Citizenship

KS3 Cycle Curriculum Pack

Appendix

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Appendix

Activities and strategies

1.1 Thinking collaboratively
This is a process by which we all think in the same way in order to avoid
Citizenship. KS3 Cycle Curriculum Pack. Version 1. April 2009

‘muddled’ conversations in which we all compete to be heard, giving our

views and not hearing what others are saying.
We all think in the same way by only talking in turn, listening while someone
is speaking and restricting ourselves to a certain aspect of our thoughts.
For example:
• Advantages – We all agree to talk about the advantages of doing
something. We only talk about the advantages and benefits
• Risks – We all agree to talk about the negatives of doing something.
We can say why it might not work and the risks attached
• Feelings – We all agree to talk about our feelings about the idea in
question, our ‘intuitive’ responses
• Facts – We all agree to talk about the facts and information that would
help us to make a good decision
• Add to it – We all agree to talk about adding to the idea and making
it even better
The teacher, in explaining this process, will need to give examples and
might use something like getting rid of school uniform.
The teacher needs to teach the rules.
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Activities and strategies (continued)

Rules
• The students sit in a circle

Citizenship. KS3 Cycle Curriculum Pack. Version 1. April 2009

• The teacher will at first tell the students what kind of thinking to use
and will say Risks or Advantages or Feelings or Facts or Add to it
• Go round each person in turn
• Each person adds something but only with that kind of thinking in mind
• Keep going round as many times as they can, each person adding
something new or even unusual if they can
• Nobody is allowed to talk about anything else. For example, when
strudents are talking about the advantages then they are not allowed
to suddenly introduce a ‘feeling’ or a disadvantage
• If someone breaks the rule someone else simply holds up a hand and
the person has to stop and join in the right kind of thinking and talking
• Practice it at least once and talk about what is good about the process
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Activities and strategies (continued)

1.2 Coming to conclusions and reaching a consensus
a) Brainstorming and Diamond 9
Citizenship. KS3 Cycle Curriculum Pack. Version 1. April 2009

b)Post-it clusters
There are various ways in which to do this and teachers may like to choose
their own.
The models used here are:
a) Brainstorm and Diamond 9 – Brainstorm ideas, select nine and arrange
them, through discussion, in a diamond shape with the best idea at the
top and the least favourite at the bottom. Those in the middle row are of
equal value. There is a pro forma for this in Project One: Young Dragons,
Session 1, Worksheet 7
b)Sticky clusters – Put ideas onto separate stickies and then ‘cluster’ them
into themes, finding a single sentence to summarise all the post-its
clustered together

1.3 Social enterprise

This is about being enterprising in order to create something for people’s
benefit and common good (as opposed to economic wealth alone). The
wealth they create is about ‘human capital’ or the ‘stock of goodness’
that exists between people and binds them together. Social entrepreneurs
are people who realise unique ideas that create meaningful outcomes
for people. They are sometimes called ‘not-for-profit’ ventures and are
usually self-funded. Some examples might be:
• A toy exchange and library
• A school theatre company
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1.4 Team strengths

There are six team roles we can play and there are probably one or two
that we feel most comfortable in. They are:

Citizenship. KS3 Cycle Curriculum Pack. Version 1. April 2009

• The ideas person
• The ‘getting the job finished to a high standard’ person
• The researcher – the ‘finding out what we need to know’ person
• The practical ‘get it made’ person
• The ‘let’s think it through first’ person
• The ‘getting everyone organised’ person
It helps if the teacher is able to identify which roles students play well
and gives them some evidence for this.
 Citizenship
KS3 Cycle Curriculum Pack
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KS3 Curriculum Focus on Cycling

Evaluation form
Thank you for participating in the delivery of TfL’s KS3 cycle education resource.
We would appreciate any comments or feedback you may have with regards to
the effectiveness of the resource, so that we can continue to improve our service
to you.
Citizenship. KS3 Cycle Curriculum Pack. Version 1. April 2009

