A suite of eight cycling themed lessons to support teachers
delivering the Curriculum for Excellence
Curriculum for Excellence Colour Key
Health & Wellbeing
Contents Cycling can play an integral part in cross-
curricular learning, providing an engaging and
rich wealth of opportunities for school pupils.
Foreword Page 3 Science
* Cycling Leaflets Page 4 Social Studies
This guide contains eight lessons created Technologies
Organise a Bike Breakfast Page 5
specially for Cycling Scotland to support Fig 1.0
Cycling Poem Carousel Page 6
teachers delivering the Curriculum for
Buying a Bike Page 7
Excellence. These eight cycle themed lessons
Cycling Role Models Page 8
cover all eight curricular areas, and link
Biodiversity Cycle Ride Page 9
directly to specific experiences and outcomes. Each lesson is colour coded consistently for ease of
Cycling Treasure Hunt Page 10
reference (see fig 1.0).
Cycling ‘Vox Pops’ Assemby Page 11
The lessons can be delivered throughout the academic year, and neatly complement other school
cycling activity such as cycle training. These plans demonstrate that cycling is an ideal activity for all
* Curriculum for Ex
cellence Colour Ke
y can be found on
page 4 teachers to establish outdoor learning firmly within the Curriculum of Excellence.
In addition to these lesson plans Cycling Scotland support School Cycle Training with resources
and instructor training for those delivering programmes to the national standard. These programmes
CYCLE play a key role in creating a school environment conducive for cycling.
Our Cycle Friendly School Award seeks to encourage cycling as part of a whole school culture.
FRIENDLY These lesson plans provide an opportunity for all teaching staff to get involved, connecting outdoor
learning experiences with continued cycling themed activity inside the classroom.
Cycling Scotland is always looking for opportunities to facilitate and promote shared learning. If you
have your own cycling themed lesson or idea we would love to hear from you.
Active Travel and Education Officer.
Cycling Leaflets Organise a Bike Breakfast
Curricular Area: Main Activity Curricular Area: to school on a designated day will receive a
Expressive Arts - Art and design Ask for suggestions from the class on what Health and wellbeing, Physical activity and free breakfast. The breakfast must be healthy,
‘I can create and present work that shows colours will grab attention, which parts of the health discuss what is meant by healthy? Ask for
developing skill in using the visual elements leaflet should have larger text, what is the ‘I can explain the links between the energy I use suggestions from the class on the types of foods
and concepts.’ EXA 2-03a purpose of the illustrations? Pupils should while being physically active, the food I eat, and which they consider to be healthy and which
then write a plan of what they want to include my health and wellbeing’ HWB 2-28a could be ingredients for a breakfast option. Use
Literacy and English – Writing in their leaflets in terms of text, layout, the powerpoint/IWB presentation as stimulus
‘I consider the impact that layout and images and design. Pupils can then begin Nutrition for discussion. How can pupils find out whether
presentation will have and can combine work on their leaflet. ‘By applying my knowledge and understanding of foods are healthy or not?
lettering, graphics and other features to current healthy eating advice I can contribute to a
engage my reader.’ LIT 2-24a Plenary: healthy eating plan’’ HWB 2-30a Main Activity
Ask pupils to volunteer to show their leaflets Pupils must think, pair, share healthy options that
Grouping: and talk through their decisions. Grouping: would be suitable to prepare and serve at the
Individuals and groups. Whole class and collaborative groups. Bike Breakfast. Pairs join with another pair and
Extension: share their ideas for healthy breakfast options.
General Learning Intention: Pupils could design key rings to accompany General Learning Intention: Groups should write down 3 options that they will
Design and write a factual leaflet which their leaflets which could be sold at Organise a healthy bike breakfast for pupils who present to the rest of the class. Once all groups
persuades drivers to allow space on the road school events. cycle to school. have presented their 3 options and these have
for pupils cycling to school. been noted down on the flipchart/A3 paper pupils
can vote on their favourite 3 options from all of
Ideas: Your finished leaflets can be Specific Learning Intentions:
Specific Learning Intentions: In collaborative groups, identify healthy breakfast those provided. Each pupil receives 3 sticky dots
distributed to parents and used to
Write a slogan for the leaflet. options which can be prepared at school. with which to vote. The 3 options with the most
heighten awareness in advance of school
Make use of colour and design to highlight Vote for healthy options. dots will be served at the Bike Breakfast.
cycle training delivery.
the main message. Organise management of the event by assigning
Write factual information which will engage Pupils can engage with Junior roles for each pupil. Plenary:
the reader. Road Safety Officers to discuss the Decide on roles for the day of the Bike Breakfast.
key messages. Previous Learning
Previous Learning • Pupils should have explored the different Extension:
• Pupils should already have an food groups and identified what constitutes a Introduce a budget that pupils must adhere to
understanding of how to use colour and healthy nutritional balance. and the expected number of pupils to cater for.
tone to achieve differing effects. • Pupils should be able to make the connection Prices for ingredients can be sourced from a
• Pupils should have discussed the issues between what they eat and how they fuel supermarket website.
surrounding cycling to school (e.g. fast their bodies.
moving traffic around the school). Ideas: Your could organise your bike
• The school should be promoting breakfast during walk to school week.
cycling to school as part of a wider
Resources: initiative to encourage active travel,
• Paint, coloured pens and pencils cycle training and the promotion of
• Paper healthy lifestyles.
