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Source: www.qca.org.uk
Geography Teaching delivery map
KS3 Cycle Curriculum Pack
Project four – Looking Beyond the UK
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on the roads leads to congestion, increased road accidents and pollution. During term time cars
on the school run account for 16 per cent of early morning traffic and a measurable increase
in pollutants such as carbon monoxide near schools. It also decreases students’ independent
mobility, reduces their amount of daily exercise and detracts from their awareness of road
safety. Walking and cycling offers a sustainable alternative, providing a valuable boost to
students’ fitness levels, increasing students’ concentration and instilling positive habits for
life. The contrast with LEDCs is important as there bicycles are often the only practical
method of young people reaching school, and Europe, where cycling is more widespread
in countries such as the Netherlands.1
Looking Beyond the UK is an effective and active contributor to the delivery of the global
sustainability agenda.
The Travel and Traffic doorway In what way does the project link to the SS doorway?
Curriculum Looking Beyond the UK cultivates the knowledge, values
and skills needed to address global travel and traffic
issues, and reinforces this through positive activities in
school and in the local area.
Campus Looking Beyond the UK raises the issue of the impact of
travel behaviour in Europe and LEDCs, and policies and
facilities for promoting cycling, to lessen environmental
impact and promote healthier lifestyles.
Community Looking Beyond the UK can be seen in its community
context to encourage students, staff and families to
promote awareness of travel decisions among their
stakeholders. The raised awareness of the issues
among students will allow them to participate more
in the decisions and actions within their own
communities and beyond.
1
Source: Sustainable Schools National Framework, www.teachernet.gov.uk
Geography Teaching delivery map
KS3 Cycle Curriculum Pack
Project four – Looking Beyond the UK
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Lesson 1
Discovery and exploration in Europe
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
Lesson 2
Getting my European journey passport
Lesson 3
Discovering LEDCs
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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Europewise
Now the lesson moves on to some facts and figures about Europe, to raise
the students’ awareness and knowledge levels. Teachers may choose to
do this as a homework task, as a research task using the internet or other
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
Italy Spaghetti
Hungary Goulash
Spain Paella
Greece Olives
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
Page 4.16
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Europewise (continued)
Now let’s think about how much you know about Europe.
There are nine questions, see how many you can answer.
The correct answer is highlighted in bold.
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Europewise (continued)
6. Look at the following flags of European countries. From the list below
the flags, select which country matches which flag.
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
A B C D
The countries for you to select from are: Portugal, UK, Spain, France.
A UK B France C Spain D Portugal
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Europewise (continued)
8. If you were travelling in the following European countries, and wanted
to buy some food or a train ticket, which currency would you use?
For example, if you were travelling in the UK, you would use ‘the
9. Finally, food and drink! In an envelope that your teacher will give you,
you will find 10 pieces of paper. On five of them are the names of
European countries and on the other five are foods or drinks that are
associated with one of the countries. Can you match them up?
Once this has been completed, teachers may wish to discuss what has been
learnt so far and extend discussions, for example to discuss other European
food or more European currencies and landmarks. These activities might
form part of a display of student work.
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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discuss the features shown, or to ask the students about what they have
seen, and to introduce some ideas which might be asked, for example why
is Spain so dry? How can glaciers erode? What is it like to live in this area?
There are many exciting and dramatic things to see in Europe. Look at the
images below and think about each one, for example what it might be like
to live in the areas shown, how the features shown were made or formed,
and why the features were made or formed.
It is this variety that makes Europe such an interesting place to explore and
discover all sorts of foods, people, languages, music, clothes, buildings,
traditions and ways of life. Living in rural Austria would be very different to
living in London, for example.
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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Discovering Europe!
Working in groups of four, you are going to plan a journey through a part of
Europe and then report back to the whole class on what makes the journey
you planned so exciting.
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To:
Here they should add origin and destination of their chosen cycle route.
My team consists of:
Here they add the names of the other students working in this group.
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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Students could use the www.ecf.com website and either the EuroVelo or
Tours and Destinations sections to choose a cycle route that they would
like to take.
If it is decided that this website is not appropriate this activity can still be
done by using general European maps (either via the internet or using hard
copy maps) which show roads, settlements and basic geographic features.
Write your choice in the space below.
Encourage the students to explore the ECF website and discuss with them
their choices of cycle route. This discussion might include such issues as
practicality, areas of interest to a particular group and cost.
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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2. How will you get from your home to this starting point?
