GEOG-4-Looking Beyond The UK

Geography Summary
KS3 Cycle Curriculum Pack

Project four – Looking Beyond the UK
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Looking Beyond the UK

summary
This project aims to widen the horizons of students by discovering aspects
of the European Union (EU) and less economically developed countries
(LEDCs), both within the theme of sustainable transport in general and
cycling in particular. In LEDCs, cycling is more than a recreational pursuit;
it offers a real economic advantage to communities and is a key way of
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
accessing schools and services. In the EU – culturally and historically

contrasting with the UK – there is so much to learn about, including its
physical and built environments. Project 4 is divided into three lessons:
1. Getting acquainted with Europe
2. Getting my European journey passport
3. Discovering LEDCs
The European journey passport lesson allows students to explore and
discover parts of Europe via a cycle journey, which includes aspects of
expedition planning and preparation, while the LEDC lesson allows students
to contrast their own experiences with those of young people in LEDCs,
such as Ghana and South Africa, where cycling is proving to be an integral
tool in sustainable development.
Geography 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
Unit no. Subject Unit summary
1.1 Place Understanding the physical and human

characteristics of real places in Europe and less
economically developed countries (LEDCs).
1.3 Scale Appreciating different scales at the personal
and local to national scales.
Making links between scales to develop
understanding of geographical ideas.
1.4 Interdependence Exploring the social, economic, environmental
and political connections between places in
Europe and LEDCs.
1.2 Space Understanding the interactions between
places and the networks created by flows
of information, people and goods in Europe
and LEDCs.
1.5 Physical and human processes Understanding how sequences of events
and activities in the physical and human
worlds lead to change in places, landscapes
and societies in Europe and LEDCs.
1.6 Environmental interaction and Understanding that the physical and human
sustainable development dimensions of the environment are interrelated
and together influence environmental change.
Exploring sustainable development and its
impact on environmental interaction and
climate change in Europe and LEDCs.
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Areas within the KS3 QCA scheme of work (continued)
1.7 Cultural understanding Appreciating how people’s values and attitudes
and diversity differ and may influence social, environmental,
economic and political issues, and developing

their own values and attitudes about such
issues. Contrasting the values of people in
LEDCs and more economically developed
countries (MEDCs).
2.1 Geographical enquiry Students should be able to:
a) ask geographical questions, thinking
critically, constructively and creatively
b) display information
c) analyse and evaluate evidence, presenting
findings to draw and justify conclusions
d) find creative ways of using and applying
geographical skills and understanding to create
new interpretations of place and space
e) solve problems and make decisions to
develop analytical skills and creative thinking
about geographical issues
2.3 and Graphicacy and visual literacy and Students should be able to:
2.4 geographical communication a) use photographs and other geographical data
b) communicate their knowledge and
understanding using geographical vocabulary
and conventions in both speech and writing
The study of geography should include:
a) a variety of scales, from personal, local,
regional, national, international and continental,
to global
b) a range of investigations, focusing on places,
themes or issues
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Areas within the KS3 QCA scheme of work (continued)
c) human geography, built and managed
environments and human processes

d) interactions between people and their
environments, including causes and
consequences of these interactions, and how
to plan for and manage their future impact
During the key stage students should be
offered the following opportunities that are
integral to their learning and enhance their
engagement with the concepts, processes
and content of the subject.
The curriculum should provide opportunities
for students to:
a) build on and expand their personal
experiences of geography
b) explore real and relevant contemporary
contexts, for example LEDCs
c) use varied resources, including maps, visual
media and geographical information systems
d) examine geographical issues in the news
e) make links between geography and other
subjects, including citizenship and ICT, and
areas of the curriculum including sustainability
and the global dimension
Source: www.qca.org.uk
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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 3 – How has everyone • Involves whole classes across KS3 and can be the
been involved? basis of displays and assemblies to raise awareness
across all ages of students

• Discussions cover how children in LEDCs currently
travel to/from school in contrast to London’s students
and how they would like to travel to/from school
• All interested parties have been consulted: student
participation is key to much of the content of
Part 4 – What exactly do you • Raises awareness of traffic issues
want the plan to achieve? • Develops understanding of sustainable and
practical solutions
• Influences behaviour at individual, collective and
organisational levels
Part 5 – How are you going • Makes understanding of proposals to develop
to achieve it? sustainable transport integral to Looking Beyond
the UK along with considering if they might be
applicable to the UK
• Uses Looking Beyond the UK as the starting point
for a whole-school approach to healthier and
sustainable travel
Part 6 – Monitoring, reviewing • The themes of Looking Beyond the UK can be
and progress reporting revisited and reviewed throughout KS3 and KS4
Source: Transport for London (TfL)

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Areas within Every Child Matters (ECM)
Objective How does the project link to the ECM objective?
Be healthy Promotes healthy form of travel and discusses pollution
and the health issues of using motorised transport.

