GEOG 1 Young Dragons

Geography Summary
KS3 Cycle Curriculum Pack

Project one – Young Dragons
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Young Dragons
summary
Young Dragons is a project which combines a number of highly relevant
educational issues and Key Stage 3 (KS3) geographical content:
• Enterprise education
• Geographical ideas about the urban transport issues facing cities today,
Geography. KS3 Cycle Curriculum Pack. Version 1. January 2009
particularly focused on London

• A wide range of geographical skills and KS3 coverage of investigative
work, processes, issues and scale, as well as use of communication and
interpretative skills
• Sustainable travel solutions, focused on the value and potential of cycling
within an entertaining and active teaching and learning framework
• A wide range of whole school and cross-curricular coverage, shown by
the teaching delivery map, and including Personal Learning and Thinking
Skills (PLTS) delivery, School Travel Plans, Sustainable Schools and all
five objectives of Every Child Matters
Young Dragons challenges students to think and act enterprisingly within a

cycling context, but allows the knowledge and understanding of urban
transport issues to be engaged. The project is an extended and structured
role play activity, with students working in small groups and acting as their
own companies. The companies develop a commercial way of marketing
and promoting cycling in London through advertisements, incentives and
education. The student companies compete against each other to see who
has devised the most effective marketing and promotional approach to
meet the needs of Transport for London (TfL), and this will be judged by
teachers. Teachers can use the produce of the project for wall displays
and assemblies.
Geography Summary
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Young Dragons
summary
The Young Dragons project is flexible and consists of two main parts, which
are composed of a number of lessons. Each section links to the next, and
can be taught all within one day, or over consecutive days, or over a number
of weeks. The approximate time for this to be delivered is five to eight
hours, depending on the route taken through the project.

This dynamic and active project will combine enterprise education with
cycling in an entrepreneurial activity that will develop student understanding
of key geographic and business concepts and ideas, as well as offering a
structured approach to the development of PLTS.
Enterprise education is at the heart of many educational initiatives and the
National Curriculum. The development of enterprise skills, experiences
and achievements will contribute towards a young person’s development
into the world of work, as well as placing their learning in a new context.
Although teaching enterprise might seem daunting, this project aims to
guide you carefully through an active, dynamic and innovative programme
of teaching and learning that will make enterprise education accessible,
rewarding and enjoyable.
This activity’s other focus is cycling. Given that cycling has so many positive
impacts environmentally and economically, for example on health, it is
perhaps a concern that cycling is not a more significant part of urban life:
‘The level of cycling in London is very low compared with many other
European cities, with less than two per cent of trips in London made by
bicycle, a fraction of the level in cities such as Berlin (five per cent), Munich
(12 per cent), Copenhagen (20 per cent) and Amsterdam (28 per cent).’
Ken Livingstone, former Mayor of London
Geography Summary
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summary
The benefits to the student might include developing a greater
understanding, knowledge and experience of some of the following:
Geography benefits Enterprise and business
education benefits
Urban transport issues such Business planning

as congestion and analysis
The economic cost of congestion Business numeracy
and budgeting
The environmental cost Team work
of congestion
The social cost of congestion Problem solving
The political dimension to congestion Marketing
Different forms of transport Presentation skills
Cycling as a sustainable solution to some Innovation
of the urban issues arising from congestion
The project is structured and allows flexibility for teachers. Young Dragons
might form part of an enterprise week which includes cross-curricular work
for the students, or might be taught in a series of lessons over a five- or
six-week period.
Geography Teaching delivery map
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teaching delivery map
Areas within the 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. Developing

‘geographical imaginations’ of places.
1.4 Interdependence Exploring the social, economic, environmental
and political connections between places.
Understanding the significance of
interdependence in change, at all scales.
1.2 Space Understanding the interactions between
places and the networks created by flows
of information, people and goods.
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.
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.
1.7 Cultural understanding Appreciating how people’s values and
and diversity attitudes differ and may influence social,
environmental, economic and political
issues, and developing their own values
and attitudes about such issues.
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Areas within the KS3 QCA scheme of work (continued)
2.1 Geographical enquiry Students should be able to:
a) Ask geographical questions, thinking critically,
constructively and creatively

b) Collect, record and 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
c) Key aspects of the UK, including its changing
human and physical geography, current issues
and its place in the world today
d) Human geography, built and managed
environments and human processes
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Areas within the KS3 QCA scheme of work (continued)
e) 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
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 1 – Tell us about your school • This can be incorporated into Young Dragons if
desired in Lesson 1 or Lesson 2 as part of the
understanding of the transport issues discussion

Part 2 – What are the issues • A brief description of the travel/transport problems
at your school? faced by the school/cluster of schools, including
students’ travel needs:
– journeys to and from school at normal
start/finish times
– journeys to attend pre- and after-school events, and
– journeys made during the school day to attend
activities at other locations.
The Young Dragons project will discuss personal
travel journeys and the issues that students see
and experience
Part 3 – How has everyone • Involves whole classes and year groups across KS3
been involved? and can be the basis of displays and assemblies to
raise awareness across all ages of students
• Discussions cover how students currently travel
to/from school and how they would like to travel
to/from school
• All interested parties are consulted: student
participation is the foundation stone of Young Dragons
Part 4 – What exactly do you • Raises awareness of traffic issues
want the plan to achieve? • Develops sustainable and practical solutions to send
to TfL
• Influences individual, collective, organisational and
institutional behaviour
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Areas within a School Travel Plan (STP) (continued)
Section of the STP How does the project link to the STP criteria?
Part 5 – How are you going • Makes proposals to develop sustainable transport
to achieve it? integral to Young Dragons

