PE 1 Young Dragons

Physical education Summary
KS3 Cycle Curriculum Pack

Project one – Young Dragons
Page 1.1
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Young Dragons
summary
Individual sports are in reality anything but. Racket sports, combat
sports and, of course, cycling may seem like the domain of the
dogged loner; the reality, however, is very different. Success at
any level relies on cooperation with a team of unsung heroes that
Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009
can include training buddies, coaches, marshalls, adjudicators,

organisers, family, friends and even rivals. All of whom (with the
possible exception of those rivals) are happy to allow participants
to take the limelight and hopefully bring back a prize.
The purpose of this unit is to allow the students to take ownership of the
cycling initiative and have a genuine say in the direction and scope of the
activities. It is intended to be the base from which you run the other
activities but it can easily be adapted to fit into plans or ideas of your own.
Physical education Teaching delivery map
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teaching delivery map
Areas within the Key Stage 3 (KS3) Qualifications and Curriculum Authority (QCA)
scheme of work
Subject Unit summary

Citizenship
2.1 Critical thinking and enquiry Students should be able to:
• Engage with and reflect on different ideas, opinions,
beliefs and values when exploring topical and
controversial issues and problems
• Research, plan and undertake enquiries into issues and
problems using a range of information and sources
2.2 Advocacy and representation Students should be able to:
• Express and explain their own opinions to others
through discussions, formal debates and voting
• Communicate an argument, taking account of
different viewpoints and drawing on what they have
learnt through research, action and debate
• Justify their argument, giving reasons to try
to persuade others to think again, change or
support them
• Represent the views of others, with which they
may or may not agree
2.3 Taking informed and Students should be able to:
responsible action • Explore creative approaches to taking action on
problems and issues to achieve intended purposes
• Work individually and with others to negotiate, plan
and take action on citizenship issues to try to influence
others, bring about change or resist unwanted change,
using time and resources appropriately
• Analyse the impact of their actions on communities
and the wider world, now and in the future
• Reflect on the progress they have made, evaluating
what they have learnt, what went well, the difficulties
encountered and what they would do differently
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Areas within the KS3 QCA scheme of work (continued)
English
1.1 Competence Being clear, coherent and accurate in spoken and

written communication.
Reading and understanding a range of texts, and
responding appropriately.
Demonstrating a secure understanding of the
conventions of written language, including grammar,
spelling and punctuation.
Being adaptable in a widening range of familiar and
unfamiliar contexts within the classroom and beyond.
Making informed choices about effective ways
to communicate formally and informally.
2.1 Speaking and listening Students should be able to:
• Present information and points of view clearly and
appropriately in different contexts, adapting talk for
a range of purposes and audiences, including the
more formal
• Vary vocabulary, structures and grammar to convey
meaning, including speaking standard English fluently
• Engage an audience, using a range of techniques to
explore, enrich and explain their ideas
• Make different kinds of relevant contributions
in groups, responding appropriately to others,
proposing ideas and asking questions
• Take different roles in organising, planning and
sustaining talk in groups
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English

2.3 Writing Students should be able to:
• Write clearly and coherently, including an appropriate
level of detail
• Maintain consistent points of view in fiction and
non-fiction writing
• Consider what the reader needs to know and include
relevant details
• Use formal and impersonal language and
concise expression
• Develop logical arguments and cite evidence
• Use persuasive techniques and rhetorical devices
• Form their own view, taking into account a range
of evidence and opinions
• Present material clearly, using appropriate layout,
illustrations and organisation
• Use planning, drafting, editing, proofreading and
self-evaluation to shape and craft their writing for
maximum effect
• Summarise and take notes
• Write legibly, with fluency and, when required, speed
• Use the conventions of standard English effectively
• Use grammar accurately in a variety of sentence
types, including subject–verb agreement and correct
and consistent use of tense
• Signal sentence structure by the effective use of the
full range of punctuation marks to clarify meaning
• Spell correctly, increasing their knowledge of regular
patterns of spelling, word families, roots of words and
derivations, including prefixes, suffixes and inflections
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English
3.1 Speaking and listening Prepared, formal presentations and debates.