Stay safe Considers the hazards of cycling on the public road
in LEDCs, and also the hazard of pedestrians in urban
areas, which is applicable to MEDCs.
Enjoy and achieve Innovative, active and practical learning which will form
the basis of a competitive and sustainable learning.
Make a positive contribution Contributes to the debate about global transport
issues, sustainability and congestion and will increase
the capacity of young people to engage in debate
within their communities.
Achieve economic well-being Raises the issue of how LEDC issues and transport
issues impact on the well-being of everyone in the
modern interdependent and global world.
Source: Department for Children, Schools and Families

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Areas within Healthy Schools (HS)
Core themes In what way does the project link to the HS core theme?
Personal, Social and Health PSHE and Looking Beyond the UK contribute
Education (PSHE) significantly to all five national outcomes for
children/young people: being healthy, staying

safe, enjoying and achieving, making a positive
contribution and economic well-being.
PSHE provides children/young people with the
knowledge, understanding, skills and attitudes to
make informed decisions about their lives, which
includes the Looking Beyond the UK project containing
decision making, community awareness, healthy living
and unhealthy living awareness, progression and
achievement, team skills and confidence building,
among others. Its raising of the context of government
priorities is a bridge to the wider decision-making
environment. By reflecting on the lives of people in
LEDCs, it contributes to a greater understanding of
lives within the UK.
Healthy eating By inference a healthier lifestyle will include healthy
diets and this can form part of the evaluation and
discussions within Looking Beyond the UK.
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Areas within Healthy Schools (HS) (continued)
Core themes In what way does the project link to the HS core theme?
Physical activity • Looking Beyond the UK encourages and
promotes cycling

• Physical activity contributes significantly to the
‘being healthy’ national outcome for children
• Students are provided with a range of opportunities
to be physically active
• They understand how physical activity can help
them to be more healthy, and how physical activity
can improve and be a part their everyday life, which
is emphasised by the raising of awareness of the
cycling routes and support available in Europe
Looking Beyond the UK is a fully consultative and
participatory project.
Emotional health and well-being • Emotional health and well-being contributes
significantly to all five national outcomes for
children/young people: being healthy, staying
safe, enjoying and achieving, making a positive
contribution and economic well-being
• The promotion of positive emotional health
and well-being helps children/young people to
understand and express their feelings, build their
confidence and emotional resilience, and therefore
their capacity to learn
• Looking Beyond the UK’s emphases on team
work, respect for the views of others, the need
for cooperation and mutual support in learning,
the fusion of different skill and talent bases, and
the emphasis on achievement and relevance all
contribute to a positive project for emotional
well-being that will develop confidence and
enjoyment of learning
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Areas within Sustainable Schools (SS)
By 2020 the UK Government would like all schools to be models of sustainable travel, where
vehicles are used only when absolutely necessary and where there are exemplary facilities for
healthier, less polluting or less dangerous modes of transport. The rising number of vehicles
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
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Areas within other central government initiatives/programmes
Initiative/programme Explain the project’s link to this initiative/programme
Extended Schools Looking Beyond the UK can be the foundation, or
an integrated part, of an extended school activity on

transport, travel and local community where students
become more actively involved in influencing the
agenda and offering real solutions to issues beyond
the UK.
Personal Learning and Looking Beyond the UK develops a wide range of PLTS
Thinking Skills (PLTS) and can be used as a platform for further development
or as a means of appraising current levels of PLTS. PLTS
in Looking Beyond the UK includes: verbal, visual and
written communication; team work; decision making;
numeracy; independent enquiry; self-management;
reflective learning and evaluation; effective participation
and creative thinking.
Enterprise Education The economic and social context of Looking Beyond
the UK helps schools deliver enterprise awareness.
Enterprise education includes the capability to handle
uncertainty and respond positively to change, to create
and implement new ideas and ways of doing things, to
make reasonable risk/reward assessments and act upon
them in one’s personal and working life; innovation;
risk-management; a ‘can-do’ attitude and the drive to
make ideas happen – all of which are features of various
aspects of the decision making and judgements that are
part of Looking Beyond the UK.
Social and Emotional Aspects Looking Beyond the UK develops the qualities and
of Learning (SEAL) skills that help promote positive behaviour and
effective learning. It will develop and promote self-
awareness, managing feelings, motivation, empathy
and social skills.
Geography Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
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lesson plans
There are three lessons in this project, based on the following themes:
Lesson 1
Discovery and exploration in Europe
Lesson 2
Getting my European journey passport
Lesson 3
Discovering LEDCs
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lesson 1 – introduction

Context: the proximity of Europe to London, our close economic and
political ties and the many examples of shared goals and visions generally
outweigh the historic conflicts that have occurred between the UK and some

of its European neighbours. There is a good chance that many Londoners
will spend some of their working life, and certainly some of their leisure
time, on mainland Europe. This lesson serves as a ‘getting to know you’
session, with plenty of opportunities to raise student awareness and
understanding of Continental Europe.
Handouts and resources: there are two worksheets and two handouts
to accompany this lesson and a number of opportunities for discussion,
creativity and problem solving.
Knowledge: a series of facts about aspects of European geography.
Introduction to lesson: Continental Europe is only 22 miles from the UK,
across a stretch of the English Channel called the Strait of Dover. However,
there is much that remains unknown and, to some degree, mysterious
about Europe, which can be explained in part by the different languages
but also by the very different cultures and ways of life. With closer
economic and political ties between Europe and the UK, an understanding
of Europe is vital if the UK is to prosper economically and if Britons and
others living in the UK are to enjoy Continental Europe as much as
we should.
Time: likely to last for between 60 and 90 minutes.
This lesson has a focus on students being able to learn more about Europe.
An initial approach, including the introduction above, might be to hand out
Worksheet 1, Lesson 1 and discuss it as a class, in small groups or in pairs.
Ideas might be put on the board, or on sheets of sugar paper, or simply
onto the worksheet itself.
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lesson 1 – worksheet 1

What do you think of when you hear the word ‘Europe’?
Working on your own, write down some ideas in the shape below:
This is an opportunity for students to think about and create images of