• Uses Young Dragons as the starting point for a whole-
school approach to healthier and sustainable travel
Part 6 – Monitoring, reviewing • The best ideas will be sent to TfL, which may feed
and progress reporting back to schools
• A member of staff and a student transport
committee could be appointed to oversee ongoing
ideas and to track the impact of the project
Source: Transport for London (TfL)
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,
and also the hazard of pedestrians in urban areas.
Enjoy and achieve Innovative, active learning which will form the basis
of a competitive and sustainable learning.
Make a positive contribution Contributes to the debate about urban congestion
and the need for sustainable solutions. Direct link
with TfL aims.
Achieve economic well-being Raises the issues of planning, budgeting, team work,
employability skills, enterprise and the world of work.
Source: Department for Children, Schools and Families (DCSF)
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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 Young Dragons contribute significantly to
Education (PSHE) 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 Young Dragons project containing decision making,
community awareness, healthy living and unhealthy
living awareness, progression and achievement, team
skills and confidence building, among others. Its link
with TfL and context of government priorities are both
bridges to the wider decision-making environment.
Healthy eating By inference a healthier lifestyle will include healthy
diets and this can form part of the evaluation and
discussions within Young Dragons.
Physical activity • Young Dragons 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 of their everyday life
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Areas within Healthy Schools (HS) (continued)
Core themes In what way does the project link to the HS core theme?
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
• Young Dragons’ emphases on team work, respect
for the views of others, the need for collaboration
and cooperation, 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 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.1
Young Dragons is an effective and active contributor to the delivery of the sustainability agenda.
The Travel and Traffic doorway In what way does the project link to the SS doorway?
Curriculum Young Dragons cultivates the knowledge, values and
skills needed to address travel and traffic issues, and
reinforces this through positive activities in the school
and in the local area.
Campus Young Dragons raises the issue of the impact of
students’ travel behaviour and promotes individual
responsibility; policies and facilities for promoting safe
cycling;and reduced motorised transport journeys
to lessen their environmental impact and promote
healthier lifestyles.
Community Young Dragons can be seen in its community context to
encourage TfL, students, staff and families to promote
awareness of travel decisions among their stakeholders.
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 Young Dragons 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 setting the agenda and offering
real solutions to issues.
Personal Learning and Young Dragons develops a wide range of PLTS and can
Thinking Skills (PLTS) be used as a platform for further development or as a
means of appraising current levels of PLTS. PLTS in
Young Dragons 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 enterprise context of Young Dragons helps schools
deliver enterprise and to encourage students to be
more enterprising. Enterprise education consists of
enterprise capability, supported by financial capability
and economic and business understanding. This
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. Enterprise includes:
innovation, risk-management, a ‘can-do’ attitude and
the drive to make ideas happen.
Social and Emotional Aspects Young Dragons develops the qualities and skills that
of Learning (SEAL) 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 two teaching and lesson plans (TLPs) within the
Young Dragons project:
Lesson 1
Urban problems and issues –
what transport problems face London today?
Lesson 2a
An advertising campaign to promote cycling
A short version of the activities with the primary focus on geography
Lesson 2b
An extended version with the focus on geography framed within an
enterprise framework1
Encouraging cycling as a sustainable solution to London’s transport issues
through an activity based on an advertising company designing a television
and billboard advertising campaign and catchphrase.
There are two routes through Lesson 2. The extended version includes a
higher element of enterprise education and decision making, while the
shorter version takes a more direct route to the geographical issues.
It is estimated that Lesson 1 would spread across 45-90 minutes, while

Lesson 2 would take between 120 and 240 minutes, depending partly on
which route was selected.
The TLPs offer teachers flexibility in how they approach the issues of
urban transport and cycling as a sustainable solution to many of the
problems affecting More Economically Developed Country (MEDC) cities
such as London. The TLPs offer guidance, suggestions and ideas, although
teachers will also want to use the resources in their own ways and to
adapt to the particular needs and aims of their lessons and students.
1
Source: Based on the work of Duncan Chamberlain, Divisions Conference, 2001
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lesson 1 – introduction

Context: this is an introductory lesson which sets the scene for the Young
Dragons’ challenge by developing student awareness of some of the issues

that face large urban areas, such as London.
Handouts and resources: there are two student worksheets and one
handout sheet to accompany this lesson and a number of opportunities
for discussion, creativity and problem solving.
Knowledge: urban transport issues such as congestion, air pollution, noise
pollution, visual pollution, health issues, economic impacts of congestion
and mode of transport trends.
Introduction to lesson: teachers may wish to start with a general discussion
about different forms of transport, personal geographies of the journey to
school and personal experiences of congestion. Useful websites include:
tfl.gov.uk
www.networkrail.co.uk
www.nationalrail.co.uk
Time: likely to last for between 45 and 90 minutes.
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lesson 1 – structure

1. This lesson might start with some brainstorming about urban traffic
issues, perhaps based on the students’ own experiences of travelling
through London, or indeed other cities. An approach might include

a comparison – perhaps thinking of areas where there are fewer
traffic issues.
2. Relating this to the students’ own experiences might be a useful base:
have they ever been late due to traffic congestion? Has someone they
have been meeting been late? Do they think travel in London is too
expensive, or not reliable?
3. Then, the lesson can move on to a more structured discussion based
on Worksheet 1, Lesson 1, which can be approached as group, individual
or whole-class discussions.
4. Once these ideas have been discussed, move on to Worksheet 2,
Lesson 1, which requires some different skills than so far deployed
in this lesson. Here, a resource sheet (Handout 1), including a
combination of graphs, photographs and written comments, is the
basis of a discussion and writing activity which establishes some
of the main transport issues facing cities such as London. This can
be approached in pairs, individually or in small groups and might
be used, in part or as a whole, as a homework assignment.
The sheet of resources (Handout 1) is the stimulus material for the
questions on Worksheet 2, Lesson 1. Worksheet 2, Lesson 1 has a
series of questions with spaces left for students to complete the
answers. This might lend itself to homework, to group work or to
individual work. The stimulus material in itself offers a number of
skill-based challenges to students including: observation; numeracy;
analysis and interpretation of graphs; evaluation of attitudes and
values; empathy and comprehension.
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lesson 1 – worksheet 1

This might be the basis of group work followed by a plenary session or a
more structured question and answer session.

Londoners and London are facing some real problems related to transport.
Think about your journey to school today, and another journey you have
done recently, perhaps last weekend.
Did you experience any transport-related problems? Put your ideas in the
box below:
Ideas might include:

Traffic jam
Frustration/road rage
Noise
Slow movement
Danger
Speed
Accidents
Being late for something
Traffic works
What are your views about the amount of traffic that you see on the roads
of London?

Too much traffic for the capacity of the roads
Cyclists and pedestrians might get hurt
Traffic is slow-moving
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(continued)
How many cyclists do you remember seeing?
Why do you think that there are so few cyclists on London’s roads?

Danger of being knocked off by other traffic
Difficult to carry shopping/school bag etc
Hilly terrain
Security of where you can leave bicycles
Time taken to cycle somewhere (Underground quicker for some journeys, etc)
Not wanting to get wet/cold in rainy/cool weather
Expense of some bicycles
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lesson 1 – handout 1
Transport problems in London

dScenario one: The owner of a company in
south east London is concerned about the
traffic congestion in London. The company

makes yoghurts and low-fat dairy products,
and the owner finds that employees are often
late, supplies of milk delayed and her own
lorries stuck in London’s traffic for hours
every day. She is thinking of moving out of
London to a small town near to a motorway
as congestion is costing the company half
a million pounds a year. This will mean her
workers might become unemployed.
dScenario two: A mother of an eight-

year-old boy is worried because her son is
not well and has missed a lot of school
this year due to asthma caused by air
pollution in London. Her mother is also
not well, as her breathing is difficult due
to the carbon monoxide and sulphur
dioxide in the air from petrol fumes.
pScenario three: A school boy was

knocked off his bike last week by a car,
and had lots of bruises and cuts, but it
could have been a lot worse – thankfully
he was wearing his bike helmet.
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Transport problems in London (continued)