Here, students are expected to think about the practicalities of perhaps
having a bicycle with them, and certainly some luggage, together with cost
and accessibility. A journey by car is one option, but try to encourage
sustainable choices, such as taking a train. The level of detail of students’
answers is a matter for the teacher’s judgement; students might detail
which trains and which stations, or use a more general approach, for
example ‘train followed by taxi’.
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What risk, hazard or danger What could you do individually or as a group to minimise or
might you face on your stop the risk, hazard or danger?
cycling journey?
Getting lost on our journey Always carry a map; plan our journey carefully; tell people both
in our origin and destination settlements where we are heading;
carry a mobile phone which works away from the UK; have
emergency telephone numbers for police; tell people in our
destination what time to expect us.
Falling off my bicycle and Always carry a first aid kit and know how to use it; plan our
hurting myself journey carefully; tell people both in our origin and destination
settlements where we are heading; carry a mobile phone which
works away from the UK; have emergency telephone numbers
for ambulance and police; tell people in our destination what
time to expect us.
Meeting unfriendly people Always be polite and non-confrontational; respect local
along the way customs; be quiet and low profile in communities; ask advice
before travelling about any particularly sensitive areas or
issues; carry a travel advice book and English–foreign language
dictionary; have emergency numbers, including local police
and the British Embassy.
My bicycle breaks or Carry a bicycle repair kit, including spare parts; understand
is damaged how to repair the bicycle; investigate before travelling where
there will be bicycle shops along the route.
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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In this section there are some basic details for the group to decide, for
which it will be an advantage to have internet access and resources such
as an atlas.
Our plan
First, write down your planned journey:
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First of all, think back to the cycle journey that you planned in your
European passport. If you had not cycled that route, how else could you
have completed the journey? List three other options.
1.
2.
3.
Why might cycling be a better form of transport than the ones you have
just listed?
This is an opportunity to bridge from this task into local investigative work.
One advantage of cycling is that you are more able to engage with the
environment – to see, hear, smell and feel your surroundings – than when
in a car, coach, etc. It is far easier to observe aspects of the built and
natural environments on a bicycle because you are travelling more slowly,
have a different viewpoint and can access areas that are difficult to reach
in motor vehicles. This ties in with the idea of exploration and discovery
and there is a natural link to local work, perhaps based on foot rather than
bicycle, in which students can use their skills of observation.
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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Imagine that you were offered all of the costs of the cycle trip. Would you
go ahead and cycle through Europe as you have planned in your passport?
Explain your answer.
Expect a mixed response. This is an opportunity, however, to listen to
students’ perceptions and issues such as anxiety about travelling away
from home or the desire for more traditional holidays, and to place some
negatives in a more positive light.
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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Discovering LEDCs
Context: students will probably have some awareness of the diversity of
issues that face less economically developed countries (LEDCs) today. This
lesson explores the significance of cycling as a contributor to sustainable
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
solutions for urban transport, education and economic well-being, and for
enhancing the role of women and young people within society. Although a
variety of solutions have proven successful in LEDCs, there is considerable
support for local-scale, cost-effective, accessible and flexible solutions.
Handouts and resources: there are five worksheets to accompany this
lesson and a number of opportunities for discussion, creativity and
problem solving.
Knowledge: an overview of some of the problems and challenges facing
urban and rural communities in LEDCs, followed by an examination of
cycling as a sustainable solution.
Introduction to lesson: cities in LEDCs face numerous challenges, but are
also making significant strides in economic development. A key aspect
of development, however, should be to reduce dependence on more
economically developed countries (MEDCs) and transnationals, and to
encourage sustainable, bespoke and local projects and programmes in
education, employment creation, transport, healthcare and food accessibility.
Time: likely to last for between 60 and 90 minutes.
The starting point for the lesson is transport and traffic in LEDC cities,
within the context of rapid urbanisation. This is an opportunity to explain
some key ideas such as urbanisation and to highlight the impact of such
high urban growth rates. The lesson might start with some work on
perceptions of LEDCs and what the students know already. This might
also be an opportunity to dispel some stereotypes of LEDC cities, which
do not always hold true. Worksheet 1, Lesson 3 can then be given out
as the basis for some work as a class, in pairs or individually.
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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Figure 1
Beijing
Cairo Shanghai
Karachi New Delhi
Kolkata
Mumbai
Mexico City
Manila
Lagos
Nairobi
Jakarta
São Paulo
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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3. Look specifically at the forms of transport and name four ways that
people living in Delhi might travel around the city.
