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1, 2, 3
Source: www.bikeforall.net/news.php?articleshow=416
Physical education Summary
KS3 Cycle Curriculum Pack
Project two – Local Community, Local Discovery
Page 2.3
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specific subject areas such as Physical Education (PE), Science, Design and
Technology, Citizenship and Personal, Social and Health Education (PSHE),
and across the curriculum through Education for Sustainability and
spiritual, moral, social and cultural development.
A successful and high-quality Physical Education curriculum should enable
all students to enjoy and succeed in many aspects of physical activity.
Discovering what they like to do, what their aptitudes are, and how and
where to get involved in physical activity, helps them make informed
choices about lifelong physical activity.
Schools should also be seeking to support the efforts of Transport for
London (TfL) in working to increase the growth of cycling among students
in school and within the wider community. To that end, utilising the open
spaces which may be available to schools across London is an essential
part of this programme. This includes the spaces located within the
school’s boundaries and other recreational spaces to be found within
the community of the school.
The objective is to establish a process within the school and then to help
schools and students research and develop opportunities for safe cycling
experiences as part of their school curriculum and extra-curricular
activities programmes.
Physical education Teaching delivery map
KS3 Cycle Curriculum Pack
Project two – Local Community, Local Discovery
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the school.
Part 2 – What are the issues Unit requires good utilisation of current resources to
at your school? create an imaginative space for planned activities.
Part 3 – How has everyone Planning of journeys to and from the school.
been involved? Storage strategies for cycles.
Part 4 – What exactly do you Increase the number of students using cycles to and
want the plan to achieve? from school. Increase general fitness of students.
Part 5 – How are you going Facilitate and encourage cycling to and from school.
to achieve it?
Part 6 – Monitoring, reviewing Count the number of bikes being stored at the
and progress reporting school during school hours.
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Section 1
Research task
Resources:
Worksheet 1 Research task
Section 2
Finding safe routes to school
Resources:
Worksheet 1 Finding safe routes to school
Section 3
Cycle to School Day
Raise awareness and acceptance of cycling as a way of travelling
to and from school.
Section 4
Multi-station pursuit race
Resources:
Worksheet 1 Multi-station pursuit race
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.13
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Section 6
Cycle sprinting (2 sessions)
Paired one-versus-one and group sprinting activities.
Resources
www.cycle-smart.com/coaching/articles/sprints.html
– for students to read after the first session
Section 7
BMX/off-road racing
Introduce students to alternative approaches to cycle racing.
Section 8
Slalom relay
An exercise to enable students to improve their control over a bicycle.
Section 9
Spinning activity
Resources:
Worksheet 1 Spinning activity warm-up
Section 10
Writing a student-focused cycling guide to London landmarks
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.14
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Warm-up/warm-down activity
How to warm up for a cycling session
Cardiovascular – jogging for three minutes or light cycling for three minutes
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Research task
Objective
To raise students’ awareness of the health benefits of cycling and of local
Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009
Teacher guidelines
You may need two sessions for students to complete this activity.
Activity outline
Hand out Worksheet 1: ‘Research task’, which lists a number of computer-
based research tasks using the sustrans website.
www.sustrans.org.uk/default.asp?sID=1089651611859
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.16
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Activity outline:
Ask students to use a local street directory or an A-Z to complete the
activities outlined on Worksheet 1: ‘Finding safe routes to school’.
Alternatively, provide them with a TfL Cycling Guide map of the local
area – these can be ordered in advance via the TfL website.
Note: Tfl maps need to be ordered in advance.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.17
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as a way of travelling to and from school and will empower them to practise
the cycle skills learnt through work with education officers and begin cycling
to school regularly.
Teacher guidelines
• Let the riders out from school 10 minutes before the end-of-day bell.
This will act as a reward and will also mean they miss a lot of the traffic
at the school gate
• Provide a special breakfast for the children who ride to school
• Run a special assembly or hold a school celebration of cycling during
the Cycle to School Day
Activity outline
Students plan a Cycle to School Day event.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.18
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Teacher guidelines
Create a race circuit with two long straights and long corners, using
colour-coded cones. The size of the circuit will be dependent upon the
space available to you. Create four ‘stations’ around the circuit. Each of
these should be colour-coded by the use of coloured cones. Divide the
students into sets of eight: four riders, each coupled with a partner to
time their circuit speeds. Each participant should have a colour-coded
bib to match one of the stations. Each station start and finish should
be clearly identifiable.