• A selection of leaflets (tourist attractions, Resources:
campaigns) • Paper and pencils
Lesson Introduction • Powerpoint/IWB presentation with example
Ask pupils to review a range of different images of breakfast ingredients.
leaflets and note the key features in terms • Sticky dots, 3 per pupil.
of layout and presentation. How has colour, • Flipchart/A3 paper
font, size of text been utilised?
Introduce to the class that they are going to be
responsible for organising a Bike Breakfast for
the rest of the school. Each pupil who cycles
Cycling Poem Carousel Buying a Bike
Curricular Area: Main Activity
Curricular Area: Getting out on your bike and Numeracy - Number, money and measure Once pupils have decided what type of
‘I can manage money, compare costs from equipment they would like to buy they should visit
Literacy and English – Writing
‘Having explored the elements which writers
making journeys is one of different retailers, and determine what I can 2 websites to compare the prices of the chosen
use in different genres, I can use what I the best ways to get to know afford to buy.’ MNU 2-09a products to ensure they make purchases within
learn to create stories, poems and plays with your local area. Harness the budget and get the ‘best deal’ available. Pupils
should record the details and total the amount.
an interesting and appropriate structure, experience of a led cycle Grouping:
Mixed ability pairs and individuals They should also write a paragraph which
interesting characters and/or settings which
come to life.’ Eng 2-31a ride with your class through justifies their choice of items for the journey to
literacy in the classroom. General Learning Intention: school.
Listening and talking Working to a specified budget, select a bike and
‘When I engage with others, I can respond Lesson Introduction ancillary safety equipment appropriate for the Plenary:
in ways appropriate to my role, show that I journey to school. Pairs take turns to present their chosen products
In pairs, ask pupils to reflect on their recent
value others’ contributions and use these to and reasons for choosing them.The rest of the
cycle ride. What did they hear, smell, see,
build on thinking.’ LIT 2-02a Specific Learning Intentions: class should be encouraged to ask questions
taste and feel? Think, pair, share with
• Work with a partner to determine the type of relating to their decisions.
Grouping: bike and safety equipment needed for the
Mixed ability pairs, collaborative groups Main Activity journey to school Extension:
and individuals. • Compare prices of similar products on Introduce a sale and hand out prepared sale
Group pairs into five groups and give each
different websites to ensure the ‘best deal’ signs to pairs (eg. 75% off helmets, 25% off hi-
group a different coloured marker pen.
General Learning Intention: within the given budget. vis clothing etc.) Pupils then have to recalculate
Five stations should have been created
Write a ‘senses’ poem drawing on the • Calculate the sale prices of products, working their totals.
before the lesson with a stimulus
experience of a class cycle ride. representing a different sense on each table. with percentages.
Use the carousel technique to rotate each of Ideas: The Go byCycle Cycle Training
Programme forms level three of the national
Specific Learning Intentions: the groups round the stations.
• Work collaboratively to create a bank of Previous Learning standard and covers ‘What should I wear and
Each group has a different colour of pen
relevant words relating to each of the • Pupils should have an understanding of the carry on my bike?’. You can order Go byCycle
and should try to add different words from
five senses. purpose and meaning of a budget. resources direct from Cycling Scotland by
the previous groups relating to the particular
• Identify and use appropriate adjectives • Pupils should be able to perform calculations visiting: http://cyclingscotland.msol.org.uk/
sense and drawing on their experience of the
to convey the sights, sounds, feel, smells involving percentages. local/resources/
and tastes experienced on the cycle ride. Class discussion – once time is up and • Pupils should have discussed active
all groups have visited each station the travel and explored the types of bikes and
Previous Learning word bank ‘posters’ can be displayed and equipment used.