Bus, car, moped, rickshaw, foot, bike, train
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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Cycling in LEDCs
In the previous worksheet, we found that there were many good reasons
for thinking of cycling as a vital factor in helping LEDCs and NICs to
prosper economically and improve citizens’ health. However, although
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
this might seem a strong case, bicycle use in some LEDC cities has been
falling significantly since 1970. David Horton (2004) noted how this trend
is particularly noticeable in China and India.1
This was a significant decline and geographers think that it was for a variety
of reasons, many of which are called barriers, that is factors that prevent
people from doing something, in this case cycling to work, cycling to school
or cycling to see friends. Why might the amount of cycling have fallen
since 1970 in some LEDCs? Discuss this question and write your answer
in the form of a spider diagram in the space below:
1
Source: David Horton, University of Lancaster, Centre for Mobilities Research,
Cycling and Social Sciences, Workshop 2004.
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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in pairs or small groups, plan and write an advert that could be shown in
LEDC cinemas or on television to show why more people should cycle,
maybe including some ways of reducing car use. When you have written
the advert, rehearse it ready to present to the rest of the class.
The rank order is not really significant, and it might be appropriate to move
straight on to the advertisement activity, which has an element of ranking
in it anyway. Encourage the students to be creative, perhaps using music,
clothing, art and construction to make the advert appealing and effective,
but the focus should remain on promoting cycling within an LEDC context.
At the end of the presentations, a written evaluation is useful to draw
together what the students have discovered about the positives of cycling
and also about the needs of people in LEDCs. The adverts could be
videoed or presented in an assembly.
Having established some ways of encouraging cycling in LEDCs, Worksheet 3,
Lesson 3 turns to the experiences of real people and allows students to
learn about the difference that cycling can make to everyday life.
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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‘I have owned my own paper recycling business in Midrand, South Africa for three years now.
I had very little money to begin with and it was a hard life, as I would walk around 25km per
day, collecting waste paper and carrying it around in a bag and taking it to the main recycling
centre every evening. What changed my business completely was buying a bicycle. I saved
for months, but it has made such a difference to my business – I can cover at least twice the
distance every day, store the collected paper in a container on the back of my bike and my
income has tripled!’
Tumelo, male worker, South Africa
Your teacher will give you an envelope, in which there are a number of facts and ideas that
show some other reasons why cycling is so helpful to people living in countries such as
Ghana, India and South Africa. Working in pairs, place these advantages into a ‘diamond of
benefit’ shape. At the very top of your diamond shape will be the most important advantage,
the next two parts of the diamond will be the next two most important advantages, and so
on. Once you have agreed, write in the diamond grid your diamond of benefits. When
everyone has completed this, produce a league table of all of the results and see how many
of your classmates agree with you!
Source: The Economic Significance of Cycling. A study to illustrate the costs and benefits
of cycling, (2000), The Association of Netherlands Municipalities, p45.
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project four – Looking Beyond the UK
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Some suggestions are included in the table below, although there will be
plenty of other ideas.
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Looking
Beyond
the UK...
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
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Europewise
Italy Spaghetti
Hungary Goulash
Spain Paella
Greece Olives
Geography Lesson 1
KS3 Cycle Curriculum Pack Worksheet 2
Project four – Looking Beyond the UK Page 1 of 3
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Europewise
Now let’s think about how much you know about Europe.
There are nine questions, see how many you can answer.
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Europewise
A B C D
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
The countries for you to select from are: Portugal, UK, Spain, France.
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Europewise
Page 4.59
It is this variety that makes Europe such an interesting place to explore and
discover all sorts of foods, people, languages, music, clothes, buildings,
traditions and ways of life. Living in rural Austria would be very different to
living in London, for example.
Geography Lesson 2
KS3 Cycle Curriculum Pack Worksheet 1
Project four – Looking Beyond the UK Page 1 of 1
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Class
Discovering Europe!
Working in groups of four, you are going to plan a journey through a part of
Europe and then report back to the whole class on what makes the journey
you planned so exciting.
There are four sections to your passport:
1. Choosing a route
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Journey details:
From:
To:
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
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Passport section 1:
where are we going?
Choose a cycle route that you would like to take. You might decide it is a
country, or countries, that you have wanted to visit for a long time, or one
you do not really know much about.
Write your choice in the space below.