Europe. Some may have been to Europe, some not, but it is their thoughts
and perceptions which are of interest here. Various prompts might be used
such as holiday destinations, football clubs, food, languages and countries
which compete in international competitions. Encourage students to discuss
their perceptions and where these perceptions originate from. If there are
stereotypical representations of populations then explore the reality of
those populations as opposed to the stereotypes.
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Discovery and exploration in Europe (continued)

Now compare your images and ideas with those of another person in your
class, and then discuss them with the whole class.
Ask the class to volunteer whether they have been to somewhere in Europe,

where this is and when and where they went. Teachers might choose to use
this exercise as an opportunity to place the locations on a European map,
perhaps on an interactive whiteboard or by placing markers onto a map on
the wall. Ask students to then write down some of the ideas in the table
below, which has examples included.
So, now working as a whole class, who has been to anywhere in Europe
(except England, of course, where you are most likely to be now!)?
Where and why were you there?
Complete this table with some of the answers:
Who has been Whereabouts When did Why did

to Europe? in Europe? they go? they go?
My cousin Lisbon, Portugal July 2007 Visit my Auntie,
and myself have a holiday
Monira Frankfurt, December 2006 Visit relatives for
Germany the holidays
Anton Billund, Denmark December 2006 Visit Legoland
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lesson 1 – handout 1
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
resources, as a quiz with prizes, or as a combination of these ideas, with

students working in teams, pairs or individually. The quiz/questions are
based on Worksheet 2, Lesson 1. Question 9 requires a little preparation by
teachers as the question asks for students to match pairs of words which
have been cut up and placed in an envelope. Using the template immediately
below, taken from Worksheet 2, it is suggested that teachers copy the
template, cut it up into segments and place the segments in an envelope:
European and food and drink template
Italy Spaghetti
Hungary Goulash
Spain Paella
Netherlands Edam cheese
Greece Olives
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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.

1. How large an area do you think Europe covers?
A 4,300,400km squared C 350,000km squared
B 1,230,000km squared D 10,150,005km squared
To help, you might like to know that the United Kingdom’s area is
244,800km squared.
2. How many people live in Europe?

A 727 million C 580 million
B 475 million D 147 million
To help, you might like to know that the United Kingdom’s population
is about 60 million.
3. What is the largest country in Europe?

A Spain C United Kingdom
B Russia D France
4. If you travelled to Milan, Rome and Turin, which European country

would you be in?
A Hungary C Spain
B France D Italy
5. Which European country is the most popular destination for British

tourists to visit for their holidays?
A France C Belgium
B Spain D Ireland
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6. Look at the following flags of European countries. From the list below
the flags, select which country matches which flag.
A B C D
The countries for you to select from are: Portugal, UK, Spain, France.
A UK B France C Spain D Portugal
7. Below are some photographs of famous European landmarks.

Can you name the city and country where they are found?
Image A is: Image B is: Image C is:

Eiffel Tower, Edinburgh Castle, Leaning Tower
Paris, France Edinburgh, Scotland of Pisa, Pisa, Italy
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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

pound’ or ‘some pounds’ or ‘sterling’.
France Germany Norway Russia

Euros Euros Krone Rouble or
Ruble
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.
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lesson 1 – handout 2

Finally, hand out Handout 2, Lesson 1, which shows some dramatic and
interesting natural and human features from areas of Europe. This is meant
to show the diversity of Europe. These images offer the opportunity to
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.
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Getting my European journey passport

Context: London’s proximity to Europe, our close economic and political
ties with it and the many examples of shared goals and visions generally
outweigh the historic conflicts that have occurred between the UK and

some of its European neighbours. There is a good chance that many
Londoners will spend some of their working life, and certainly some
of their leisure time, on mainland Europe. There is also an excitement
about exploring and discovering unknown places which is at the heart of
geography. Part of a geographer’s training in exploring new places is to
effectively plan an expedition.
Handouts and resources: there are two worksheets to accompany this
lesson (although one might be produced in booklet form to become the
student’s European journey passport) and a number of opportunities for
discussion, creativity and problem solving.
Knowledge: an awareness and understanding of selected European
countries and their physical and built environments, together with an
appreciation of planning a journey and expedition.
Introduction to lesson: Continental Europe is only 22 miles from the UK,
across a stretch of the English Channel called the Strait of Dover. However,
there is much that remains unknown and, to some degree, mysterious
about Europe, which can be explained in part by the different languages
but also by the very different cultures and ways of life. With closer
economic and political ties between Europe and the UK, an understanding
of Europe is vital if the UK is to prosper economically and if Britons and
others living in the UK are to enjoy Continental Europe as much as
we should.
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Getting my European journey passport (continued)

The lesson offers an opportunity for the aspirations of students to be
raised, and is focused on planning a cycling journey through a part of Europe.
As a result of the lesson, students will have learnt something of European
countries and of planning an expedition. The lesson builds naturally from

Lesson 1 of this project, and teachers might wish to link it by asking
students where in Europe they would most like to visit, why they would
like to visit there, how they might travel there and where they would stay.
Building from that discussion, distribute Worksheet 1, Lesson 2 to
students and read through it.
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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.