‘Fifty-six per cent of all journeys today by car are less
than five miles and 23 per cent are less than two miles.’
Source: Department of Transport study, published in The Times, 31/10/07
Changing transport methods

1952 27% 1996 87%
18% 5%
11% 1%
42% 6%
Rail Bicycle Bus and coach Car/van/taxi

Percentage of journeys that are cycle journeys in different

European cities
30%
25%
20%
15%
10%
5%
0%
London Berlin Munich Copenhagen Amsterdam
Source: Former Mayor of London, Ken Livingstone
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iTraffic congestion in London
iPhotochemical smog/haze above a city

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Transport problems in London

Now read through the information shown on Handout 1 that your
teacher has given you, and then answer the following questions:
1. Name two gases that are produced by cars, vans, taxis and buses
from their exhausts.
Carbon monoxide and sulphur dioxide
2. A company owner thinks that traffic congestion costs her £500,000

a year. Explain how congestion costs companies money.
Delays in employees reaching the factory/office
Delays in supplies reaching factories
Delays in getting products to customers
Fuel bills for vans and lorries stuck in traffic
Road rage leads to stress for drivers
Missing important meetings which might cost a company a new contract
3. Describe the change in car, bicycle and bus use between 1952
and 1996.
This is a good opportunity to develop some specific descriptive language
and encourage students to use data as evidence to support their ideas.
• Use of all transport types decreased except for cars/vans
• Rail use more than halved, but the decline in bicycle and bus use was
even more severe
• Considerable increase in car/van use – two and a half times more
• The dominant transport form in 1952 was the bus (15 percentage points
ahead of the car and nearly half of all transport) but by 1996 the car/van
was dominant (over three-quarters of transport and 71 percentage
points ahead of the bus)
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4. State and explain three reasons why cycling may have declined so much.
A possible opportunity to develop answering skills by asking for a simple

‘state’ and then a more developed ‘explain’. ‘State’ could be one or two
words only. Reasons might include: wealthier population which can afford
cars; cities getting bigger therefore further to travel therefore cycling takes
longer; more emphasis on comfort in travelling; parental worries over
cycling by children.
5. State and explain three reasons why car use has increased so much.
Reasons might include: greater car ownership as the relative cost of cars
declines and incomes increase; decline of local shops meaning shopping
involves longer journeys; safety concerns over cycling; difficult to carry
large loads on bicycles; greater demand for comfort in travelling.
6. What evidence from the information is there that the current traffic
issues in London can cause harm, illness and danger?
Pollution from traffic can aggravate asthma and breathing difficulties –
Scenario two
Can be knocked off bike – Scenario three
Noise pollution implicit from photograph of congestion
7. What is congestion?
Although this is not directly answered by the resource sheet, it is a good
opportunity for discussion.
As a definition, this could include ideas such as slow-moving traffic; traffic
at a standstill; long-term high volumes of traffic; traffic flows exceed
capacity of roads, etc.
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8. Why is congestion such a serious issue for London and other cities?
This can be approached in a number of ways to suit the needs of particular
lessons: It could be focused on the causes of congestion, but is more likely

to focus on its effects and why these are significant, eg congestion causes
air pollution, which causes ill health, which costs the taxpayer money
through the National Health Service (NHS) and leads to a loss of working
days due to ill health. In this way, you could look at: job losses; unattractive
for investment and tourism; higher stress for inhabitants.
9. On a separate sheet of paper, write a newspaper article for the London

Evening Standard newspaper that summarises the problems of transport
in London. Include a catchy, bold headline with your article. Your aim is
to inform the readers of a newspaper about the problems.
This is designed as a summary activity to bring ideas together but also to
give the opportunity for creativity, understanding and work to be displayed.
Communication skills and emphasising clear, direct and simple styles are
useful here.
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lesson 2 – introduction

There are at least two routes through this lesson:
Lesson 2a

A short version of the activities with the primary focus on geography
Lesson 2b
An extended version with the focus on geography framed within an
enterprise framework
Both routes have as their aim producing and delivering to the class an
advertising campaign to promote cycling within a competitive activity.
However, one route is shorter and more direct in explaining the geographical
issues in this topic, while the other has more of the enterprise content and
decision making as a route to the geographical content.
Context: this is an extended lesson that is based on the Young Dragons’
challenge and combines enterprise and entrepreneurial skills with awareness
of some of the issues that face large urban areas such as London that
were covered during Lesson 1.
Handouts and worksheets: Lesson 2a has one handout and three
worksheets, Lesson 2b has one handout and a 16-page business plan.
Knowledge: cycling as a sustainable solution to urban transport issues such
as congestion, air pollution, noise pollution, visual pollution, health issues
and the economic impacts of congestion.
Introduction to lesson: teachers may wish to start with a general discussion
about enterprise, the BBC TV programmes Dragons’ Den and The Apprentice
and TfL. Useful websites include:
www.bbc.co.uk
tfl.gov.uk
Time: likely to last for between 120 and 240 minutes.
Teachers will see that there are a number of resources that might be used
at their discretion during this extended lesson, and others that are key to
the activity.
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An advertising campaign to promote cycling (continued)

1. The students work in small groups, probably of 4-6 members, at the
teacher’s discretion.
2. Each group is going to act the part of an advertising company.
3. Each advertising agency is asked to produce an advert for television and

a billboard poster within a role play and active learning framework.
4. Each group/advertising company is in competition with all the other
groups within the class – the aim is for each advertising company to
beat the others by having the best advertising campaign to promote
cycling in London.
5. The teacher will judge the winner, though it might add to the competition
if a member of school senior management is a judge as well. A suitable
prize from the school will add a realistic element to the competition,
that is the winner achieves a reward, and of course there is plenty of
opportunity to display work and to base an assembly item on the work
the class does.
6. There is an assessment grid in this TLP and you might choose to issue
this to the students so they can see how their advertising campaigns
will be assessed. Broadly, the criteria is based on the following:
• Does the advertising campaign promote cycling effectively?
• Is the advertising campaign positive about cycling?
• Does the advertising campaign show the benefits of cycling in
comparison with motorised transport?
• Does the advertising campaign use facts and examples to support
its case?
• Is the advertising campaign interesting, innovative, original and does
it use all of the group members?
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7. The following list is what is needed for Lesson 2:
Resource

A4 paper Plastic bags
A4 card Sticky tack
Different coloured sugar papers Scissors
Index cards Balloons
Flip chart paper Sellotape
Flip chart pens (different colours) String
Rulers Paper clips
For the shorter version, the teacher can decide what resources are available
from this list and students will be allowed to use these resources, but they
can also be allowed, if the teacher decides this, to use their imagination
and ask to borrow other equipment and resources from other parts of the
school or home.
In the longer version, all of the resources on the list need to be available,
and the resources planning and resources budget sheets should be used to
indicate the quotas and costs of each resource. These added dimensions
of budgeting and resource quotas are not included in the shorter version
of Young Dragons. In addition, students can be allowed, subject to teacher
agreement, to use their imagination and ask to borrow other equipment
and resources from other parts of the school or home, for example
a musical instrument, camcorder or DVD player.
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lesson 2a – short version

1. Introduce the Young Dragons’ challenge with a link to the work the
class has recently completed about the problems of urban transport in
London and then use this as a springboard to explore some solutions
to urban transport issues, focused on cycling.