Informal group or pair discussions.
3.2 Reading Purposes such as to instruct, inform, explain, describe,
analyse, review, discuss and persuade.
3.3 Writing Analyse and evaluate subject matter, supporting views
and opinions with evidence.
Present ideas and views logically and persuasively.
Explain or describe information and ideas relevantly
and clearly.
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Mathematics

1.1 Competence Applying suitable mathematics accurately within
the classroom and beyond.
Communicating mathematics effectively.
Selecting appropriate mathematical tools and
methods, including information and communication
technology (ICT).
1.2 Creativity Using existing mathematical knowledge to create
solutions to unfamiliar problems.
Posing questions and developing convincing arguments.
1.3 Applications and implications Engaging in mathematics as an interesting and
of mathematics worthwhile activity.
1.4 Critical understanding Knowing that mathematics is essentially abstract and
can be used to model, interpret or represent situations.
Recognising the limitations and scope of a model
or representation.
2.1 Representing Students should be able to:
• Identify the mathematical aspects of a situation
or problem
• Select mathematical information, methods
and tools to use
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Mathematics
2.2 Analysing Students should be able to:

• Make connections within mathematics
• Use knowledge of related problems
• Visualise and work with dynamic images
• Make accurate mathematical diagrams, graphs
and constructions on paper and on screen
• Calculate accurately, selecting mental methods
or calculating devices as appropriate
• Use accurate notation, including correct syntax
when using ICT
2.3 Interpreting and evaluating Students should be able to:
• Engage with someone else’s mathematical reasoning
in the context of a problem or particular situation
2.4 Communicating and reflecting Students should be able to:
• Communicate findings effectively
• Engage in mathematical discussion of results
• Make connections between the current situation
and outcomes, and situations and outcomes they
have already encountered
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Personal, Social and Health Education (PSHE):

Economic well-being and financial capability
1.1 Career Understanding the qualities, attitudes and skills
needed for employability.
1.2 Capability Exploring what it means to be enterprising.
Learning how to manage money and personal finances.
Understanding how to make creative and realistic plans
for transition.
Becoming critical consumers of goods and services.
1.3 Risk Understanding risk in both positive and negative terms.
Taking risks and learning from mistakes.
1.4 Economic understanding Understanding the economic and business environment.
Understanding the functions and uses of money.
2.1 Self-development Students should be able to:
• Develop and maintain their self-esteem and envisage
a positive future for themselves in work
• Assess their needs, interests, values, skills, abilities
and attitudes in relation to options in learning, work
and enterprise
• Review their experiences and achievements
2.2 Exploration Students should be able to:

• Use a variety of information sources to explore
options and choices in career and financial contexts
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PSHE: Economic well-being and financial capability
2.3 Enterprise Students should be able to:

• Identify the main qualities and skills needed to
enter and thrive in the working world
• Assess, undertake and manage risk
• Manage change and transition
• Use approaches to working with others,
problem-solving and action planning
• Understand and apply skills and qualities
for enterprise
• Demonstrate and apply understanding of
economic ideas
2.4 Financial capability Students should be able to:
• Manage their money
• Understand financial risk and reward
• Explain financial terms and products
• Identify how finance will play an important part in
their lives and in achieving their aspirations
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Areas within a School Travel Plan (STP)
Section of the STP How does the project link to the STP criteria?
Part 1 – Tell us about your school Survey of significant groups in the school and an

analysis of their habits.
Part 2 – What are the issues Explore the barriers to using cycling as a form
at your school? of transport in the school.
Part 3 – How has everyone Project one: Young Dragons is a student-led activity
been involved? employing a wide range of skills within and outside
a sporting context (for example, creative and
mathematical skills are utilised).
Part 4 – What exactly do you The project allows for tailored outcomes for
want the plan to achieve? individual schools/clubs.
Part 5 – How are you going Outcomes quantified in numbers of participants,
to achieve it? revenue and expenditure.
Part 6 – Monitoring, reviewing Aims/objectives and target-setting are placed at
and progress reporting the heart of the project, developing young people’s
skill set in working to valid set criteria.
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Areas within Every Child Matters (ECM)
Objective How does the project link to the ECM objective?
Be healthy Students will:
Benefit from being physically healthy.