There are four sections to your passport:
1. Choosing a route
2. Planning the journey
3. What will I see?
4. Presenting to the class
Work in the passport booklet that your teacher gives you.
You are now going to start exploring Europe by completing a special
‘European passport’, which your teacher will give to you, and, using
textbooks and the internet, you are going to journey around some of
Europe. And you will be doing this on a bicycle!
First, think about what area of Europe you might like to visit and travel
through on a bicycle. Make some notes, as indicated by your teacher, in
the space below.
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The website of the European Cyclists’ Federation (ECF) – www.ecf.com – is
a cycling-based website for Europe that provides a good link for teachers
and students in this activity. It is very useful and interesting in ‘opening up’
Europe to us and as a vehicle for students to plan and research a journey
through a part of Europe. When you enter the website you will see,
approximately halfway down the page, some options including EuroVelo

and Tours and Destinations. Select the EuroVelo link or the Tours and
Destinations link and you will access hundreds of European cycling routes.
Of course, other websites and resources offer a window into Europe too.
The key is to encourage students to explore Europe and think beyond the
names or places that they either already know or are already aware of.
This is the basis of a journey of discovery for the class.
Working in groups of about four, the students plan an expedition and
research some of the areas and locations that they plan to visit. This
research will be the basis of a presentation that they make to the whole
class where they relate what the attractions are of these areas. The
presentation provides the opportunity to: dress in national costume; bring
in national foods; speak some of the language; show some images on a
PowerPoint display; and describe the culture and architecture of these
parts of Europe. The presentations could be videoed by members of the
class or could take the form of a competition to be judged by the head
of department or a member of the senior management team.
The space on Worksheet 1, Lesson 2 can be used for notes about the
website content and for ideas as to where the students might like to travel
to, what they might like to consider when planning a journey across Europe,
and the possible dangers and opportunities which can arise from such
a journey.
There are various ways of doing this, but one way is to give each student a
copy of a European passport and ask them to fill this in. The template for
the passport follows.
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My European journey passport

European passport of:

Ask the students to add their name in the space above.
Journey details:
From:
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.
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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.
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.
Our cycling tour of discovery will be:
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.
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Passport section 1: where are we going? (continued)

Now, discuss and research the following questions.
1. Where will you start the cycle route from?

This should be the starting point in Europe, not home or school. For
example, for EuroVelo route 6, which is in the west–east routes section,
the starting point would most probably be Nantes in France, as indicated
on the website.
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’.
3. Where will you finish the cycle route?

This is where the students would finish if they cycled the whole of the
route. Continuing the example from question 1, the destination for route 6
is Constanta on the Black Sea.
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4. How will you get from this finishing point to home?
Here, students are again expected to think about the practicalities: perhaps
having a bicycle with them; luggage; cost; 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’.
5. On a map of Europe, highlight the origin, path and destination of

your route.
Students can do this on a base map of Europe. For the example being
followed, the cycle route is shown on a link from the main ECF website,
and might require the students to select an icon to change the web page
from the French or German language to English. Alternatively, students
could produce a map which shows key cities and rivers between the origin
and destination. The main idea is that they become familiar with a part
of Europe.
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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.

Some examples of responses are included below, but there are many more
that students may suggest.
Risk and safety table
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.
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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?
In this space students might wish to consider some of these issues.

There will be plenty of other ideas:
1. Time that the journey will take
2. Condition of the group’s bicycles for such a journey
3. Safety during the journey
4. Cost of the journey
5. Where the group will stay overnight during the journey
6. What equipment to take, how much luggage to take
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:
Where are we starting from?
Where are we going to cycle to?
How far in kilometres is this cycle journey?

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Passport section 2: planning your journey (continued)

Our plan (continued)
Through which countries will we travel?

What currency will we need to buy items on our journey?
Where will we stay at night?

• What type of accommodation?
This information can be found on websites such as
www.hostelworld.com
• How much will this cost?
This information can be found on websites such as
www.hostelworld.com
• Which towns or villages will we stop at to sleep?
This information can be discovered through a combination of maps
and websites such as www.hostelworld.com
How long will it take us to complete the cycle ride?

Students can consider the distance of the journey against how many miles
per day is practical. They could also decide to speed up the trip by using
public transport as well for certain stretches.
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Passport section 3: what will I see?

It is in this section that students can really start to explore a new area.
The idea is to allow them to construct a presentation about either one
settlement, one country or more than one of each, that shows something
of the characteristics of the settlement, area or country. Students can

use the guidelines below and the insight and expertise of the teacher.
The presentations could lead to wall displays and videos, and students
could be encouraged to include music, food, clothing and images that are
typical of the area or country being described. The box below can be
used for planning the presentation.
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
• 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
• 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
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Passport section 3: what will I see? (continued)

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.
Ideas and notes for our presentation

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Evaluation: discovery and exploration in Europe

You have now planned your journey through part of Europe and listened to
others in your class. Now, let’s think about why cycling is such a good way
of seeing and understanding geography.
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.
Ideas might include: car, motorbike, moped, coach, minibus, walking
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.
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Evaluation: discovery and exploration in Europe

(continued)
What disadvantages might there be to cycling rather than other forms

of transport?
Answers might include practical issues such as getting wet and cold,
having to carry clothes and equipment in a rucksack, tiredness and so on.
Some answers might look at travel times and the dangers of travelling on
the road.
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.
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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
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.
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.
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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 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
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Urban transport in LEDCs and NICs (continued)

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).
Figure 2: Overpopulation definition and associated problems