2. This introduction will offer teachers an opportunity to discuss
sustainability and sustainable cities; the role of TfL and briefly what
advertising companies do.
3. Give out Worksheet 1 and Handout 1 – ‘Young Dragons’ challenge:
getting going’ – and read through them with the class.
4. Then ask the groups to discuss and complete Worksheet 2 –
‘Young Dragons: your ideas’.
5. At this stage, explain the resources that are available, the time available
for the planning of the adverts, give a reminder of the aim of the activity
and start the groups. Groups will probably need 60-90 minutes for this
stage of Young Dragons.
6. During the planning and development of the TV advert and billboard
poster, remind the groups that they will need to act out the TV advert,
and so should make it as realistic as possible. Prompts such as these
might help:
• Everyone in your company must be part of the TV advert
• The most effective adverts are memorable, with a simple but strong
message which really makes people take notice, and often use strong
images and music
• Good adverts often have a memorable catchphrase
• Always remember who you are trying to impress and why –
Transport for London to promote cycling!
• If your teacher agrees, you may use music, video clips, drama
and props to help you
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lesson 2a – short version

7. Give the groups regular reminders of how much time is left to
complete the tasks.
8. When the time has elapsed, decide a running order of the group

presentations and perhaps ask a member of senior management to
help judge the advertising campaigns. A suggested marking criteria
is included in the Lesson 2a assessment sheets.
9. Allow each group two minutes to present its advert and then perhaps
ask them a couple of questions, such as why they think the advert
will help encourage cycling, and if they were allowed a longer time for
the actual advert, what would they additionally include in it? Then,
each group should show its billboard poster and explain what it shows
and why. The teacher, or a guest assessor such as a member of the
senior management team, completes an assessment grid using the
assessment criteria for each group.
10. When all of the groups have presented their work, ask the groups to
work their way through the evaluation worksheet – Worksheet 3. It is
suggested that the evaluation is completed within the advertising
agency groups to assist the quality of evaluation, although this group
evaluation could be followed by a whole-class evaluation with the
different groups feeding back.
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lesson 2a – worksheet 1
The challenge: getting going

You are already aware that there are some key transport-related problems
and issues facing London. Write down a summary of the issues and
problems below:
1.
2.
3.
4.
5.
The Young Dragons’ challenge is to help start solving these problems

and you might have an important role in achieving success. This involves
helping London’s Mayor and the organisation which is in charge of all of
London’s transport to reduce motor traffic and increase non-motorised
traffic in London. The organisation which is in charge of London’s transport
is Transport for London (TfL) and they run the Underground, buses and
some Overground rail services.
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lesson 2a – handout 1
The challenge: getting going (continued)

TfL has a problem that needs solving
TfL is concerned that too many people use cars and vans to get around

London and too few people in London cycle to work, school, the shops
and for pleasure. This concern is for a combination of issues about health,
wealth and our environment.
The Young Dragons’ challenge

To devise an advertising campaign that will encourage people to cycle
and to use their cars and vans less. To help TfL by planning, developing
and presenting an advertising campaign that will help solve some of the
key issues facing London today, such as pollution and congestion, by
encouraging the use of cycling for work, school, meeting friends, shopping
and recreation, and by discouraging the use of motorised transport.
Your advertising campaign will need to include:
1. A two-minute advertisement for television
2. A poster advertisement for billboards
3. A catchphrase to encourage cycling in London
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lesson 2a – handout 1
The challenge: getting going (continued)

Here are the key things to remember for the rest of the challenge:
1. You are going to work in small groups of 4-6 people.
2. Each group is going to act as an advertising company that will try to win
the Young Dragons’ challenge, as described on page 1 of this handout.
3. Each group is in competition with all the other groups – the aim for your
group is to beat the others by having the best advertising campaign to
promote and encourage cycling in London.
4. You will be assessed on the following criteria by your teacher:
its case?
• Is the advertising campaign interesting, innovative, original and does it
use all of the group members?
5. You will be allowed to use the resources that your teacher gives you,
but also you can use your imagination and ask to borrow other
equipment and resources from other parts of the school or home.
Please remember to ask!
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The challenge: your ideas

On this page, write down what your group thinks would make an effective
television and billboard advertising campaign. Sketch out some ideas.
How much would it all cost (use the budget planner to help)? You must also

write down the advantages of cycling for travel in London and why cycling
is better than other forms of transport in London.
1. What makes an effective 2.What makes an effective

TV advert? billboard poster?
3.Advantages of cycling 4.Disadvantages of motorised

in London. transport in London.
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The challenge: your ideas (continued)

Square 1: What makes an effective TV advert?
Ideas might include: simple; funny; clear message; memorable;
catchphrase; relevant to everyday life.
Square 2: What makes an effective billboard poster?

Ideas might include: striking; colourful; simple; clear message; who the
poster is by – in this case TfL; funny; impact.
Square 3: Advantages of cycling in London.

Ideas might include: fitness; health; speed of travel; less frustrating;
environmentally friendly – no emissions; see more of surroundings.
Square 4: Disadvantages of motorised transport in London.

Ideas might include: carbon monoxide fumes; noise pollution; visual
pollution; congestion; pedestrians and cyclists getting knocked over;
time delays; delays cost money; road rage; unhealthy.
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lesson 2a – assessment
The challenge
During the activity, it is suggested that teachers are proactive in overseeing
the work as it will help with the assessment of the advertising strategies
that the students develop. Each group will be assessed by the teacher or

a guest assessor, such as a member of senior management, using the grid
below. This assessment would be done at the time of the presentations,
with one grid per group:
Assessment grid and criteria for judging the TV advert,
catchphrase and billboard poster
Criteria Mark Comment on performance

and mark awarded
1. Involvement of the whole
group in the presentation
2.Effectiveness of the
presentation, eg structure,
style, response to questions
3.Relevance of presentation
to TfL aims
4.Communication skills,
delivery, innovation
Total
Maximum marks: 50
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The challenge (continued)

Criteria 1: Involvement of the group in the presentation
(Maximum 10 marks)
Does every member of the group have a role? Does everyone seem to have
a coordinated part to play? Is there a planned, coordinated approach that
plays to the strengths of the individuals within the group? Are the tasks
appropriately shared out?
Level 3 (7-10 marks) – all of the above and a good standard
Level 2 (4-6 marks) – some of the above and a reasonable standard
Level 1 (0-3 marks) – little of the above and a poor standard
Criteria 2: Quality and effectiveness of the presentation