Stay safe Be safe from accidental injury and death.
Enjoy and achieve Achieve personal and social development
and enjoy recreation.
Make a positive contribution Engage in decision-making and support the community
and environment.
Engage in law-abiding and positive behaviour
in and out of school.
Develop self-confidence and successfully deal with
significant life changes and challenges.
Develop enterprising behaviour.
Achieve economic well-being Be ready for employment.
Access transport and material goods.
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Areas within Healthy Schools (HS)
Core themes In what way does the project link to the HS core theme?
PSHE Has mechanisms in place to ensure all children and

young people’s views are reflected in curriculum
planning, learning and teaching and the whole
school environment.
Healthy eating Consults children and young people about food
choices throughout the school day using school
councils, Healthy Schools Task Groups or other
representative student bodies.
Physical activity Provides opportunities for all children and young
people to participate in a broad range of extra-
curricular activities that promote physical activity.
Encourages children, young people, staff and parents/
carers to walk or cycle to school under safer conditions,
utilising the STP.
Emotional health and well-being Provides opportunities for children and young people
to participate in school activities and responsibilities
to build their confidence and self-esteem.
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Areas within Sustainable Schools (SS)
The Travel and Traffic doorway In what way does the project link to the SS doorway?
Curriculum Schools can use their communications, services,
contracts and partnerships to promote awareness

of travel decisions among their stakeholders.
Campus Project one: Young Dragons allows schools to review
the impact of their travel behaviour and establish
policies and facilities for promoting safe walking and
cycling to lessen their environmental impact and
promote healthier lifestyles.
Community Schools can use their communications, services,
contracts and partnerships to promote awareness
of travel decisions among their stakeholders.
Areas within other central government initiatives/programmes

Initiative/programme How does the project link to this initiative/programme?
Extended Schools Encourages students to take part in out-of-school
activities and is especially useful for specialist schools.
Building Schools for Allows students to take a role in planning decisions
the Future (BSF) that affect the school environment (for example, cycle
storage or play areas).
Social and Emotional Aspects Uses learning and teaching approaches that support
of Learning (SEAL) students to learn social and emotional skills and
consolidate those already learnt. The project relies on
active student participation as well as interaction with
external bodies, which gives students ample opportunity
to develop social skills outside a school context.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
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lesson plans
Setting up your own cycling/cycle sports club

The idea is to encourage students into starting their own cycle
activity/cycle sports club, the parameters for which may vary

hugely depending on the type of organisation.
The activity could be as modest as organising one or two events per year
which promote cycling or raise money for charity, to doing something as
ambitious as running a foreign tour or entering students into cycle races
or organising inter-school or inter-house competitions.
There are six sessions to the activity, all supported by resources:
• The people factor
• Aims and objectives of the club
• Name and logo design
• Financing the club
• Support and expert help
• Promoting the club
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lesson plans
Setting up your own cycling/cycle sports club (continued)

People power
Why are some student-led activities popular every week with a long
waiting list while others peter out despite the enthusiasm of those running
it and helping out?
The difference is planning. Like a successful business, if you set out what
you intend to do and make clear your aims from the start, everybody
involved will have a much better idea of what is expected of them – with
success as the result!
There are many ways students can incorporate cycling into the
school/centre. Some suggestions are:
• Fun cycle races (see Project two: Local Community, Local Discovery)
• Cycle-to-school schemes
• Cycle proficiency
• Improving fitness levels (see Project three: The Big Debate)
• Making better use of exercise bikes, if available
• Building links with foreign schools (see Project four: Looking Beyond
the UK)
• Raising money for charity or the school
Whatever students decide it is important they have a plan to present to
others that explains what they are hoping to achieve. This is especially
important when it comes to recruiting adults to help, and for the really
important bit: raising some money.
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lesson plans

Section 1
The people factor

Resources:
Worksheet 1 The people factor
Section 2
Aims and objectives of the club
Resources:
Worksheet 1 Aims and objectives of the club
Section 3
Name and logo design
Resources:
Handout 1 Name and logo design
Worksheet 1 Name and logo design
Section 4
Financing the club
Resources:
Worksheet 1 Financing the club
Worksheet 2 Income plan
Handout 1 Funding from outside groups
Worksheet 3 Action plan
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lesson plans