Overpopulation: when there are too many people in an area to be
supported successfully in terms of food, shelter, water, healthcare,
education and jobs.
Some problems of overpopulation in LEDC cities:
• Homelessness • Poverty
• People living on the streets • Poor health
• Overcrowding • Low literary rates
Source: Duncan Chamberlain, 2005
Study Photograph 1, which shows a street scene from Delhi and

then answer the questions in the spaces underneath:
Page 4.38
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1. Describe three features of Delhi shown by the photograph.
Encouraging students to use their observational skills and to deduce

conclusions from photographic evidence can often require patience.
However, the photograph should show some clear aspects of the urban
life of Delhi for students to see. These include: high density of people;
high density of traffic/road use; lack of control forms, for example
police/traffic lights; mix of trading and traffic; low quality of the
built environment.
2. What would it be like to be standing in the street? Think of noises,

smells, what you would see, safety, health and how comfortable
you would feel. Write down three ideas.
Here, students are asked to empathise with Delhians. They might see this
from the point of view of someone in the photograph, or of someone of
their own age. Ideas might include: the pungent smell of pollution; high
noise levels (often in excess of 80 decibels); actually seeing air pollution,
with smoke, chemicals, exhaust fumes creating a haze; very busy and
maybe uncomfortable surroundings, with people bumping into each other;
dangerous environment, with pedestrians spilling onto the street; poor
quality of the built landscape. Equally there are positives: street cooking
and vendors; exciting and varied; colourful; a sense of opportunities.
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
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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.
Discuss the costs and benefits of the following types of transport for a
city such as Delhi. Remember that Delhi is in an NIC, is rapidly growing
and has a relatively low level of wealth. What are the costs and benefits
of: buses, cycling and private cars in Delhi? Draw a poster to illustrate
the costs and benefits of each one and then decide which type of
transport you think is the best for Delhi.
It might be useful to spend a little time on the concept of cost-benefit
analysis, explaining what it is and why it is useful.
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The costs/benefits should be interesting to hear, but will broadly follow
some of these ideas:

Bus Bicycle Private car
Cost Often uses polluting Unsafe – can be hit Car exhaust fumes
fuel which causes air by other road users; pollute with carbon
pollution; limited capacity to and nitrous oxide
contributes to transport goods emissions;
health issues such noise pollution;
as heart disease, contributes to
cancer, asthma; health issues such
often unreliable/ as heart disease,
breaks down cancer, asthma;
expensive;
might break down
Benefit Can be No air pollution/ Can carry several
environmentally emissions; people at once thus
friendly if full of no noise pollution; reducing per person
passengers, ie keeps people fit and pollution;
reduces the number healthy; can transport goods;
of people in cars quicker over short door-to-door travel
distances;
more flexible/
accessible
The poster will be a creative and collaborative effort and is an ideal

opportunity to display work, or it can even form the basis for an assembly
presentation or tutor group presentation. A member of the senior
management team might judge the most effective poster, perhaps, or
the students could vote on this.
Once these activities have been completed, it might be timely to consider
in more detail some of the issues affecting cycling in LEDCs. The following
handout (Worksheet 2, Lesson 3) can be distributed and used as stimulus
material for small group work and individual responses.
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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
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:
The spider diagram could include some factors/barriers such as:

Not seen as suitable for women in some cultures
Reluctance of the wealthy in some societies to cycle as it is perceived to
be for poorer sections of society
Seen as something for the poor in some LEDCs, ie there is status in having
a car, or travelling by bus or train
Sprawling cities with long journey lengths to work
Cost of bicycles, supply of bicycles and low incomes: for example in South
Africa, 13 per cent of the population are without access to any means of
transport apart from walking; in Delhi, 28 per cent of households cannot
afford a bicycle
Lack of spare parts and maintenance skills for when something mechanical
goes wrong
Long journeys that are necessary between homes on the edge of cities and
where work opportunities might be nearer to the city centre
1
Source: David Horton, University of Lancaster, Centre for Mobilities Research,
Cycling and Social Sciences, Workshop 2004.
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Cycling in LEDCs (continued)

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.
Key to increasing cycling is keeping average journey lengths short

Sell bicycles that are easy to maintain
Sell cheap or free bicycle guides so that people can maintain their
bicycles cheaply and so that they will last longer
Raise car parking rates
Ban cars from the city centre
Increase petrol costs for cars
Develop ‘combo journeys’ – this means encouraging people to combine
the use of public transport and cycling for a journey, so some of it might
be on a bus and some of it on a bicycle. This would mean needing storage
for bicycles, cheap daily hire of bicycles and other such measures
Encourage greater involvement in decision making by key groups, for
example women, kids, poorer people, so that cycling facilities meet
the demands of users
Investing more in cycling and in high-quality cycling facilities, such as
new cycle paths, as is happening in Sao Paulo
Provide free bicycles for children so that they can get to school –
as in Kwazulu-Natal, South Africa
Building compact cities can keep fuel consumption down as people are
more likely to walk and cycle if travel distances between home and
work are short, such as in Curitiba, Brazil
Raising awareness of cycling via posters, leaflets, flyers, radio adverts
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Cycling in LEDCs (continued)

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
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.
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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.
‘In Ghana many of the farmers are women, like me. I live with my family 15km from our
capital city, Accra. Getting a bicycle has changed my family’s fortunes and made us much
better off – just a simple bicycle. I grow oranges but for many years I had a poor income as
there were so many other orange farmers nearby, and most of the people could not afford to
buy oranges, so I had low sales and a low income. But with bikes I could transport 50 kilos
of oranges – this was five times the amount I could on foot. I could then cycle to Accra –
15km away – where the supply of oranges is short and I can charge more for my oranges!’
Adowa, female farmer, Ghana
‘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.
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Urban cycling in LEDCs

and NICs (continued)
Diamond of benefit
Page 4.46
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Urban cycling in LEDCs

and NICs (continued) Cycling helps
to reduce congestion
Photocopy this sheet of
in cities, for example in
comments, cut them up

