Lesson plans for a whole class study of The Boy Who Biked The World by Alastair Humphreys. An extended (six week) homework project and also a series of seven lessons designed to follow whole class reading of the novel. The homework project gives step by step guidance for pupils to create information booklets and give individual presentations to the class, on a country or place of their choice. Seven lesson plans with worksheets are also included, covering geography and creative writing. The lessons are suitable for Primary 5 to 7 classes (Scotland) with Second level Curriculum for Excellence links highlighted. Suitable for KS2 classes (England).

Lesson plans for a whole class study of Eric's Big Day by Rod Waters. A series of three writing lessons designed to follow whole class reading of the picture book. Lesson plans and worksheets are included. The lessons are suitable for Primary 1 to 3 classes (Scotland) with First level Curriculum for Excellence links highlighted. Suitable for KS1 classes (England).

Lesson plans for a whole class study of Curious George Rides A Bike by H. A. Rey. Two lessons designed to follow whole class reading of the picture book. Lesson plans and worksheets are included. The lessons are suitable for Primary 2 to 4 classes (Scotland) with First level Curriculum for Excellence links highlighted. Suitable for KS1 classes (England).

Lesson plans for a whole class study of Dixie O' Day: On His Bike! by Shirley Hughes and Clara Vulliamy. A speaking and listening plus writing lesson plan plus eight dictionary work worksheets designed to follow whole class reading of the book. The lessons are suitable for Primary 3 to 5 classes (Scotland) with First and Second level Curriculum for Excellence links highlighted. Suitable for KS2 classes (England).

Action Stations is a six-week, whole-school homework project. It aims to raise awareness amongst pupils and their families, of their own levels of physical activity, the World Health Organisation (WHO) guidelines and the health implications of a lack of physical activity. Action Stations also develops numeracy skills with the completion of tables and literacy skills through a written element to the homework. The project asks children to record an adult in their family's physical activity levels for two weeks, and to compare their findings with the WHO's recommendations. Following this, they then record their own levels of physical activity for two weeks. Again, the children are asked to compare their findings against the WHO recommendations. It is vital that parents and carers do not view this project as intrusive and judgemental. The tables where physical activity levels are recorded are designed not to be returned to school and it is stressed to parents that the school does not need to know whether they or their children met the targets. The project aims to raise awareness amongst the school community and to provide a real-world context in which to practise literacy and numeracy skills. Both parts of the project include a sheet to be returned to the school so that homework completion can be monitored. If the school is considering a school travel plan (STP), work to promote active travel to school, or any other form of promotion of physical activity, this homework project is an excellent place to start. It is hoped that taking part in the project will encourage less active families to consider where they might find space for physical activity in their lives. The school run, for some, can provide an excellent opportunity for this. Physical activity should be seen as distinct from sport. While sport encompasses physical activity, people can be physically active without ever taking part in sport. Meeting the WHO guidelines is about making physical activity a part of normal daily life.

This is the second lesson in a series of fourteen which make up the Starter For Ten project. Starter For Ten is a whole term, cross-curricular project for upper primary classes. A series of lessons provide the class with the knowledge and skills they need to start their own businesses in small groups. Groups are loaned £10 to start their business with the businesses running for four weeks after around six weeks learning and preparation. Starter For Ten provides a highly motivating, real world context for learning with pupils taking full responsibility for their businesses. The pupils are also responsible for making key decisions including what to spend any profit on and whether to act as philanthropists and opt to donate a proportion of their income to charity. The full project covers a number of curriculum areas: literacy, numeracy, health and wellbeing, religious and moral education, social studies and technologies. All lessons are fully linked to the Scottish Curriculum For Excellence. Each of the fourteen lessons includes a lesson plan, a PowerPoint presentation and any worksheets or other resources required. Lesson plans include learning objectives, suggestions for differentiation, a starter activity, a main lesson, a plenary activity, suggestions for further development, opportunities for display, and relevant second level Curriculum For Excellence experiences and outcomes. LESSON 2 OVERVIEW: In this lesson the class discuss the qualities of successful entrepreneurs. They then relate these to themselves and identify their own qualities which could help them when they start their business. More detail of the ‘Starter For Ten’ project is given to the pupils in this lesson. The children then form themselves into business groups and begin brainstorming business ideas. LESSON 2 LEARNING OBJECTIVES: 1. I can identify qualities in myself which could help me as an entrepreneur. 2. I can find appropriate business partners.

A set of four letters to be sent out to parents during the Starter For Ten Enterprise Project. All four letters are designed to be customised with the specifics of the class. Letter 1 should be sent out to parents of all children in the class at the very start of the project. The children will be excited about the project and will inevitably talk about it at home. It is best to explain the project to parents as early as possible. Letter 2 should be sent to parents following lesson 10. A copy of each child’s business plan should be included with the letter. Letter 3 is aimed at all parents within the school. This should be sent out just before the businesses begin their sales. This allows parents to understand the project and provide their children with money to participate as consumers. Letter 4 should be sent out part way through sales, if it is judged necessary by the class teacher.

Writing a School Travel Plan is the foundation of real, lasting change to the school run at your school. It is also the start of a revolution in physical and mental health in the whole school community. When children and their carers walk, scoot or cycle to school they are establishing active travel habits which will help to keep them healthy throughout their lives. When traffic is reduced, active travel also provides opportunities for relaxed interaction, fostering positive relationships throughout the school community. When done well, the process of creating a School Travel Plan also provides a wealth of opportunities for interdisciplinary learning in a ‘real world’ c ontext. Learning becomes meaningful to pupils across the school and those pupils are highly motivated by seeing the change that they themselves are bringing about. The only way to create a School Travel Plan which works is to involve pupils in the full process of creating and implementing such a plan. Without this, it is simply another document to gather dust. The School Travel Plan pack provides all the information and resources your school needs to create an excellent School Travel Plan and transform your school community.