• Pupils should already have an discussed as a whole class to ensure
understanding of the different types understanding and use of the words in the Resources:
of poems and experimented writing correct context. Individual task – ask pupils to • Computer per pair of pupils
them in different contexts and for write a poem about their cycle ride based on • Monopoly money
different purposes. the five senses word bank. • Prepared ‘sale’ signs, differentiated for
• Pupils should have participated in a led varying abilities
cycle ride as part of a school outing. Plenary:
During the ride, attention can be drawn to Ask pupils to share their poems with the rest Lesson Introduction
different aspects of biodiversity, the built of the class. Dependent on the varying abilities in the class,
environment and other points of interest. set pairs an appropriate budget with which
Extension: they have to buy a bike and ancillary safety
Resources: Pupils can create a slideshow to accompany equipment. Monopoly money could be given to
• A3/flipchart paper their poem. the pupils in an envelope so they have to count it
• Marker pens, different colours to find out their budget. Provide a list of websites
• Stimuli gathered from the trip e.g. Ideas: Cycling Scotland offer a 1 day training that the pupils can choose from e.g. Alpine
pictures, photos, items (pine cones, course to become a Cycle Ride Leader – bikes, Halfords etc. Children have to decide in
leaves, twigs, earth etc.) visit www.cyclingscotland.org or find a pairs what type of bike they are going to buy for
leader near year at our list of instructors: cycling to school (is a mountain bike the most
http://cyclingscotland.msol.org.uk/local/ appropriate style?).
Cycling Role Models Biodiversity Cycle Ride
Curricular Area: should work together to draw the trail they
Danny MacCaskill, Shanaze Reade). Groups Science - Biodiversity and interdependence rode on their bikes. Groups must then choose
should work collaboratively to research their ‘I can identify and classify examples of living a selection of their photos and stick them
Religious and Moral Education
assigned cycling celebrity on the internet things, past and present, to help me appreciate according to where the example of biodiversity
‘I can explain why different people think
and identify qualities that would make them their diversity. I can relate physical and was found. The photos should then be annotated
that values such as honesty, respect and
good role models for their school by asking behavioural characteristics to their survival or using the paragraphs, creating a whole class
compassion are important, and I show
questions such as ‘Why would people look extinction.’ SCN 2-01a biodiversity trail.
respect for others.’ RME 2-09c
up to them, what is special about them/what
have they achieved. How would they inspire Grouping: Plenary:
the pupils and staff?’ Individuals and groups Groups can present their parts of the trail to the
Whole class and collaborative groups.
rest of the class and explain why they chose
Plenary: General Learning Intention: these points of interest to include on the frieze.
General Learning Intention:
• To discuss what constitutes a role model The reporter from each group should present Create a biodiversity bike trail frieze.
their case to have their celebrity as the Extension:
in today’s society by examining the lives
school ‘Cycling Champion’. Specific Learning Intentions: Pupils can add illustrations of other plants and
of well known cyclists.
• Identify and photograph examples of animals to decorate the frieze.
Specific Learning Intentions: Extension: biodiversity on a pre-planned cycle ride.
Ask pupils to think about the people they’ve • Cycle safely through a natural setting. Ideas: Cycling Scotland offer a 1 day training
• Describe what a role model is course to become a Cycle Ride Leader – visit
• Identify desirable qualities of a role model discussed today and what they think is the • Research and annotate the photographs.
www.cyclingscotland.org or find a leader near
most important quality they have identified
year at our list of instructors:
Previous Learning and why. Previous Learning
• Pupils should have previously discussed • Pupils should have an understanding of the
what they consider to be a moral person. meaning of ‘biodiversity’.
• Pupils should have learnt about Patron • Pupils should be able to ride a bike, both on
saints and how they come to be. and off-road.
• Flipchart paper • Computers
• Marker pens • Digital cameras
Lesson Introduction Introduce to the pupils that they are going on
Discuss with the class what a role model a bike ride to find examples of biodiversity. Set
is? Pupils may identify some similarities a timer and ask them to think, pair, share what
with a Saint i.e. someone we can look up they think they may find. Ask pupils to feedback
to, leads an exemplary life, inspires us to be one example each to the teacher to write on the
better people. board. Categorise the examples under broad
Tell the class that they are going to decide Main Activity
who they should have as a ‘Cycling Organise pupils into groups of 4 and give
Champion’ for their school. As a class, each one a category to search for along with
encourage pupils to suggest qualities that a digital camera. Lead pupils on a bike ride
they think are important for a role model. on a pre-planned, risk assessed route through
Split the class into mixed ability groups and a natural setting. Stop periodically to allow
assign individuals with roles e.g. resource pupils in previously assigned groups the
manager, reporter, time keeper etc. Give opportunity to search and photograph different
each group a cycling celebrity from a list examples or biodiversity.
(e.g. Mark Beaumont, Jody Cundy, Lance Once back in class pupils can research what
Armstrong, Sir Chris Hoy, Victoria Pendleton, they have photographed. They should prepare a
short paragraph to accompany each photo.