You are encouraged to explore the European Cyclists’ Federation (ECF) Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
website and discuss the choice of cycle route with your group.
Now, discuss and research the following questions.
2. How will you get from your home to this starting point?
Geography Lesson 2
KS3 Cycle Curriculum Pack Worksheet 2
Project four – Looking Beyond the UK Page 3 of 8
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Passport section 1:
where are we going?
3. Where will you finish the cycle route?
5. On a map of Europe, highlight the origin, path and destination of your route.
Geography Lesson 2
KS3 Cycle Curriculum Pack Worksheet 2
Project four – Looking Beyond the UK Page 4 of 8
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Passport section 1:
where are we going?
6. Imagine what it would be like to be actually doing this journey. Name
four risks or hazards that you might face and explain what steps you
would take to reduce that risk. Use the ‘Risk and safety table’ below.
Risk and safety table
What risk, hazard or danger What could you do individually or as a group to minimise or
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Passport section 2:
planning your journey
Planning a journey is really important. Imagine that you are cycling across
Europe with just three or four of your friends. What sort of things will you
need to plan and prepare?
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
Our plan
First, write down your planned journey:
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Passport section 2:
planning your journey
Our plan (continued)
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Passport section 3:
what will I see?
Look carefully at your route. Using websites, textbooks and any other
resources which are helpful, prepare a presentation for the rest of your
class to show what you would see on your cycle ride. You should aim to
include in your presentation some of the following:
• Food and drink that you would have in the country or countries you
cycle through
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
• Clothes and fashion that you would wear in the country or countries
you cycle through
• Buildings and styles of buildings that you would see in the country
or countries you cycle through
• Landforms and physical geography that you would see in the country
or countries you cycle through
• Important features, such as monuments or palaces, that you would
see in the country or countries you cycle through
• Recreation such as sport, music, art, literature and tourism that you
would do in the country or countries you cycle through
Geography Lesson 2
KS3 Cycle Curriculum Pack Worksheet 2
Project four – Looking Beyond the UK Page 8 of 8
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Class
Passport section 3:
what will I see?
In the space below, write out the presentation that you will give. Try to
make your presentation as interesting and exciting as possible – dress up
in national clothing, play music relevant to the country, teach the rest of
the class some words in a foreign language, or any other ideas that will
show what the countries are like that you plan to cycle through.
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First of all, think back to the cycle journey that you planned in your
European passport. If you had not cycled that route, how else could you
have completed the journey? List three other options.
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
1.
2.
3.
Why might cycling be a better form of transport than the ones you have
just listed?
Geography Lesson 2
KS3 Cycle Curriculum Pack Worksheet 3
Project four – Looking Beyond the UK Page 2 of 2
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Urban transport
in LEDCs and NICs
Most less economically developed country LEDC and newly industrialised
country (NIC) cities are growing at a very rapid rate, for example Delhi’s
natural increase is over 14 people per 1,000 and the city’s population is
expected to increase from the current 13 million people to over 20 million
people by 2015. LEDC and NIC cities are growing in more than one way.
Cities such as Delhi in India, Sao Paulo in Brazil and Lagos in Nigeria (see
Figure 1 for map) are growing physically, so they are getting larger and
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
larger; they are growing in terms of the number of people who are living
there; and they are growing in terms of the problems that are facing them
due to overpopulation (see Figure 2).
Figure 1
Beijing
Cairo Shanghai
Karachi New Delhi
Kolkata
Mumbai
Mexico City
Manila
Lagos
Nairobi
Jakarta
São Paulo
Geography Lesson 3
KS3 Cycle Curriculum Pack Worksheet 1
Project four – Looking Beyond the UK Page 2 of 4
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Urban transport
in LEDCs and NICs
For most people living in these rapidly expanding cities, life can be very
difficult as they have to face a variety of problems (Figure 2).
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Urban transport
in LEDCs and NICs
1. Describe three features of Delhi shown by the photograph.
1.
2.
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
3.
1.
2.
3.
3. Look specifically at the forms of transport and name four ways that
people living in Delhi might travel around the city.
1.
2.
3.
4.
Geography Lesson 3
KS3 Cycle Curriculum Pack Worksheet 1
Project four – Looking Beyond the UK Page 4 of 4
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Class
Urban transport
in LEDCs and NICs
4. There are good reasons why people use different forms of transport to
get around a city such as Delhi. However, most forms of transport have
some disadvantages. When geographers study the advantages and
disadvantages of something such as transport types, it can be called a
cost-benefit analysis, that is the costs/disadvantages are weighed up
against the benefits/advantages.