Bangkok, the capital of
and place in an envelope. Thailand, the cost of traffic
Probably one envelope congestion is nearly
£1bn/year
per pair of students: Cycling Helps
helps to reduce air and
increase urban noise pollution and
quality of life and makes thus creates a healthier
cities more attractive, which in city. Motorised transport in
turn makes a city more likely to cities accounts for 70 per cent to
receive investment from 90 per cent of carbon emissions
companies and to benefit and 50 per cent to 70 per
from job creation, which cent of nitrous oxide
will make the city emissions
wealthier
Allows people
Bicycles cause who cannot afford
People
fewer injuries to to catch a bus or own a
benefit from
other road users than moped, buy a car or take the
improved health
any other form of train to travel cheaply so
and fitness
transport that they can travel
to a job
Reduces
travelling time –
in city centres can be
Bikes take up
almost as fast as a car –
less space than cars –
in Bangkok, Thailand the average
can park 10 bikes in the
car speed is 8/kph but in
space needed for
Singapore, which is more
one car
geared to cycling, the
The diamond of average car speed
benefit is a way of is 30/kph
asking the students to
Cycling adds
rank the importance of to people’s enjoyment
these positive attributes of of life and makes them
cycling, provoking discussion happier and more likely
to work harder
and reflection.
There are substantial economic
reasons for cycling being encouraged
in LEDCs, and Worksheet 4, Lesson 3
develops this idea.
Page 4.47
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The economic basis of encouraging cycling

There seems to be real economic reasons why it is an advantage to cycle
in LEDC and NIC cities. Study the table below and answer the questions
that follow.
Costs of using different forms of transport in relation to income

of population
Bicycle Motorcycle Car Income per head

Cost per year Cost per year Cost per year of population
Cambodia 43 1,864 25,700 200
India 68 1,549 7,400 200
Indonesia 158 1,663 25,420 610
Philipinnes 192 1,907 32,430 740
Thailand 194 1,759 21,080 1,580
Malaysia 200 2,380 18,230 2,490
Japan 183 2,200 14,600 26,920
Cost equals purchase price plus operating costs. All costs and income are in US dollars.
1. What might be an effective way of presenting this table

of information?
A bar graph, or a proportional bar graph for costs with a separate bar graph
for income, or proportional symbols drawn onto a map of the world would
all be appropriate.
2. Draw a graph to show the variation in income between the countries.

This is a good opportunity to reinforce basic graph-drawing skills such as:
making a title, having axis labels, annotations, a key and clear pencil work
and shading.
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The economic basis of encouraging cycling (continued)

3. State three conclusions that you can draw from the table and support
your conclusions with evidence.

There are a number of trends that might be identified, for example:
• Cycling is the most cost-effective form of transport in
poorer countries
• Car costs tend to be lower in wealthier countries than poorer countries
(with the exception of India)
• In every country, cycling is the cheapest form of transport and cars the
most expensive
Asking students to extract data from the table to support their conclusions
is effective practice for KS4, for example:
In every country bicycles are the cheapest form of transport, whether
the country is rich or poor. For example, one of the poorest countries
in the table is Cambodia (income is $200/head) and bicycles cost $43,
but Japan is the wealthiest country ($26,920 income per head) and the
cost of a bicycle is only $183.
It would be timely now to ask students to reflect on what they have learnt
so far in terms of LEDC cycling, and Worksheet 5, Lesson 3 provides the
resource for this.
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Evaluating urban transport in LEDCs and NICs

Thinking of what you have already learnt about transport in LEDCs, complete
the table below to summarise some of the economic and social advantages
and disadvantages of cycling in LEDCs and NICs.
Some suggestions are included in the table below, although there will be
plenty of other ideas.
Advantages of cycling in LEDCs Disadvantages of cycling in LEDCs

and NICs and NICs
Cheaper than taxis, trains, cars Danger on roads as so many other
and buses vehicles and a high density of
vehicles, plus a lack of control
forms such as effective traffic
light systems
Quicker than walking More expensive than walking or
hitching rides on trains or buses
Able to carry more products/tools/ Lack of safe places to leave bicycles
items than if walking to sell at while riders are at work therefore
a market danger of theft of a valuable item
Less air and noise pollution than Expensive to repair due to shortage
cars, lorries, taxis and trains of spare parts
therefore helps improve the quality
of life in cities
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Evaluating urban transport in LEDCs and NICs (continued)

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.
Cycling is something to be encouraged due to the positives in the table

above but also because it can help children get to school and thus
contributes to increasing the literacy rate; helps women become more
economically active as they can travel to markets with produce and
products; and allows people to travel much further distances to find
work and thus raise family income and reduce poverty.
There is clearly a good case for encouraging cycling in LEDCs. Some

advantages were given earlier in Lesson 3, but it might be useful to recap
and extend the understanding of students of how cycling can be encouraged.
Geography
Looking
Beyond
the UK...
Handouts and worksheets for photocopying

Geography Lesson 1
KS3 Cycle Curriculum Pack Worksheet 1
Project four – Looking Beyond the UK Page 1 of 2
Page 4.53
Name Date
Class
Discovery and exploration

in Europe
What do you think of when you hear the word ‘Europe’?
Working on your own, write down some ideas in the shape below:
Geography Lesson 1
Page 4.54
Name Date
Class

in Europe
Now compare your images and ideas with those of another person in your
class, and then discuss them with the whole class.
So, now working as a whole class, who has been to anywhere in Europe
(except England, of course, where you are most likely to be now!)?
Where and why were you there?
Complete this table with some of the answers:

Who has been Whereabouts When did Why did
to Europe? in Europe? they go? they go?
Geography Lesson 1
KS3 Cycle Curriculum Pack Handout 1
Page 4.55
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Europewise
European and food and drink template

Using the template immediately below, it is suggested that teachers
copy the template, cut it up into segments and place the segments in
an envelope:
Italy Spaghetti
Hungary Goulash
Spain Paella
Netherlands Edam cheese
Greece Olives
Geography Lesson 1
Page 4.56
Name Date
Class
Europewise
Now let’s think about how much you know about Europe.
There are nine questions, see how many you can answer.
1. How large an area do you think Europe covers?