Using a long piece of frieze paper, groups
Cycling Treasure Hunt Cycling V Pops Assembly
Curricular Area: Lesson introduction
Curricular Area: Main Activity Technologies – ICT to enhance learning Pupils are going to create and deliver a school
Social Studies - People, place and In their groups, pupils must construct a ‘I can create, capture and manipulate sounds, assembly to encourage cycling. In groups,
environment number of clues (5 should be achievable for text and images to communicate experiences, pupils should brainstorm the key points that they
‘To extend my mental map and sense the actual hunt) which relate to their chosen ideas and information in creative and engaging think should be highlighted drawing on their
of place, I can interpret information from theme. Clues must relate to the place which ways.’ TCH 2-04b previous knowledge.
different types of maps and am beginning is next in the chain of clues and be easily
to locate key features within Scotland, UK, accessible on bike. Clues can be anagrams ‘I explore and experiment with the features and Main activity
Europe or the wider world.’ SOC 2-14a of the next location, they could make up a functions of computer technology and I can use Organise pupils into mixed ability groups for
rhyme etc. Groups will be competing with what I learn to support and enhance my learning research, interviewing, post-production and
Grouping: each other to solve each other’s hunt at the in different contexts.’ TCH 2-04a presenters. The groups can then collaborate to
Mixed ability groups. same time to add an element of competition brainstorm which questions they would like to
although all groups should devise ‘treasure’ Literacy and English – listening and talking ask and to whom. Some additional research may
to be found at the end of the hunt. ‘I can select ideas and relevant information, be required, questions should be written out and
General Learning Intention:
Groups must record the 6 figure grid organise these in an appropriate way for my presenters and the post-production teams should
• Use mapping skills to devise a treasure
reference of where each clue is as when purpose and use suitable vocabulary for my discuss the time and resources available etc. The
hunt which is accessible for cyclists.
the hunt is conducted each group must note audience.’ LIT 2-06a post production group should collaborate with the
the grid ref of each clue’s location found to interviewers to edit the video interviews or ‘vox
Specific Learning Intentions: Social Studies – people, place and
be successful. pops’. The researchers and presenters should
• Write clues which relate to the theme of
environment collaborate on the text which will be included in
the hunt and the map.
Plenary: ‘Having explored the ways journeys can be the presentation.
• Use knowledge of maps to identify
Groups pick names out of the hat to find out made, I can consider the advantages and
locations which are accessible by bike.
which of the other group’s hunts they will be disadvantages of different forms of transport, Plenary:
• Read and write 6 figure grid references.
trying to solve when they come to carry out discussing their impact on the environment.’ Ask pupils to present the first draft of the
the practical trail on their bikes. SOC 2-09a assembly to the class. Pupils should identify any
areas that could be improved.
• Pupils should have viewed the
presentation on how to read grid
Pupils can include characters, illustrations Collaborative groups Extension:
references, symbols and features on the
Ordnance Survey website. and more clues for the hunt. Add a soundtrack to the presentation.
General Learning Intention:
Prepare an assembly for the rest of the school to Ideas: Organisations like Cycling Scotland and
oswebsite/education/teachingresources/ Ideas: The Go byCycle Cycle Training
encourage them to cycle to school. the Cyclists Touring Club carry regular links to
nationalgrid/index.html Programme forms level three of the national
• Pupils should have completed exercises standard and covers travel route planning. You cycling news stories.
using maps to find specific features, can order Go byCycle resources direct from
Specific Learning Intentions: Visit: www.cyclingscotland.org and
symbols and places so that they are • Research facts about cycling that would www.ctc.org.uk for inspiration
Cycling Scotland by visiting:
familiar with these aspects of map work. http://cyclingscotland.msol.org.uk/local/ encourage pupils to cycle to school and their
http://www.ordnancesurvey.co.uk/ resources/ parents to support them.
oswebsite/education/pdf/25k_english_ • Interview pupils, staff and parents (if
legend_sep09.pdf available) on why they think cycling to school
• Collate video clips, images and text to create
a persuasive presentation.
Maps for each group of a local area such as
a country park or similar where there are off-
road paths suitable for cycling. Previous Learning
• Pupils should have researched the benefits of
cycling in terms of health and wellbeing and
Groups of pupils are going to devise a cycling
• Pupils should be aware of the arguments for
treasure hunt for fellow groups of pupils to
and against cycling.
solve using their map skills. Give out maps
of the area to be used and ask pupils to
develop a theme for their treasure hunt e.g. a Resources:
murder mystery. • Computers
• Digital cameras
For more information on the Cycle
Friendly School Award please contact:
24 Blythswood Square
T: 0141 229 5350
Scottish Charity Number SC029760
You can find out more training opportunities and resources for
delivering school cycling programmes at www.cyclingscotland.org
Cycling Scotland engage with a number of partner agencies involved in
promoting cycling in schools.