Work with the students before the competitive event to identify possible
tactics a racer can employ in a pursuit activity. Also identify how they can
adapt their tactics according to the ability of the other racers involved.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.19
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Extension activity 1
Run the activity as a team pursuit activity of two teams of four, with
the time of the third team member across the finish line counting.
Extension activity 2
1. Provide access to a recent BBC Sports video of team pursuits –
news.bbc.co.uk/sport1/hi/other_sports/cycling/7319804.stm –
on the school’s website for students to look at between lessons
2. Ask students to write an article about the tactics employed by the
racers in the video for the PE department or the school website
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.20
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Teacher guidelines
This activity can be done in small groups, or with the whole class in a series
of heats and finals. Participants need to be able to ride with reasonable
good cycle control before this activity. Non-riders can be used as judges
and timekeepers.
Equipment required
• Bicycles and helmets
• Stopwatch
• Cones to mark out course
• Charts to record results
Activity outline
Ask the students:
• What makes riding slowly more difficult than riding fast?
• What makes it possible to ride slowly yet keep control?
(Possible responses: good balance, steering, suitable gear ratio)
Explain that in this activity they will be able to assess their own
slow-riding skills.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.21
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speed at which they can cycle. They attempt to cycle as slowly as possible
to the next cone, at which point they can begin cycling at normal speed
again. (Allow 3-5 minutes for this)
Get the students to analyse (possibly using a camcorder or digital camera)
good technical capability/control. (Allow 3-5 minutes)
Mark out a track 10m long by 2m wide using cones. If you have a large
number of students, mark out several similar tracks. It should be a
winding course.
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Start
Finish
Set-up: Playground, basketball court, field. (This activity can be carried out
in a fairly small area.)
Object of the exercise: To ride as slowly as possible towards the finish
line. The last rider to cross the finish line is the winner.
Procedure
• Riders line up side-by-side – with lots of room between each rider so
they don’t crash into each other
• Participants ride in a straight line towards the finish. They must not
swerve and no part of the body may touch the ground during the race.
All riders start at the same time
After the first round ask students a series of questions to help them
identify ways of improving their performance.
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Health and safety: Inform the students that the balance tip should not be
applied in traffic, and particularly not at traffic lights.
Extension activities
Mathematics and ICT
Students design and compile a spreadsheet of the outcomes from the
slow-riding trials, using the data collected during the course of the event.
They should seek to identify average/mean/median times for competitors
and publish results on the school or PE department website as a series
of charted outcomes using the real data collected during the event.
Opportunities also arise for digital photographs and/or videos of the trials
to be taken, which can then be used on the website.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.24
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Activity outline
First session: Paired one-versus-one sprinting activities on a straight track.
Second session: Group activity. 1 x 4 sprinting activities on a circuit.
Get the students to take and record their resting pulse rate and log it into
a spreadsheet or write it up on a chart, then do their warm-up activities
and take and record their heart rate after warm-up exercises.
Before the activity begins, create a circuit with two straights and curving
corners at each end. The straights should be approximately 50m long.
Procedure
Session 1: Sprinting on the straight
Divide the students into pairs (or fours if you have sufficient room on your
track). Tell them to cycle out to a cone at 10m from the start line, turn
around the cone and return to the start area, ensuring that they cross the
line together. Blow a whistle to start the race.
The students then straight-line sprint for 50m and their times are recorded
by a partner. Each sprinter has their heart rate recorded at the end of
the sprint.
Run the activity in pairs in a round-robin process. In fours, run it as best-
of-three sprints.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.25
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line together. If they do so, blow a whistle and they can then sprint the
remaining circuits.
If they fail to cross the finishing line together, enforce a turnaround from
10m out and regroup.
Health and safety: All non-racers should stand in the centre of the circuit,
well away from the track.
Additional activity: (for either session)
• All students in class race in pairs for straight-line sprints
• For circuits in fours, the outcomes are recorded and then you can develop
a series of challenge rounds based on ability and the outcomes from the
first-round exercises undertaken
• Students can then compete in a knockout competition for both processes.
The winners of individual races go forward to a semi-final and then a final
Repeat the warm-up activities given on Handout 1: ‘Warm-up activity’ as a
warm-down after the sprints.
Extension activities
Students could organise a school knockout sprinting championship
competition, either on an age group, year-level or house basis, or on an
individual competition basis throughout a term, based on weekly meetings.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.26
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BMX/off-road racing
Objectives
To introduce students to alternative approaches to cycle racing.