Section 5
Support and expert help
Resources:
Worksheet 1 Support and expert help
Handout 1 Clubs and shops
Section 6
Promoting the club
Resources:
Worksheet 1 Promoting the club
Worksheet 2 Putting it all together: designing your advertising
Handout 1 Website creation plan
Worksheet 3 Website creation plan
Worksheet 4 Website mock-up
Worksheet 5 Designing a newsletter
Physical education
Young
Dragons...
Handouts and worksheets for photocopying
Physical education Section 1
KS3 Cycle Curriculum Pack Worksheet 1
Project one – Young Dragons Page 1 of 2
Page 1.21
Name Date
Class
The people factor
Friends are great, but skills are better! For a well-run club
you need the right people. Be honest about your own and
your friends’ strengths and weaknesses – that way if you are
missing essential skills you know what to look for in others.
Most clubs need a leader (to hold everything together), a creative person
(for advertising and presentations), an organiser and a mathematician (to
look after the money). Information and communication technology (ICT)
skills will definitely be handy, as will good literacy skills (for writing letters).
Someone who is a keen cyclist will also be very useful.
Tip: Too many cooks spoil the broth.

When deciding how many people you need to run your club, start small then
work up; too few people means too much to do, too many people makes
everything very difficult to look after and jobs can get lost as members
blame each other for missed deadlines. The ideal number would be four or
five people. Add to the team as the club gets bigger.
Another tip: Don’t just pick your mates. People generally dislike it when
a club seems set up for a group of friends. A healthy mix of boys and girls
of different ages will help with ideas and make the club seem friendlier.
In most cases an adult will be setting up the club and looking for young
people to take part. If this is not the case you will need an adult mentor to
help you. It is very important to ask in an appropriate way because most
teachers/youth leaders are very busy – so choose wisely and make an
appointment to talk to them.
Complete the following skills plan for all team members. This will form
part of your business plan. The first row has been filled out with some
example answers.
Page 1.22
Name Date
Class
The people factor
Complete the following skills plan for all team members. This will form part of your
business plan. The first row has been filled out with some example answers.
Team member Role Skills Weaknesses Cycling skills

1. A leader Group leader Communication Not good Rides to school
skills with money every day
ICT Level 6
English Level 8
2.
3.
4.
5.
6. Adult member
Page 1.23
Name Date
Class
You have a team of people – now you need to think about

what you want to do. The first step is to set out your aims
and objectives.
An aim is where you want to go in the future; it’s a goal and/or a simple
way of saying what your purpose is. For example:
• The aim of xyz cycling club is to promote cycling in our school and
organise events to raise money for our new cycle storage facility
Objectives are measurable targets of how to achieve your aims.
For example:
• We want to raise £1,000 in the first year and have run the first inter-
school cycle race in southeast London
A great tip for designing objectives is to use the SMART model. This is:
S Specific – Objectives are aimed at what the club does.
M Measurable – The club can put a value to the objective, for example
to raise €5,000 in the first year.
A Agreed by all those concerned in trying to achieve the objective.
R Realistic – The objective should be challenging, but don’t be too
ambitious as it can put people off.
T Time-specific – Set a date for all of your objectives, for example by
the end of the year.
Use the template on page 2 to design your club aims and objectives.
Page 1.24
Name Date
Class
Club name:
Address:

Place logo here
Phone:
Email:
Club leader:
Adult mentor:
Team members: The aim of the club:
1.
2.
3.
4.
5.
The objectives of the club:

1.
2.
3.
4.
KS3 Cycle Curriculum Pack Handout 1
Page 1.25
What’s in a name?
The name of your club will help people form an image of the club and if
done well will attract them to want to find out more. At the same time
those involved with the club identify with it. The logo, as in the business
world, is a symbol of the strength of your club. Just watch a footballer

kiss his own shirt after a goal to see the power of a good logo!
Tips for the name:

• Keep it simple. Over-long names can be difficult to put on small objects
• Incorporate the name of the school or club you belong to – for example:
Hollywell School Cycling Club – nice and simple
• Use an animal or an object to emphasise the qualities of the club – for
example: The Hollywell Hawks Cycling Club – this also has the benefit
of giving you a picture as well
• Use initials to shorten the name, for example: HSCC or HHCC
Tips for the logo:

• Think about your audience. What are the ages, cultural backgrounds,
gender mix, likes and dislikes of the young people in your school or
club? Your logo should reflect this
• Choose your typeface with care. The use of different fonts can send
very different messages: Fine fonts suggest quality. Italics suggest speed.
Mixing upper and lower case makes it easier to read. You can also use
size to good effect
• Avoid comic fonts or word art as they are not considered
very professional
Page 1.26
Tips on colour:
• Inspiration for colour can come from anywhere. Look to your school
or club for ideas. Reds and yellow suggest energy; pastel colours and
greens and blues suggest quality

• Try to avoid copying football clubs or well-known brands – it is much
better to use your own imagination
• Fewer colours makes the logo much easier (and cheaper) to print
• Graduated colours or blends do not work very well on websites
as they can take too long to load
• Don’t forget that your logo has to work in black and white as well
as colour. Make sure you have done both versions
Media tips:
The logo will have to appear on many different objects so think
about how it will look on:
• A website
• A newsletter
• A membership card
• A t-shirt
• A poster
• A letterhead
Page 1.27
Name Date
Class
Design your club logo in the space provided.

Why not give everyone in the group a chance to design a logo and then
choose the best from that. This is also a great ICT opportunity for those
of you with the skills.
Name of club:
Slogan:
Logo design (colour)
Logo design (black and white)

Page 1.28
Name Date
Class
Financing the club
A well-run club will need more than a keen group of people

running it. Money is another vital component and the following
tasks are designed to make it possible for you to make the most
of opportunities for raising money.

Expenses
Before you explore ways of raising cash it is a good idea to have an idea
of how much you will need. Use the sheet to total up (roughly) how much
you may need in the first year of your club. Spaces have been left at the
bottom of the table for any other expenses you think you will need.
Expense description Amount

Printing £
Bicycle spares £
Emergency fund £
T-shirts £
Logo badges £
Prizes, medals, trophies £
Repairs to bikes £
£
£
£
Total £
Page 1.29
Name Date
Class
Financing the club
Income
There are many ways you can get some money to kick-start your club and
the way you go about it will make all the difference. If a school/club or
business gives you money they will want something in return. When you
approach anyone about fundraising it is very important you have already

put some thought into how you will answer that question.
Possible sources of funding for your club could be:
• Your head teacher
• The owners of the club/group you attend
• Local cycle shops
• Government grants
• Charitable gifts
• Friends and family
• Charging people to join
Page 1.30
Name Date
Class
Income plan
Further on, there are some useful web links to get you started on
raising some cash but first why not write to your head teacher or
youth leader to ask to see them about some start-up cash? Use
the sample template below to help you draft your letter.

[Your club name]
[Date] [Your club logo]
[Address]
Dear [Mr or Ms],

In an effort to get more girls involved in PE we have decided to start a
‘cycling for girls’ club with the aim of getting half of Year 7-9 students to
use bikes to exercise at least three times per week.
We have lots of interest from girls who have told us that they like using
exercise bikes and like riding bicycles but don’t feel confident around boys,
who tend to show off.
To get our club going we will need a small amount of money and would
very much appreciate it if you would make time in your busy schedule to
meet us briefly to allow us to explain how much we would need and what
we plan to do with it.
[Name of adult mentor], who gave us the idea and has been giving us
advice, would be happy to come along to the meeting to help with any
questions you have.
Yours sincerely,
[Signature]
[Name]
Group leader
Page 1.31
Funding from outside groups
If you are interested in the environment, want to help the local community
or want to encourage others to cycle to school there are groups who
might be able to help you.
The following are links to these groups and this is an area where your adult
mentor will really become useful as he or she can approach them on

your behalf.
Tip: In most cases charities and other groups don’t give money based on
what you want to do but will be more interested in improving or increasing
the size of successful work already completed, so it’s a good idea to wait
until you have achieved something before approaching these groups.
The Jack Petchey Foundation:

www.jackpetcheyfoundation.org.uk
The Foundation offers grants to groups in London who show a benefit to a
specific group or meet a need in the local community.
The London Cycling Campaign/Community Cycling Fund for London:

www.lcc.org.uk/index.asp?PageID=183
The LCC is a pressure group that aims to improve conditions for cyclists
in London. They provide grants and advice to groups who can offer
cycling to people who generally would not use bikes very often (young
people included).
Sustrans School Travel Plan (STP):

www.saferoutestoschools.org.uk/index.php?f=travel_plans.htm
If you have the big idea of getting all your classmates to cycle to school
you can apply for a STP grant. Have a look at Sustrans’ website.
It can be a bit complicated but with an adult’s help you should have a
good chance of getting a grant.
Page 1.32
Name Date
Class
Action plan
Develop a plan with your adult mentor as to how you might apply
for money for your club. The best way is to put together an action
plan, which you then use to check your progress.

