of five characters who each have different opinions on the HS2 proposal. Explain that each character will be affected differently by the building of HS2 and, therefore, has a contrasting point of view.

The class is divided into groups of five. Each student is given one the following characters: An environmentalist who is concerned about nature conservation along the route A manager from Birmingham airport who sees the opportunity to take business away from the larger airports in London A resident living along the line of the route whose house may be affected A manager of a company based in London who wants to reduce office accommodation costs, but still needs to work with clients based in the capital A young professional in the West Midlands who is starting their career and would like to explore opportunities in London or Europe, but doesn't have the money to move

Each student develops the character, forms the character's opinions and presents the arguments from the character's perspective in their Workbook.

Secondly, students discuss with others in the group to determine the strength of the characters' opinions. They then place the characters on the opinion line – 'for' and 'against' the HS2 proposal. Students also place themselves on the line to reflect their own personal points of view and give reasons for their decisions.

What did we find out? Ask students whether this activity has changed their minds about the HS2 proposal? If so, why? Discuss this with students.

Have friends and relatives/carers heard of the HS2 proposal? If so, are they for it, against it, or don't know? Do they think they will be affected by the building of HS2 – for better or for worse?


PREPARE TO DEBATE AND PRESENT VIEWS - HS2 MINI-STUDY LESSONEIGHT

Resources

Main Activity

Plenary/ Conclusion

To understand different views around a proposed transport model. To form, explain and justify your own opinion. To hold a debate and present information/views clearly and succinctly.




Mind map as many keywords and ideas about the HS2 project that students can remember – remind them to only give factual information for this activity and not opinions. What is the difference between a fact and an opinion? Discuss. Record these in the Student Workbook.

Remind students of last session’s learning and the activity looking at different characters in the HS2 debate and their opinions. Did anyone share these opinions, or have a different point of view? If so, why? How do our own circumstances affect our viewpoint and opinions? Explore this briefly with students. Discuss and explain how a professional debate takes place. Provide examples for the students such as from politics in the House of Commons, or in a TV current affairs debate etc. Perhaps show a video clip or photos if possible.

Draft some rules for a debate and agree how we need to conduct ourselves. Allow students to sort themselves into groups depending upon the particular character they developed in the previous session.

The groups must recap on the position held by their character and formalise their arguments in preparation for a class debate. Remind students of the need to back-up their arguments with facts and data where possible to add weight. Remind them to think of the contrasting views of the other characters and why their views may differ – do they have a personal stake or something to gain? How can we counter their arguments? What would sway someone to change their opinion? Allow students to make notes in their Student Workbook to help them prepare.

Each group will prepare a short introduction about themselves and a 2 minute presentation on their arguments for/against the HS2 proposal, using as much evidence and data as possible.

Each group must also write at least 2 considered questions to ask other characters during the debate, which will be held next session.

Ask the class to discuss the process they have been through and talk about the learning that has taken place. Did they find it easy or hard forming arguments for their character? Why or why not? Do they share the opinion of their character? Did this help with forming arguments?

Encourage students to watch a debate on television, or listen to a radio news programme. Ask them to jot down in their Student Workbook any sentences or key phrases that can be used in their own debate. How do people put across an argument or opinion strongly whilst maintaining the decorum of a professional debate?


DEBATING AND PRESENTING VIEWS - HS2 MINI-STUDY LESSONNINE

Resources

Main Activity

Plenary/ Conclusion

To understand different views around a proposed transport model. To form, explain and justify your own opinion. To hold a debate and present information/views clearly and succinctly.




Recap on last session – what were we working towards? What was our aim? Discuss the home learning activity with students and draw up a list of useful phrases taken from professional debates observed. Discuss with students the role of the facilitator. How do they keep order? What phrases do they use? Explain that as teacher you will be taking on this role in the session.

Recap on the rules for the debate which were looked at in the last session and display these for all to see.

Allow the groups preparation time to remind/recap on their arguments and to prepare their chosen representative for their group. Although this person will play the character, the other students may also be called upon to contribute and add to the arguments given by their key speaker. In their groups, students prepare to deliver their 2 minute presentations on their character's point of view and position on HS2.

Encourage the students to use some of the phrases from the home learning and introduction activities to make their statements and responses more in-line with a professional debate.

After sufficient preparation time, bring the class together and organise the students into a debate – ideally sat opposite one another or in a circle. The teacher acts as the facilitator, like the Speaker in the House ofCommons, or a TV news presenter and helps to keep order.

Ideally the debate will run as follows:

Introduction - As facilitator, introduce each of the characters and ask them in turn to provide a brief overview of who they are, if they represent an interest group etc. Presentations - Each group delivers their 2 minute arguments for/against the proposal. Question time - Groups ask the 2 questions of other groups that they prepared previously.

Answers and closing comments - Pause the debate and allow students in their groups to discuss answers to these questions. Encourage students to pool their ideas. After sufficient time to deliver and discuss the questions and answers, bring the debate to a close.

Hold a vote to see who is now in favour of the project. Has this changed? Have people’s views changed in light of the debate? Which arguments helped to sway them one way or the other?

Students plan and write their own opinions and personal views on the HS2 proposal. This could take the form of a letter, a news article or a blog. They can use the space provided in the Student Workbook to help plan out and present their views.

TEACHER EVALUATION


Section 1: General school information

School name:

Teacher's name:

Number of students involved:

Year group(s)

Section 2: Impact of the projectThese monitoring and evaluation questions are to be asked before and at the end of the project to see if the work has had an impact on travel behaviours:

Number of students before

Number of students after

Yes No Yes No

Do you always use the car for your journeys?

If a journey would take 10 minutes to walk, would you go by foot?

Do you ever use the bus?

Have you travelled by train?

Do you use the car everyday?

Section 3: Evaluation of the resourceHow would you rate the following aspects of this resource:

Excellent Very good Good Satisfactory Poor

The teacher lesson plans e.g. clear instruction, helpful advice, relevance to the curriculum etc.

Student workbook e.g. ease of use, content, design etc.

Supporting information on the Future Travel online resource

Would you use this resource again? YES or NO (please circle)

Please record any comments or suggestions below:

Thank you for your time. Your feedback will help us ensure that we can improve and develop our education programme and supporting resources. Please return your completed evaluations to Sustainable Travel Team, Centro House, 16 Summer Lane, Birmingham, B19 3SD.

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