1
Source: Sport England, www.sportengland.org/cycling.pdf
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.27
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1. Flat hurdles
Three railway sleepers concreted-in 2m apart. Used for bunny hopping /
dismounting/remounting.
2. Flat hurdles followed by natural climb
Three railway sleepers concreted-in 2m apart just before a short natural
climb. Used for bunny hopping/dismounting/remounting.
3. Incline hurdles
Three railway sleepers concreted-in 2m apart just before a short natural
climb. Used for dismounting/remounting training on a climb.
4. Slalom
Zig-zag climb marked out with six railway sleepers on a short, steep natural
incline. Used for technical climbing training, that is, having to negotiate
turns on a climb.
You should endeavour to incorporate:
• Climbing and downhill sections, short but challenging
• Narrowed single-space sections
• Carry-bike sections
• A twisting section using cones
• A climbing and carry-bike section
• A sprinting section
• An obstacle/beam ride/carry-section – height not to exceed 40cm
• A start section, which should be 200m (school site) or 600m (off-site),
flat or uphill
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.28
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Procedure
Give the riders an opportunity to familiarise themselves with the circuit.
Walk them through each section, especially those that may require riders
to dismount and carry their bicycles.
Start the riders:
1. At timed intervals of 10-30 seconds, depending on the size of the track.
Time trial them over three to five laps
2. In groups of six to eight, started together in a race formation. Do three
to five laps
3. Increase the number of laps and/or competitors to increase the difficulty
of each circuit race
4. Run a series of heats culminating in a final
At end of each event students should measure and record their heart
rate performance.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.29
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Cone-marked
slalom
4
Railway
3 sleepers
on incline
Technical climb
Cone-marked through sleepers
narrow section
and/or beam ride
Landscaped fast
hump section
1
Railway
sleepers
before Railway
incline sleepers
Start Finish
Building Building
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Slalom relay
This activity can be spread over a number of lessons, but it is likely
to take a minimum of three.
Activity outline
Slalom relay race (25 minutes)
You will need eight gates in each lane and seven or eight lanes marked
out with cones, with approximately 3m between cones, and a start/finish
line. There should be a distance of approximately 3m between lanes to
avoid collisions. Organise the students in groups of four; other team
members stand with their bikes in a holding area at least 3m behind the
start/finish line.
Cyclists ride through the cones and turn around the last cone (about 9m
distant), repeating the slalom process on the return journey.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.31
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Start
and Inside Inside
Finish pedal up Inside pedal up pedal up
Inside Inside 10
pedal pedal second
down up penalty
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.32
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Additional activity
• Increase the number of repetitions or the distance covered
• Develop a competitive school-wide challenge process for individuals
or teams so that there is an overall reduction in the times recorded
• An analysis of personal times and heart rate levels should be undertaken
at every session and recorded (see also Extension activities below)
Extension activities
Students could design a training programme to develop sprint fitness and
endurance fitness using the training materials and links supplied in this
cycle curriculum resource. The training programme could then be posted
on the school website.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.33
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Spinning activity
Objectives
Students develop an increasing understanding of aerobic performance
Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009
Equipment required
• Fixed cycles
• Mixed music CD (music of minimum 125 beats per minute)
Visit www.workoutmusicvideo.com/spindoor.html or
www.spinning.com/spinning-shop/music.asp or
www.emusic.com/album/Various-Artists-iSweat-Fitness-Music-Vol-48-
Spin-Cycle-124-131-MP3-Download/11185880.html
Pre-session task
Working in pairs, students take and record (either on an Excel spreadsheet or
on a record sheet) their resting heart rate score at the start of the lesson.
Students should check and record their heart rate score again before
starting the warm-up activities.
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per week. Students undertake this spinning session to music over the period
of a half term:
1. Warm-up: Three minutes’ riding at an easy pace with the focus on
good posture on the bicycle
2. Steady pace: Increase the resistance level and seek to maintain an
even pace for four minutes
3. Set up a hill climb by increasing the resistance on the cycle and
maintain a steady cadence (the term used to describe the rate of
spinning in rotations per minute) for three minutes. Students may
stand on the pedals throughout this period
4. Spin at a moderate level for three minutes
5. Increase the tension again and undertake a sprinting session for three
minutes by going for 15-second sprint activities with 30-second
intervals in-between
6. Recovery: Set the tension levels to the lowest level and spin down for
four minutes to recover
(Total time 20 minutes)
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.36
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Teacher guidelines
This is a group activity for groups of up to six students and can be run
over the course of a single term (10 weeks) as an after-school extension
activity. There is scope for the physical education department to work
in conjunction with the English, ICT and geography departments.