(Maximum 10 marks)
Is there an effective and appropriate use of a variety of resources and
presentational methods? Is the presentation clear, effective in promoting
an image and appropriate in the image it portrays?
Level 3 (7-10 marks) – clear structure shown and a variety of methods and
resources used to offer a clear, appropriate and successful presentation
Level 2 (4-6 marks) – some structure and variety in methods and resources
used to offer a reasonable, successful, appropriate presentation
Level 1 (0-3 marks) – limited or no structure in method and resources,
resulting in a poor presentation
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Criteria 3: Relevance of content to TfL aims
(Maximum 15 marks)

Does the advertisement encourage and promote cycling in
London effectively?
Level 3 (11-15 marks) – an appropriate and effective presentation
which is very relevant to the aims of TfL
Level 2 (6-10 marks) – some evidence of relevance and appropriate
content, although sometimes peripheral relevance
Level 1 (0-5 marks) – little or no relevance to the aims of TfL
to promote cycling in London
Criteria 4: Communication skills and innovation

(Maximum 15 marks)
Does the group show effective verbal and written communication
skills appropriate to the task? Is the presentation clear and does it
make appropriate use of verbal, visual and written methods of
communication? Is there innovation and creativity that supports
the aims of the advertisement?
Level 3 (11-15 marks) – an appropriate, effective and full range
of communication skills to a good standard
Level 2 (6-10 marks) – some communication skills demonstrated
to a fair standard
Level 1 (0-5 marks) – little variety or appropriateness in communication
skills and overall a poor standard

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Evaluation of the Young Dragons’ challenge

Now that you have planned and performed your advert promoting cycling,
it is now time to look back and see what was good and what could be
improved about what you did. This is called evaluation and is one of the
most important aspects of any piece of school or business work.

Your advertising company
1. How did you work together as a team? Name three positives about
your team and two things that could have been better:
Positives about us as a team and Things we could have done

how we worked together better as a team
Ideas might include: Ideas might include:
Appreciated the skills and Listened to each other more
contributions of others
Helped each other out Made decisions more quickly
and decisively
Cooperation Not been biased or too stubborn
in decision making
Helped us to do better than if Been willing to accept the majority
working individually view even if an individual disagreed
Listened and learnt from others Evaluated as the activity progressed
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Evaluation of the Young Dragons’ challenge (continued)

2. How did your TV advert compare with the other groups’?
How could you have improved your advert?

How did our
advert compare with
the others?
Improvements to
our advert
Encourage students to be constructive and evaluative, looking for the

positives in others’ efforts which would have enhanced their own advert.
Here, there are likely to be some aspects of the TV-style advert that
were successful or otherwise:
• Clarity of message
• Verbal communication skills
• Visual presentation skills
• Was cycling promoted?
• Appropriateness to task
• Innovation
• Creativity
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3. How did your billboard advert compare with the other groups’?
How did our

billboard poster compare
with the others?
Improvements to
our billboard poster

Here, there are likely to be some aspects of the billboard-style advert
that were successful or otherwise:
• Written communication skills
• Innovation
• Creativity
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4. What do you think you have learnt about cycling in the Young Dragons’
challenge? In the space below, write a series of newspaper headlines
that summarise the advantages of cycling. Aim to produce six headlines.
This task summarises the students’ understanding of the positive aspects of

cycling, without demanding detail or development unless the teacher would
like to include that aspect, by way of homework for example. Students
should be encouraged to think about the positives of cycling and then be
able to summarise it clearly and concisely in the form of a headline.
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lesson 2b – extended version

1. Introduce the Young Dragons’ challenge with a link to the work the
class has recently completed about the problems of urban transport in
London and then use this as a springboard to explore some solutions
to urban transport issues, focused on cycling.

2. This introduction gives teachers an opportunity to discuss sustainability
and sustainable cities, the role of Transport for London, and briefly what
advertising companies do.
3. Give out Handout 1 (extended lesson version) – ‘Young Dragons’
challenge: getting going’, and read through it with the class.
4. Then, hand out the Young Dragons’ challenge business and action
plan worksheets, and read through the contents briefly with the class.
Part of the challenge is for them to make decisions and read information
and for you to guide them, so there is no need to read through the
worksheets with the class as a whole in detail unless you wish to.
Think of the teacher role as that of a consultant or facilitator rather
than a direct leader of the lesson in this case. These worksheets would
ideally be presented to the students as a photocopied booklet rather
than single sheets.
5. Explain the resources that are available, the time available for the
planning of the adverts and a reminder of the aim of the activity and
start the groups. Groups will probably need about 90 minutes for
this stage of Young Dragons.
6. During the planning and development of the TV advert and billboard
poster, remind the groups that they will need to act out the TV advert,
and so should make it as realistic as possible. Prompts such as these
might help:
message which really makes people take notice, and often use strong
images and music
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lesson 2b – extended version


• If your teacher agrees, you may use music, video clips, drama
and props to help you
7. Give the groups regular reminders of how much time is left
to complete the tasks.
8. When the time has elapsed, decide a running order for the group
presentations and perhaps ask a member of school senior management
to help judge the advertising campaigns. A suggested marking criteria
sheet is included in the Lesson 2b assessment sheets.
9. Allow each group two minutes to present its advert and then perhaps
ask them a couple of questions, such as why they think their advert
will help encourage cycling, and if they were allowed a longer time for
the actual advert, what would they additionally include in it? Then,
each group should show its billboard poster and explain what it shows
and why.
10. When all of the groups have presented, ask the groups to work their
way through the evaluation section of the business and action plan.
It is suggested that the evaluation is completed within the advertising
agency groups to assist the quality of evaluation, although this group
evaluation could be followed by a whole-class evaluation with the
different groups feeding back.
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lesson 2b – handout 1

Be your own boss. Solve real problems. Work as your own company.
In London today, as in virtually all cities in the world, there are many
concerns about the quality of life and the problems of living and working
in urban areas.
You are going to participate in a group activity that might really help
London and Londoners. It is to do with:
• Running a business
• TfL (Transport for London)
• Cycling
• Advertising
• Your ideas about how to help your city
• Global issues such as the greenhouse effect and urban congestion
Over the next few lessons, you are going to develop some ideas that might
help TfL. You are also going to learn about some geography, some business
studies and about enterprise. You will also learn about cycling and its
advantages to London and the people who live and work in London.
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lesson 2b – handout 1

In summary, you are going to produce an advertising campaign to help TfL
and try to persuade TfL that your advertising ideas will help it solve a
problem. Here is why:

TfL is concerned that too few people in London cycle to work, school, the
shops and for pleasure. This concern is for a combination of issues about
health, wealth and our surroundings.
This Young Dragons’ challenge has a series of stages for you to work
through, with the help of your teacher. The information on the Young
Dragons’ challenge is given in the business and action plan that your
teacher will issue to each of you.
Good luck with the challenge!
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lesson 2b – business plan
The challenge: encouraging London to cycle

Student’s name:
Teacher’s name:
Class:
Business and action plan

At the end of the activity, write here the catchphrase to encourage cycling
that your group has decided on:
Teachers may choose to remind students at this stage that all groups must
make sure that they understand the challenge, what will happen next, and
the timeline below.
Timeline of the Young Dragons’ challenge

Stage 1: Understanding the problem and planning your advertising campaign
Stage 2: Buying the resources and developing the ideas
Stage 3: Rehearsals and getting ready
Stage 4: The presentation to the decision-makers
Stage 5: What have we learnt? How can we improve?
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The challenge: encouraging London to cycle (continued)

The challenge

and recreation and by discouraging the use of motorised transport. Your
advertising campaign will need to include:
i) A two-minute advertisement for television
ii) A poster advertisement for billboards
iii) A catchphrase to encourage cycling in London
Transport for London

Before you get going on the challenge, let’s just check a few things. First,
a little about TfL. What do you think that TfL does? Put some ideas in the
box below:

‘Running’ the Tube/buses
Deciding prices of tickets
Creating the timetable
London Overground services
Making sure that people can get to work
Offering access to the London 2012 Olympic and Paralympic Games
Promoting education
Promoting sustainable forms of transport such as cycling and walking
Integrating transport
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Advertising companies
In this Young Dragons’ challenge, you are going to find out a little about
advertising companies. What do you think advertising companies do? Put

some ideas in the box below:

Help sell goods
Try to get people to buy goods
Promote and publicise events, products and ideas
Try to win over public opinion
Are used by companies/governments/charities etc to make people aware
of what they stand for
Teachers might decide to discuss effective adverts that students have seen.
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and issues facing London. Write down a summary of the issues below:
This relates to the activities in Lesson 1 of Young Dragons and would include

such issues as the economic cost of congestion; air/noise/visual pollution;
road rage and stress; and health and fitness issues.
1.
2.
3.
4.
5.
The Young Dragons’ challenge is to help start solving these problems and
you might have an important role in achieving success. This involves helping
London’s Mayor and the organisation which is in charge of all of London’s
transport to reduce motor traffic and increase non-motorised traffic in
London. The organisation which is in charge of London’s transport is TfL
and it runs the Underground, buses and some Overground rail services.

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1. You are going to work in small groups.
2. Each group is going to act as an advertising company and you have

a budget to spend and an advertising strategy to plan and deliver.
3. Each group is in competition with all the other groups – the aim for
your group is to beat the others by having the best advertising
campaign to promote cycling in London.
its case?
5. You will be able to buy key resources and use them in your TV and
billboard adverts. Any resources on the Resources list must be paid
for if you use them. However, you can use your imagination and ask
to borrow other equipment and resources from other parts of the
school or home. Please remember to ask!
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Your group is now acting as a Board of Directors, and will need to agree
a business plan to help you succeed in winning the contract with TfL.

Name of company
What will you call your advertising company?
Encourage the students not to spend too long on this task! But equally,
it should be a meaningful and appropriate name. They might consider,
for example, what sort of image a name projects about a company;
is it easy to remember and practical to use?
What is your aim?

What is the aim of the work you are about to do as an advertising company?
What do you hope to achieve within the Young Dragons’ challenge?
Encourage the students to set very clear aims, that is, what they hope
to achieve. Students should refer back to the information given about
the challenge. The aims might include: to develop an effective advert to
increase the number of cyclists; to develop a higher profile of cycling
among young people; to encourage businesses to encourage more workers
to cycle to work by offering facilities at the workplace for cyclists such as
cycle parks, shower facilities, etc.
You will need to decide which people will do what jobs within
the company
For all of these appointments, there needs to be a balance between proper
discussion and time efficiency! It is a very useful task for students to reflect
on what these roles are within a business and their own skills and interests,
and what skills are required to make a success of these particular roles.
Who will be in charge of sales? This is the Sales Director.

Think of who will be able to convince the client, TfL, that the advertising
package is the best one.
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Who will be in charge of planning and design of the adverts?
This is the Creative Director.
Who within the group is creative and who can help match creativity
to aims?
Who will be in charge of the money? This is the Finance Director.

This is not just about numeracy, but also priorities, planning and being
strong in a discussion!
Who will be in charge of making the flyers, posters and advert?

This is the Production Director.
This is a role which combines creativity, organisation and practicality.
Who will be the person who settles disputes, keeps the company
on task and chairs meetings? This is the Managing Director.
Not necessarily the student with the loudest voice, but the one who can
listen and also make decisions.
What does TfL want you to do?

Summarise here what you think TfL wants your company to do:
Now that you have got these things sorted, you can turn to being Young
Dragons and compete to win the TfL competition for promoting cycling.
You should now be sitting in a small group. Each group of you is now
going to become the Board of Directors of an advertising company and
you are going to compete with the other groups in your class to produce
an advertising campaign that TfL will want to use.
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The task
You need to take note of the following basics for your task:

1. You need to produce a two-minute advert for TfL to promote cycling.
2. As well as the advert, you need to produce a billboard-type poster
that forms part of the advertising campaign.
3. All of the members of the group must be involved in the advert,
which you will perform in front of the class.
4. Your company has a budget of £105 million to produce both the
television and billboard adverts.
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Your ideas
television and billboard advertising campaign. Sketch out some ideas. How
much would it all cost (use the budget planner to help)? You also must


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Your ideas (continued)
In this section, encourage the students to discuss the issues and demands,

but perhaps set a time limit so that they do not lose momentum. Ideas
here might include:
Square 1: What makes an effective TV advert?

Ideas might include: memorable; inspirational; amusing; striking imagery;
very simple message; repetition of the message.
Square 2: What makes an effective billboard poster?

Ideas might include: simple; clearly signposts the product/service/idea;
eye-catching; unusual; appropriate for the size of a billboard.
Square 3: Advantages of cycling in London:

Ideas might include: health and fitness; lowering air/noise/visual pollution;
less congestion; economic benefits.
Square 4: Disadvantages of motorised transport in London:

Ideas might include: specific air pollutants such as carbon monoxide;
noise; visual pollution; danger to pedestrians and cyclists; road rage.
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In this section, it is suggested that teachers act as advisers and consultants
to the groups, and this might offer an opportunity for team teaching or for
senior students to assist with the lessons in a support capacity.
Budgeting and getting your resources

Now you need to plan, budget and produce your TV advert, cycling
catchphrase and the billboard poster. The following might help you:
• Try not to cover everything you can think of – prioritise and select the
most important points and the ones which will make the most impact
with Londoners
• For the TV advert, write a script and learn it well
message which really makes people take notice, and they often use
strong images and music
• If your teacher agrees, you may use music, video clips, drama and
props to help you
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Now it is time to make some decisions:
1. What will your billboard poster look like?