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KS3 Curriculum Focus on Cycling

Evaluation form
6. If you were given this resource again would you use it, based on your experience?
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Citizenship. KS3 Cycle Curriculum Pack. Version 1. April 2009

8. Any other comments:

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Please return this form to:

The School Travel Planning Team, Smarter Travel Unit, Transport for London,
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 Citizenship
KS3 Cycle Curriculum Pack
Acknowledgements

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Acknowledgements

Unless expressly stated, the copyright and other intellectual property rights (such as design
rights, trademarks, patents etc) in any material provided by Transport for London remains the
property of Transport for London. No other parties can reproduce any part of this pack
without written permission from the School Travel Team at Transport for London.
Citizenship. KS3 Cycle Curriculum Pack. Version 1. April 2009

The TfL School Travel Planning Team would like to thank the following for
contributing to the development of this resource:

Author
Teresa Williams is a former Secondary School Headteacher with a strong interest in curriculum
design; she works on the Building Schools for The Future (BSF) programme for HTI under whose
auspices this curriculum resource was commissioned. Teresa has a particular interest in the
Every Child Matters agenda and also works for Kestrel Education which provides explicit
thinking tools and strategies for young people.

Design
REAL451, our appointed design company, produced this resource on behalf of TfL.

Schools
The following schools have been showcased in the photography throughout this resource:
The Bridge Academy, Hackney
Hainault Forest High School & Wanstead High School, Redbridge
Langdon School, Newham
The Piggott School, Wokingham
Ravenscroft School, Barnet
Shene School, Richmond
Uxbridge High School, Hillingdon
We would also like to thank all London schools that have actively and positively promoted
cycling to school.
 Citizenship
KS3 Cycle Curriculum Pack
Acknowledgements

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Acknowledgements

We would also like to thank all those who contributed
to producing this document.
With special thanks to:
English Heritage www.english-heritage.org.uk
Coventry Transport Museum www.transport-museum.com
Photographic images:
© Julian Cornish-Trestrail. © BiteCP. © Transport for London.
© Mary Evans Picture Library. © Reproduced by permission of English
Heritage/Heritage-Images. © Shutterstock – Tomasz Trojanowski,
Dana Ward, Biljana Kumer, Jason X Pacheco, Margo Harrison,
Robyn Mackenzie, Rambleon, niderlander, BW Folsom, Emin Ozkan,
veter67, Stefano Panzeri, Lisa F. Young, Supri Suharjoto, michaeljung,

Citizenship. KS3 Cycle Curriculum Pack. Version 1. April 2009

Jerome Scholler, Yuri Arcus, Monkey Business Images, Ricardo Alday,
PricelessPhotos, AVAVA, Dmitriy Shironosov, Stephen Coburn,
Doreen Salcher, Ken Hurst, Kuzma, Phillip Lange, Stephen Strathdee,
Mesha071, olly, Christopher Jones, Carsten Medom Madsen,
Brocreative, Morgan Lane Photography, Anthony Harris, EDee Conrad,
Rafa Irusta, newphotoservice, Paul Reid, Rob Marmion, Zygimantas
Cepaitis, Nikola Bilic, Mark Yuill, Anyka, Natalia Mikhaylova, Vladimir
Korostyshevisky, Rob Marmion, Phillip Dyer, Rtimages, Phillip Minnis,
Smith&Smith, Anthony Ransley, Stephen Finn, r.nagy, dundanim, anna
karwowska, Daniel Rajszczak, c., Michael Pettigrew, EML, Katmay.
© Getty Images. © Coventry Transport Museum (by kind permission
of Coventry Transport Museum). © REAL451. © Guy Swarbrick.

Diagrams/illustrations:
© REAL451.

Maps:
The maps in Local Community, Local Discovery have been drawn
based on source information supplied by Transport for London.

This document is printed on material produced from 80% recycled

post-consumer fibres and using soya vegetable-based inks.