Equipment required
• Access to digital cameras
• Access to publishing software
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project two – Local Community, Local Discovery
Page 2.37
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Local
Community,
Local
Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009
Discovery...
Handouts and worksheets for photocopying
Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009
Physical education Warm-up activity
KS3 Cycle Curriculum Pack Handout 1
Project two – Local Community, Local Discovery Page 1 of 3
Page 2.41
Warm-up activity
in the back of the thigh, the top of calf and at the back of the knee.
Without bouncing, hold for about eight seconds, and then intensify the
stretch by slowly leaning in further. Repeat the stretch on the other leg.
Raise the height of the bench as your stretching capability increases.
1 2
1 2
Physical education Warm-up activity
KS3 Cycle Curriculum Pack Handout 1
Project two – Local Community, Local Discovery Page 2 of 3
Page 2.42
Warm-up activity
Calf stretch
Step 1: Lean forward with your hand at shoulder level against a wall. Bend
your right leg forward and extend the other leg with a straight knee behind.
Step 2: Keeping your lower back flat, gently move your hips forward. Make
sure to keep the heel of your left leg on the ground with your toes pointed
1 2
1 2 3
Physical education Warm-up activity
KS3 Cycle Curriculum Pack Handout 1
Project two – Local Community, Local Discovery Page 3 of 3
Page 2.43
Warm-up activity
Gluteus stretch
Step 1: Lie on your back (on a mat or on the floor). Bend your left knee.
Step 2: Cross your right leg over your left knee so your right ankle rests
just above your left knee.
Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009
Step 3: Hold behind the left thigh with both hands and gently pull towards
you until you feel the stretch in your bottom and outer thigh. Hold for 8-10
seconds then repeat on the other leg.
1 2 3
Shoulder stretch
Step 1: Stand (with legs slightly bent and feet hip-width apart) or sit.
Step 2: Put your right arm across your body so it is near your left shoulder.
Extend until you feel the stretch in the back of your shoulder.
Step 3: To push the stretch a little further, hold your right arm with your
left hand. Hold for about 8-10 seconds and repeat on the other side.
1 2 3
Physical education Section 1
KS3 Cycle Curriculum Pack Worksheet 1
Project two – Local Community, Local Discovery Page 1 of 1
Page 2.44
Name Date
Class
Research task
Activity outline:
• Log on to Sustrans’ website cycling page at:
www.sustrans.org.uk/default.asp?sID=1089651611859
Page 2.45
Name Date
Class
Use a local street directory, an A-Z or TfL Cycling Guide map of the
local area to complete the following activities:
• Locate your home and your school and highlight or mark with a sticker
Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009
Page 2.46
Name Date
Class
Activity outline:
• One rider starts at each of the four colour-coded stations
• All participants ride in an anti-clockwise manner
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Name Date
Class
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Name Date
Class
Spinning activity
warm-up
Quadriceps: Stand on one leg and bend the other leg behind you, bending
the knee and holding on to the foot. Keep the pelvis straight and do not lean
forward. Pull the heel in towards the buttock. Repeat with the other leg.
Adductor (inner thigh): Stand with the legs wide apart and lean your body
weight over to one side, bending the weight-bearing leg until you feel a
stretch in the inner thigh of the straight leg. Repeat with the other leg and
do five repetitions of each leg.
Calf: To stretch the upper calf, stand in a lunge position and ease the body
weight onto the bent front leg, keeping the back leg straight and the heel
on the ground. Repeat with the other leg and repeat five times for each leg.
To stretch the lower calf, stand with one foot slightly in front of the other
and bend both knees, keeping both heels on the ground. Repeat each leg
five times.
Hip flexors: Kneel on one leg, with the other leg bent to 90 degrees in
front, and the hands on the bent knee. Keeping the back straight ease the
body weight forward over the bent knee. Repeat five times with each leg.
Gluteals: Lie on your back and bend one knee into your chest using your
hands, keeping the other leg straight. Repeat five times for each leg.
Trunk: Stand with one arm raised above the head and lean over to the
opposite side. Repeat on the other side. Cross arms and twist the body
to one side. Repeat on the other side.
Pectorals (upper chest): Clasp hands behind your back, keeping the elbows
as straight as possible, pull shoulders back and hold. Repeat five times.