Benefit
Geography Lesson 3
KS3 Cycle Curriculum Pack Worksheet 2
Project four – Looking Beyond the UK Page 1 of 3
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Name Date
Class
Cycling in LEDCs
In the previous worksheet, we found that there were many good reasons
for thinking of cycling as a vital factor in helping LEDCs and NICs to
prosper economically and improve citizens’ health. However, although
this might seem a strong case, bicycle use in some LEDC cities has been
falling significantly since 1970. David Horton (2004) noted how this trend
is particularly noticeable in China and India.1
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
This was a significant decline and geographers think that it was for a variety
of reasons, many of which are called barriers, that is factors that prevent
people from doing something, in this case cycling to work, cycling to school
or cycling to see friends. Why might the amount of cycling have fallen
since 1970 in some LEDCs? Discuss this question and write your answer
in the form of a spider diagram in the space below:
1
Source: David Horton, University of Lancaster, Centre for Mobilities Research, Cycling
and Social Sciences, Workshop 2004.
Geography Lesson 3
KS3 Cycle Curriculum Pack Worksheet 2
Project four – Looking Beyond the UK Page 2 of 3
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Class
Cycling in LEDCs
However, since 1995 there has been an increase in cycling in some LEDCs
and NICs, for example Brazil and South Africa. There are a number of
reasons why there has been this increase, including some deliberate
schemes to encourage more cycling. Look at the ways in which cycling has
been encouraged, or might be encouraged, to increase, listed in the box
below. Which do you think have had the most positive impact on increasing
cycling? Rank them in order of effectiveness.
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Cycling in LEDCs
Now that you have ranked these ideas in order of likely effectiveness,
work in groups of four to agree a ‘Top 5’ between you.
One idea is to advertise the advantages of cycling more. Therefore, working
in pairs or small groups, plan and write an advert that could be shown in
LEDC cinemas or on television to show why more people should cycle,
maybe including some ways of reducing car use. When you have written
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
Page 4.78
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Class
Urban cycling
in LEDCs and NICs
In LEDCs and NICs there are many reasons why cycling is economically the
best form of transport in a city. That might not always seem obvious to us in
the United Kingdom. However, in cities such as Delhi and in countries such
as Ghana and South Africa people are becoming much more positive about
how cycling can transform their lives and help them towards a brighter
future. Read the information below from people living in LEDCs and NICs
about some of the benefits of cycling.
‘I have owned my own paper recycling business in Midrand, South Africa for
three years now. I had very little money to begin with and it was a hard life,
as I would walk around 25km per day, collecting waste paper and carrying
it around in a bag and taking it to the main recycling centre every evening.
What changed my business completely was buying a bicycle. I saved for
months, but it has made such a difference to my business – I can cover at
least twice the distance every day, store the collected paper in a container
on the back of my bike and my income has tripled!’
Tumelo, male worker, South Africa
Your teacher will give you an envelope, in which there are a number of facts
and ideas that show some other reasons why cycling is so helpful to people
living in countries such as Ghana, India and South Africa. Working in pairs,
place these advantages into a ‘diamond of benefit’ shape. At the very top of
your diamond shape will be the most important advantage, the next two
parts of the diamond will be the next two most important advantages, and
so on. Once you have agreed, write in the diamond grid your diamond of
benefits. When everyone has completed this, produce a league table of
all of the results and see how many of your classmates agree with you!
Source: The Economic Significance of Cycling. A study to illustrate the costs and benefits
of cycling, (2000), The Association of Netherlands Municipalities, p45.
Geography Lesson 3
KS3 Cycle Curriculum Pack Worksheet 3
Project four – Looking Beyond the UK Page 2 of 2
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Class
Urban cycling
in LEDCs and NICs
Diamond of benefit
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
Geography Lesson 3
KS3 Cycle Curriculum Pack Worksheet 4
Project four – Looking Beyond the UK Page 1 of 2
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3. State three conclusions that you can draw from the table and support your conclusions
with evidence.
1.
2.
3.
Geography Lesson 3
KS3 Cycle Curriculum Pack Worksheet 5
Project four – Looking Beyond the UK Page 1 of 1
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On balance, and thinking about the different views and ideas you have
studied so far, do you think that cycling is a positive means of transport for
LEDCs and NICs and something that should be encouraged? Why do you
think this? Write down your ideas in the box below.