2. What resources do you need to create your billboard poster?
3. What will your TV advert look like?
4. What resources will you need to create your advert?
5. How much money do you have? £105 million. Can you afford
your plans?
6. How much do the resources that you want cost? Remember to
consult the budget planner and to complete the order sheet and
give it to your teacher.
7. Now go to see your teacher at the resources bank and give your teacher
your advertising company’s resource sheet, which shows what you want
to buy. You may not exceed £105 million unless you are willing to swap
it for losing 30 seconds of television time. If you choose to, you can
spend £120 million but you will only have one minute and 30 seconds
for your TV advert.
It is suggested that teachers have a separate table where the resources
have been laid out ready for this part of the activity. Some assistance
might be helpful here, or members of the class might help. Ask for
a representative from each group to come up to the table where the
resources are; they will hand to the teacher their group’s resource order
sheet and then the teacher will give out the resources their group has
asked for to make its advertising campaign.
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Costs of producing an advertisement and poster for the
Young Dragons’ challenge
Use the budget planner to plan your expenditure. Hand this in to your
teacher to obtain your resources to make your television and billboard
advertising campaign.
Remember, you may not spend more than £105 million. The only exception
to this is if you agree to give away 30 seconds of your TV advert time in
return for a total budget of £120 million. But you will only have one minute
and 30 seconds for the TV advert. Write down in the quantity column on the
budget planner how much of each resource you want to buy. You have to
buy time and actors too.
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Budget planner
Use this planner to plan your expenditure.

Resource Quantity Cost Sub total
£million
A4 paper x 1 sheet 1 per sheet
A4 card x 1 sheet 1 per sheet
Different coloured sugar 2 per sheet
papers x 1 sheet
Index cards x 1 card 0.5 per card
Flip chart paper x 1 sheet 2 per sheet
Different coloured flip 4 per pen
chart pens x 1 pen
Ruler x 1 1 per ruler
Paper clips x 10 0.1 per 10 clips
Plastic bag x 1 5 per bag
Sticky tack x 1 pack 2 per pack
Scissors x 1 3 per pair
Balloon x 1 2 per balloon
Sellotape x 1 roll 5 per roll
String x 20cm 2.5 per 20cm
Time (for your presentation) 8 per 30 secs
x 30 seconds
Actors (size of your group) 4 per person
Total
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Evaluation of the Young Dragons’ challenge



Ideas might include: Ideas might include:
Appreciated the skills and Listened to each other more
contributions of others
Helped each other out Made decisions more quickly
and decisively
Cooperation Not been biased or too stubborn
in decision making
Helped us to do better than if Been willing to accept the majority
working individually view even if an individual disagreed
Listened and learnt from others Evaluated as the activity progressed
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How did our
advert compare with
the others?
Improvements to
our advert

Here, there are likely to be some aspects of the TV-style advert that
were successful or otherwise:
• Verbal communication skills
• Innovation
• Creativity
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How did our

with the others?
Improvements to

Here, there are likely to be some aspects of the billboard-style advert
that were successful or otherwise:
• Written communication skills
• Innovation
• Creativity
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This task summarises the students’ understanding of the positive aspects of

cycling, without demanding detail or development unless the teacher would
like to include that aspect, by way of homework for example. Students
should be encouraged to think about the positives of cycling and then be
able to summarise it clearly and concisely in the form of a headline.
Page 1.63
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lesson 2b – assessment
The challenge
During the activity, it is suggested that teachers are proactive in overseeing
the work as it will help with the assessment of the advertising strategies
that the students develop. Each group will be assessed by the teacher or
a guest assessor, such as a member of senior management, using the grid

below. This assessment would be done at the time of the presentations,
with one grid per group:
Assessment grid and criteria for judging the TV advert,
catchphrase and billboard poster
Criteria Mark Comment on performance

and mark awarded
1. Involvement of the whole
group in the presentation
2.Effectiveness of the
presentation, eg structure,
style, response to questions
3.Relevance of presentation
to TfL aims
4.Communication skills,
delivery, innovation
Total
Maximum marks: 50
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Criteria 1: Involvement of the group in the presentation
(Maximum 10 marks)

Does every member of the group have a role? Does everyone seem to have
a coordinated part to play? Is there a planned, coordinated approach that
plays to the strengths of the individuals within the group? Are the tasks
appropriately shared out?
Level 3 (7-10 marks) – all of the above and a good standard
Level 2 (4-6 marks) – some of the above and a reasonable standard
Level 1 (0-3 marks) – little of the above and a poor standard
Criteria 2: Quality and effectiveness of the presentation

(Maximum 10 marks)
Is there an effective and appropriate use of a variety of resources and
presentational methods? Is the presentation clear, effective in promoting
an image and appropriate in the image it portrays?
Level 3 (7-10 marks) – clear structure shown and a variety of methods and
resources used to offer a clear, appropriate and successful presentation
Level 2 (4-6 marks) – some structure and variety in methods and resources
used to offer a reasonable, successful, appropriate presentation
Level 1 (0-3 marks) – limited or no structure in method and resources,
resulting in a poor presentation
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Criteria 3: Relevance of content to TfL aims
(Maximum 15 marks)
Does the advertisement encourage and promote cycling in

London effectively?
Level 3 (11-15 marks) – an appropriate and effective presentation
which is very relevant to the aims of TfL
Level 2 (6-10 marks) – some evidence of relevance and appropriate
content, although sometimes peripheral relevance
Level 1 (0-5 marks) – little or no relevance to the aims of TfL
to promote cycling in London
Criteria 4: Communication skills and innovation

(Maximum 15 marks)
Does the group show effective verbal and written communication
skills appropriate to the task? Is the presentation clear and does it
make appropriate use of verbal, visual and written methods of
communication? Is there innovation and creativity that supports
the aims of the advertisement?
Level 3 (11-15 marks) – an appropriate, effective and full range
of communication skills to a good standard
Level 2 (6-10 marks) – some communication skills demonstrated
to a fair standard
Level 1 (0-5 marks) – little variety or appropriateness in communication
skills and overall a poor standard

Geography
Young
Dragons...
Handouts and worksheets for photocopying
Geography Lesson 1
KS3 Cycle Curriculum Pack Worksheet 1
Project one – Young Dragons Page 1 of 2
Page 1.69
Name Date
Class

what transport problems
face London today?
Londoners and London are facing some real problems related to transport.
Think about your journey to school today, and another journey you have
done recently, perhaps last weekend.
Did you experience any transport-related problems? Put your ideas in the
box below:
What are your views about the amount of traffic that you see on the roads
of London?
Geography Lesson 1
Page 1.70
Name Date
Class

what transport problems
face London today?
How many cyclists do you remember seeing?
Why do you think that there are so few cyclists on London’s roads?