Task What we will By whom? By when? Review date
have to do
Looking after your cash

If you want to be responsible for your club make sure that you are
responsible with the money. If you are lucky enough to receive help why
not set up a club bank account? Most high street banks offer accounts
designed especially for young people and will also offer help and advice
on the best ways to look after it.
Budgets
A budget is a document that allows you to keep track of your money.
All sorts of groups use them to organise their finances and prevent them
from spending too much.
Simply add up all the money coming in per month and then take away
all the money you have spent and what is left should equal what is in
the bank.
Page 1.33
Name Date
Class
Action plan
Budget spreadsheets
Set up a spreadsheet for your club budget and input the column and row
titles shown below and any others that are appropriate for your club. If you
use an Excel spreadsheet and input the right formulas it will even do all
the sums for you. Keep this going for the whole year and you will have an
accurate record of all the money you have used as well as where it all
came from and went. Very useful!
Also, you could get really smart and do one for the following year as well
so that you will be able to plan for any big ideas or projects the club wants
to take on.
Income Jan Feb Mar Apr May Jun Total

Grant
Gifts
Club fees
Total
Expenditure
Printing
Kit
Bikes
Events
Total
Difference
Savings
Page 1.34
Name Date
Class
Support and expert help
Another way to success is to ask for expert help and advice

from an individual or business. London is rich with cycle shops
and cycle clubs and, although not very many will be able to
offer your club any funding, most cycling people are really keen

to offer their time and expertise to young people wanting to
get involved.
Task: Networking (making contacts in cycling)
Get a list of all the local cycle shops, clubs and facilities in your area and
send off an email to the owner/chairperson. In the email tell them what
your club does or aims to do and what sort of help you need, then ask
them if they can help out.
Some things that you may need could be:
• A visit by a cycle mechanic to check your bikes
• Coaching and riding tips
• Help with events
• Help with planning
• Use of facilities or land
• Linking up with an existing club
Page 1.35
Clubs and shops
Many companies who run large chains of cycle shops do extra work to get
local people cycling and there are literally hundreds of cycle shops in and
around London – it is worth trying them all. Don’t forget that more people
cycling means more cash in their tills and all good business people should
be willing to offer help on that basis. Big stores can be quite keen to
improve their image in their local area so don’t leave them out.
Go to www.allinlondon.co.uk/directory/1284.php for a good listing of cycle
shops in London.
Clubs
Cycle clubs are the groups that organise the many different types of cycle
sports and most have a junior section. They may offer introductory days
for beginners and young people.
Why should they help you? More members and more young people mean
a bigger, more successful club. People who run cycle clubs love cycling
and enjoy nothing more than getting new people into it – so make sure
you make a link with your local cycle club!
Here are some well-known London cycle clubs:
www.londonphoenix.co.uk/club.html – Members race and ride for fun
in and around the London area.
www.delaunecc.org – One of the largest clubs and it claims to be the
oldest, based at the famous Herne Hill track in Dulwich. It also organises
track days for schools and young people’s organisations.
www.hhycc.com – Also based at Herne Hill cycle track, a youth cycle club
that offers beginners a chance to go off-road and improve their skills.
www.addiscombe.org – Another south London club, based in Croydon.
It offers introductory sessions and is well known as one of the
friendliest around.
www.brixtonbmxclub.com – Has repaired the old BMX track in Brockwell
Park in Brixton and is now organising races again. Great fun for young people!
www.londondynamo.co.uk – Based in Twickenham, this is a smaller club
geared towards racing.
Page 1.36
Clubs and shops
Other clubs
For a full list of cycle clubs in South East England go to:
www.britishcycling.org.uk, click on ‘find cycling clubs’ to see every registered

club in the country. This website also has information on pretty much
everything about the sport side of cycling.
Cycle organisations
There has never been a better time to get involved with cycling. The
Government has seen the benefits that cycling can bring and is helping
out in many different ways. Whatever your plans, there is someone out
there who can help you to achieve them.
So, what do you want your cycle club to do?
Set up a cycle coaching club?