A 4,300,400km squared C 350,000km squared
B 1,230,000km squared D 10,150,005km squared

To help, you might like to know that the United Kingdom’s area is
244,800km squared.
2. How many people live in Europe?

A 727 million C 580 million
B 475 million D 147 million
To help, you might like to know that the United Kingdom’s population
is about 60 million.
3. What is the largest country in Europe?

A Spain C United Kingdom
B Russia D France
4. If you travelled to Milan, Rome and Turin, which European

country would you be in?
A Hungary C Spain
B France D Italy
5. Which European country is the most popular destination for

British tourists to visit for their holidays?
A France C Belgium
B Spain D Ireland
Geography Lesson 1
Page 4.57
Name Date
Class
Europewise
6. Look at the following flags of European countries. From the list

below the flags, select which country matches which flag.
A B C D
The countries for you to select from are: Portugal, UK, Spain, France.
7. Below are some photographs of famous European landmarks.

Can you name the city and country where they are found?
Image A is: Image B is: Image C is:

Geography Lesson 1
Page 4.58
Name Date
Class
Europewise
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 pound’ or ‘some pounds’ or ‘sterling’.
France Germany Norway Russia

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?
Geography Lesson 1
KS3 Cycle Curriculum Pack Handout 2
Page 4.59

in Europe
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 Lesson 2
Page 4.60
Name Date
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

2. Planning the journey
3. What will I see?
4. Presenting to the class
Work in the passport booklet that your teacher gives you.
You are now going to start exploring Europe by completing a special
‘European passport’, which your teacher will give to you, and, using
textbooks and the internet, you are going to journey around some of
Europe. And you will be doing this on a bicycle!
First, think about what area of Europe you might like to visit and travel
through on a bicycle. Make some notes, as indicated by your teacher, in
the space below.
Geography Lesson 2
Page 4.61
Name Date
Class
My European journey passport
European passport of:
Journey details:
From:
To:
My team consists of:

Geography Lesson 2
Page 4.62
Name Date
Class
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.
Our cycling tour of discovery will be:
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.
1. Where will you start the cycle route from?
2. How will you get from your home to this starting point?
Geography Lesson 2
Page 4.63
Name Date
Class
Passport section 1:
where are we going?
3. Where will you finish the cycle route?
4. How will you get from this finishing point to home?

5. On a map of Europe, highlight the origin, path and destination of your route.
Geography Lesson 2
Page 4.64
Name Date
Class
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

might you face on your stop the risk, hazard or danger?
cycling journey?
Geography Lesson 2
Page 4.65
Name Date
Class
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?
Our plan
First, write down your planned journey:
Where are we starting from?
Where are we going to cycle to?
How far in kilometres is this cycle journey?

Geography Lesson 2
Page 4.66
Name Date
Class
Passport section 2:
planning your journey
Our plan (continued)
Through which countries will we travel?

What currency will we need to buy items on our journey?
Where will we stay at night?

• What type of accommodation?
• How much will this cost?
• Which towns or villages will we stop at to sleep?
How long will it take us to complete the cycle ride?

Geography Lesson 2
Page 4.67
Name Date
Class
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
• 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
• Landforms and physical geography that you would see in the country
• 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
Page 4.68
Name Date
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.
Ideas and notes for our presentation

Geography Lesson 2
Page 4.69
Name Date
Class
Evaluation: discovery and

exploration in Europe
You have now planned your journey through part of Europe and listened to
others in your class. Now, let’s think about why cycling is such a good way
of seeing and understanding geography.
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?
Geography Lesson 2
Page 4.70
Name Date
Class
Evaluation: discovery and

exploration in Europe
What disadvantages might there be to cycling rather than other forms
of transport?

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.
Geography Lesson 3
Page 4.71
Name Date
Class
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
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
Page 4.72
Name Date
Class
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).
Figure 2: Overpopulation definition and associated problems
Overpopulation: when there are too many people in an area to be

supported successfully in terms of food, shelter, water, healthcare,

education and jobs.
Some problems of overpopulation in LEDC cities:
• Homelessness • Poverty
• People living on the streets • Poor health
• Overcrowding • Low literary rates
Source: Duncan Chamberlain, 2005
Study Photograph 1, which shows a street scene from Delhi and

then answer the questions in the spaces underneath:
Geography Lesson 3
Page 4.73
Name Date
Class
Urban transport
in LEDCs and NICs
1. Describe three features of Delhi shown by the photograph.
1.
2.
3.
2. What would it be like to be standing in the street? Think of noises,

smells, what you would see, safety, health and how comfortable
you would feel. Write down three ideas.
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
Page 4.74
Name Date
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.