If your cycle club is set up for a school or youth club you should put
Go-Ride at the top of your list of contacts. Run by British Cycling, Go-Ride
for Schools and Go-Ride for Clubs can help develop structured coaching
activities – delivered away from the roads – in your club. Each School
Club must have a British Cycling-qualified coach to run the coaching
sessions. Your adult mentor may wish to attend a training course to get
this qualification, which would mean you could then run sessions after-
school or during PE lessons.
Go to: www.britishcycling.org.uk/web/site/BC/clu/what_is_go_ride.asp
for more information.
Get a recognised qualification?

We all love awards and when you take up something for the first time having
evidence of your progress is a great incentive. Bikeability is a scheme that
gives young people a Cycling Proficiency Test for the 21st century, designed
to give them the skills and confidence to ride their bikes on today’s roads.
There are three Bikeability levels and during training you will be encouraged
and inspired to achieve all three levels, recognising that there is always more
to learn and to enjoy on a bike. See www.bikeability.org.uk/index.php for
information on how to get involved.
Page 1.37
Clubs and shops
Get an instructor to come to your school?

A big problem for young people is getting confident enough on bicycles
to use them. A way to overcome this is to get trained. Cycling Instructor
Ltd – www.cyclinginstructor.com – can send a qualified cycle instructor

to your school or organisation to train young people not only in how to
ride bicycles (they follow the Bikeability scheme) but also in how to fix
bikes. The cycle instructor can also give help in getting your cycling club
up and running. For example, teenagers at the Masbro Youth Centre in
Shepherds Bush, west London received cycling proficiency training to Level 3
and then learnt how to fix bikes that had been donated by the local police.
(They got to keep them at the end of the course!)
Need help and advice?

As well as offering community cycling grants, the London Cycling Campaign
can help out with all sorts of cycling-related issues. One of the first things
you should do is get your adult mentor to join the London Cycling Campaign.
Go to www.lcc.org.uk/index.asp?Pageid=176 for details.
Page 1.38
Name Date
Class
Promoting the club
Now it’s time to get those creative juices flowing!

Once you have done all your planning and secured some funding it’s time
to get out there and get people interested. In business this is called
‘marketing’, which is where you offer a product or service in a way that

appeals to a particular target group of people.
Who are you aiming the club at?
The better you understand your ‘customers’ the better chance you have
of getting people interested. Use the table below to collect information
about these people.
Name of school/club
Demographic
(The age range, ethnic and gender mix of everyone at your school/club.)
Page 1.39
Name Date
Class
Promoting the club
Geographic information
(Where do they live? What sort of area is it? Where are the open spaces?)
Current habits (How are bikes being used at the moment and by whom?)
Needs
(What will attract people to your club? A new bike shed? Fun events?
Sport and exercise? You will need to ask around a bit for this one.)
Page 1.40
Name Date
Class
Putting it all together:

designing your advertising
Getting noticed can be quite a tricky job. However, with a little imagination
and some help, you can put together a very professional set of materials
that will make a big impact around your school or club.
Items you may need to design:

Shirt
Use the area provided on page 2 to create a design of how you would like
your shirt to look. You could also use page 3 and design both a front and
a back.
Tip: Don’t forget to include your club name and club logo.
Poster/leaflet
Use the area provided on page 4 to create a design of how you would like
your poster or leaflet to look.
Tip: Don’t forget to include your club name, club logo and contact details.
Page 1.41
Name Date
Class

Shirt design – front
Page 1.42
Name Date
Class

Shirt design – back

Page 1.43
Name Date
Class

Poster / leaflet design
Page 1.44
Website creation plan
Website
Listed below are some useful tips for designing a professional and high-
quality website:

Neat and easy navigation: Ask yourself this: what do visitors do as soon as
they open the site? They probably read the content of the homepage and
then look around to find any other web page that interests them.
Clean layout design: A clean layout that uses a lot of white space enhances
a website’s appearance. Try to keep the focus on your content. Use a
template for this – there are plenty of free ones available online which can
be found by using a keyword search.
Low load time: Make sure the time it takes to load your website is low.
For this you must minimise graphics, flash animations and scripts as they
hugely increase your file size. Keep the colours simple as that will also
reduce load time for older computers.
Task:
Look at the example below and comment on what you like and don’t like
about the website.
MY CYCLE CLUB
cycle home bike parts member list events my ebay contact us
Welcome to our website

A clean layout that uses a lot of white space enhances a website’s appearance. Try to keep the
focus on your content. Use a template for this – there are plenty of free ones available online which
can be found by using a keyword search.
Make sure the time it takes to load All cards accepted
your website is low. For this you
must minimise graphics. 3 ways to order from this site
more
Keep the colours simple as that

@

will also reduce load time for

older computers. online phone email
more Try to keep the focus on your content
Page 1.45
Name Date
Class
Use this form to help you put together ideas for your website:
Date prepared:
Website project name:
Prepared by:
Type of website:
Development information:
Objectives:
What are we trying to achieve by building this website?
How many visitors do we want?
What do we want them to do when they visit our site?
Target audience:
Who is our target audience for the site?
Page 1.46
Name Date
Class
Impression:
What is the most important impression that we want our website to make
on our target audience?

Key points:
What do we need to tell our target audience?
Tone:
In what manner should we speak to our target audience?
What impression do we want to give?
Information categories:
What categories must we provide to meet our objectives? How do we
want to organise our information into these categories?
Page 1.47
Name Date
Class
Navigation:
How will people want to navigate within our website?
Site map:
Design a map of how all your pages will link together.
Contact information:
What contact information and mechanisms for contacting us do we want
to provide on our website?
Page 1.48
Name Date
Class
Website mock-up
Use word processor or desktop publishing software to make a

mock-up of your website.
There are many software packages that include website templates to give
you a great starting point. The example above was created with Microsoft
Publisher but for more advanced students you can use MS FrontPage or
some of you may be able to use HTML editing / website creation software.
Page 1.49
Name Date
Class
Designing a newsletter
Task: Annotate the sample newsletter below and then draw up a draft
newsletter of your own that includes all of the featured elements including
publication date, title, issue number and contact details. We will also need
a main headline, secondary headline, page numbers and columns.
Tip: Don’t forget to include: club name and club logo
As with the web page, there are many software packages that include
templates to get you started. As you become better at it you can design
your own from scratch. Now design your newsletter on a computer, and
once you are happy with it you can use it again and again.

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Physical education Summary

KS3 Cycle Curriculum Pack

can include training buddies, coaches, marshalls, adjudicators,

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

1.1 Competence Being clear, coherent and accurate in spoken and

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

3.1 Speaking and listening Prepared, formal presentations and debates.

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

2.2 Analysing Students should be able to:

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

2.2 Exploration Students should be able to:

2.3 Enterprise Students should be able to:

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Benefit from being physically healthy.

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

contracts and partnerships to promote awareness

Areas within other central government initiatives/programmes

Setting up your own cycling/cycle sports club

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Setting up your own cycling/cycle sports club (continued)

Setting up your own cycling/cycle sports club (continued)

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Setting up your own cycling/cycle sports club (continued)

The people factor

Tip: Too many cooks spoil the broth.

The people factor

Team member Role Skills Weaknesses Cycling skills

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Aims and objectives of the club

You have a team of people – now you need to think about

Aims and objectives of the club

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

The objectives of the club:

Name and logo design

world, is a symbol of the strength of your club. Just watch a footballer

Tips for the name:

Tips for the logo:

Name and logo design

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Name and logo design

Design your club logo in the space provided.

Logo design (colour)

Logo design (black and white)

Financing the club

A well-run club will need more than a keen group of people

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Expense description Amount

Financing the club

approach anyone about fundraising it is very important you have already

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Dear [Mr or Ms],

Funding from outside groups

mentor will really become useful as he or she can approach them on

The Jack Petchey Foundation:

The London Cycling Campaign/Community Cycling Fund for London:

Sustrans School Travel Plan (STP):

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Looking after your cash

Income Jan Feb Mar Apr May Jun Total

Support and expert help

Another way to success is to ask for expert help and advice

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Clubs and shops