Discuss the costs and benefits of the following types of transport for a
city such as Delhi. Remember that Delhi is in an NIC, is rapidly growing
and has a relatively low level of wealth. What are the costs and benefits
of: buses, cycling and private cars in Delhi? Draw a poster to illustrate
the costs and benefits of each one and then decide which type of
transport you think is the best for Delhi.
Bus Bicycle Private car

Cost
Benefit
Geography Lesson 3
Page 4.75
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
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
Page 4.76
Name Date
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.

Key to increasing cycling is keeping average journey lengths short
Sell bicycles that are easy to maintain
Sell cheap or free bicycle guides so that people can maintain their
bicycles cheaply and so that they will last longer
Raise car parking rates
Ban cars from the city centre
Increase petrol costs for cars
Develop ‘combo journeys’ – this means encouraging people to combine
the use of public transport and cycling for a journey, so some of it might
be on a bus and some of it on a bicycle. This would mean needing storage
for bicycles, cheap daily hire of bicycles and other such measures
Encourage greater involvement in decision making by key groups, for
example women, kids, poorer people, so that cycling facilities meet
the demands of users
Investing more in cycling and in high-quality cycling facilities, such as
new cycle paths, as is happening in Sao Paulo
Provide free bicycles for children so that they can get to school –
as in Kwazulu-Natal, South Africa
Building compact cities can keep fuel consumption down as people are
more likely to walk and cycle if travel distances between home and
work are short, such as in Curitiba, Brazil
Raising awareness of cycling via posters, leaflets, flyers, radio adverts
Geography Lesson 3
Page 4.77
Name Date
Class
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
the advert, rehearse it ready to present to the rest of the class.

Geography Lesson 3
Page 4.78
Name Date
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.

‘In Ghana many of the farmers are women, like me. I live with my family
15km miles from our capital city, Accra. Getting a bicycle has changed my
family’s fortunes and made us much better off – just a simple bicycle.
I grow oranges but for many years I had a poor income as there were so
many other orange farmers nearby, and most of the people could not
afford to buy oranges, so I had low sales and a low income. But with bikes
I could transport 50 kilos of oranges – this was five times the amount I
could on foot. I could then cycle to Accra – 15km away – where the
supply of oranges is short and I can charge more for my oranges!’
Adowa, female farmer, Ghana
‘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!
Geography Lesson 3
Page 4.79
Name Date
Class
Urban cycling
in LEDCs and NICs
Diamond of benefit
Geography Lesson 3
Page 4.80
Name Date
Class
The economic basis of

encouraging cycling
There seems to be real economic reasons why it is an advantage to cycle
in LEDC and NIC cities. Study the table below and answer the questions
that follow.
Costs of using different forms of transport in relation to income
of population

Bicycle Motorcycle Car Income per head
Cost per year Cost per year Cost per year of population
Cambodia 43 1,864 25,700 200
India 68 1,549 7,400 200
Indonesia 158 1,663 25,420 610
Philipinnes 192 1,907 32,430 740
Thailand 194 1,759 21,080 1,580
Malaysia 200 2,380 18,230 2,490
Japan 183 2,200 14,600 26,920
Cost equals purchase price plus operating costs. All costs and income are in US dollars.
1. What might be an effective way of presenting this table

of information?
Geography Lesson 3
Page 4.81
Name Date
Class
The economic basis of

encouraging cycling
2. Draw a graph to show the variation in income between the countries.
3. State three conclusions that you can draw from the table and support your conclusions
with evidence.
1.
2.
3.
Geography Lesson 3
Page 4.82
Name Date
Class
Evaluating urban transport

in LEDCs and NICs
Thinking of what you have already learnt about transport in LEDCs, complete
the table below to summarise some of the economic and social advantages
and disadvantages of cycling in LEDCs and NICs.
Advantages of cycling in LEDCs Disadvantages of cycling in LEDCs

and NICs and NICs
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.

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Geography Summary

KS3 Cycle Curriculum Pack

Looking Beyond the UK

accessing schools and services. In the EU – culturally and historically

Looking Beyond the UK

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Looking Beyond the UK

economic and political issues, and developing

Looking Beyond the UK

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Looking Beyond the UK

across all ages of students

Source: Transport for London (TfL)

Looking Beyond the UK

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Source: Department for Children, Schools and Families

Looking Beyond the UK

children/young people: being healthy, staying

Looking Beyond the UK

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Looking Beyond the UK

Looking Beyond the UK

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Looking Beyond the UK

Looking Beyond the UK

Discovery and exploration in Europe

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Looking Beyond the UK

Discovery and exploration in Europe

This is an opportunity for students to think about and create images of

Looking Beyond the UK

Discovery and exploration in Europe (continued)

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Who has been Whereabouts When did Why did

Looking Beyond the UK

resources, as a quiz with prizes, or as a combination of these ideas, with

European and food and drink template

Netherlands Edam cheese

Looking Beyond the UK

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

2. How many people live in Europe?

3. What is the largest country in Europe?

4. If you travelled to Milan, Rome and Turin, which European country

5. Which European country is the most popular destination for British

Looking Beyond the UK

7. Below are some photographs of famous European landmarks.

Image A is: Image B is: Image C is:

Looking Beyond the UK

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

France Germany Norway Russia

Looking Beyond the UK

Discovery and exploration in Europe

Looking Beyond the UK

Getting my European journey passport

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Looking Beyond the UK

Getting my European journey passport (continued)

countries and of planning an expedition. The lesson builds naturally from

Looking Beyond the UK

Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009

Looking Beyond the UK

approximately halfway down the page, some options including EuroVelo

Looking Beyond the UK