Geography Lesson 1
KS3 Cycle Curriculum Pack Handout 1
Page 1.71
Transport problems
in London
dScenario one: The owner of a company in
south east London is concerned about the
traffic congestion in London. The company
makes yoghurts and low-fat dairy products,
and the owner finds that employees are often
late, supplies of milk delayed and her own

lorries stuck in London’s traffic for hours
every day. She is thinking of moving out of
London to a small town near to a motorway
as congestion is costing the company half
a million pounds a year. This will mean her
workers might become unemployed.
dScenario two: A mother of an eight-

year-old boy is worried because her son is
not well and has missed a lot of school
this year due to asthma caused by air
pollution in London. Her mother is also
not well, as her breathing is difficult due
to the carbon monoxide and sulphur
dioxide in the air from petrol fumes.
pScenario three: A school boy was

knocked off his bike last week by a car,
and had lots of bruises and cuts, but it
could have been a lot worse – thankfully
he was wearing his bike helmet.
Geography Lesson 1
Page 1.72
Transport problems
in London
‘Fifty-six per cent of all journeys today by car are less

than five miles and 23 per cent are less than two miles.’

Changing transport methods
1952 27% 1996 87%
18% 5%
11% 1%
42% 6%
Rail Bicycle Bus and coach Car/van/taxi

Percentage of journeys that are cycle journeys in different

European cities
30%
25%
20%
15%
10%
5%
0%
London Berlin Munich Copenhagen Amsterdam
Source: Former Mayor of London, Ken Livingstone
Geography Lesson 1
Page 1.73
Transport problems
in London
iTraffic congestion in London
iPhotochemical smog/haze above a city

Geography Lesson 1
Page 1.74
Name Date
Class
Transport problems
in London
Now read through the information shown on Handout 1 that your
teacher has given you, and then answer the following questions:
1. Name two gases that are produced by cars, vans, taxis and buses
from their exhausts.

1.
2.
2. A company owner thinks that traffic congestion costs her £500,000

a year. Explain how congestion costs companies money.
3. Describe the change in car, bicycle and bus use between 1952
and 1996.
Geography Lesson 1
Page 1.75
Name Date
Class
Transport problems
in London
4. State and explain three reasons why cycling may have declined so much.
1.
2.
3.
5. State and explain three reasons why car use has increased so much.
1.
2.
3.
Geography Lesson 1
Page 1.76
Name Date
Class
Transport problems
in London
6. What evidence from the information is there that the current traffic
issues in London can cause harm, illness and danger?

7. What is congestion?
8. Why is congestion such a serious issue for London and other cities?
Geography Lesson 1
Page 1.77
Name Date
Class
Transport problems
in London
9. Write a newspaper article for the London Evening Standard newspaper
that summarises the problems of transport in London. Include a catchy,
bold headline with your article. Your aim is to inform the readers of a
newspaper about the problems.
Geography Lesson 2a
Page 1.78
Name Date
Class
The challenge:
getting going
and issues facing London. Write down a summary of the issues and
problems below:
1.

2.
3.
4.
5.
The Young Dragons’ challenge is to help start solving these problems

and you might have an important role in achieving success. This involves
helping London’s Mayor and the organisation which is in charge of all of
London’s transport to reduce motor traffic and increase non-motorised
traffic in London. The organisation which is in charge of London’s transport
is Transport for London (TfL) and they run the Underground, buses and
some Overground rail services.
Geography Lesson 2a
Page 1.79
The challenge:
getting going

The Young Dragons’ challenge

and recreation, and by discouraging the use of motorised transport.
Your advertising campaign will need to include:
1. A two-minute advertisement for television
2. A poster advertisement for billboards
3. A catchphrase to encourage cycling in London
Geography Lesson 2a
Page 1.80
The challenge:
getting going
1. You are going to work in small groups of 4-6 people.
2. Each group is going to act as an advertising company that will try

to win the Young Dragons’ challenge, as described on page 1 of
this handout.
3. Each group is in competition with all the other groups – the aim for your
group is to beat the others by having the best advertising campaign to
promote and encourage cycling in London.
its case?
5. You will be allowed to use the resources that your teacher gives you,
but also you can use your imagination and ask to borrow other
equipment and resources from other parts of the school or home.
Please remember to ask!
Geography Lesson 2a
Page 1.81
Name Date
Class
The challenge:
your ideas


Geography Lesson 2a
Page 1.82
Name Date
Class
Evaluation of the


Geography Lesson 2a
Page 1.83
Name Date
Class
Evaluation of the

How did our

advert compare with
the others?
Improvements to
our advert
Geography Lesson 2a
Page 1.84
Name Date
Class
Evaluation of the

How did our
with the others?
Improvements to
Geography Lesson 2a
Page 1.85
Name Date
Class
Evaluation of the
Geography Lesson 2b
Page 1.86
The challenge:
getting going
Be your own boss. Solve real problems. Work as your own company.
In London today, as in virtually all cities in the world, there are many
concerns about the quality of life and the problems of living and working
in urban areas.
You are going to participate in a group activity that might really help

London and Londoners. It is to do with:
• Running a business
• TfL (Transport for London)
• Cycling
• Advertising
• Your ideas about how to help your city
• Global issues such as the greenhouse effect and urban congestion
Over the next few lessons, you are going to develop some ideas that might
help TfL. You are also going to learn about some geography, some business
studies and about enterprise. You will also learn about cycling and its
advantages to London and the people who live and work in London.
In summary, you are going to produce an advertising campaign to help TfL
and try to persuade TfL that your advertising ideas will help it solve a
problem. Here is why:

TfL is concerned that too few people in London cycle to work, school, the
shops and for pleasure. This concern is for a combination of issues about
health, wealth and our surroundings.
This Young Dragons’ challenge has a series of stages for you to work
through, with the help of your teacher. The information on the Young
Dragons’ challenge is given in the business and action plan that your
teacher will issue to each of you.
Good luck with the challenge!
Geography Lesson 2b
KS3 Cycle Curriculum Pack Business plan worksheet
Page 1.87
Name Date
Class
The challenge:
encouraging London
to cycle
Business and action plan
At the end of the activity, write here the catchphrase to encourage cycling
that your group has decided on:
Timeline of the Young Dragons’ challenge

Stage 1: Understanding the problem and planning your advertising campaign
Stage 2: Buying the resources and developing the ideas
Stage 3: Rehearsals and getting ready
Stage 4: The presentation to the decision-makers
Stage 5: What have we learnt? How can we improve?
Geography Lesson 2b
Page 1.88
Name Date
Class
The challenge:
encouraging London
to cycle
The challenge

and recreation and by discouraging the use of motorised transport. Your
advertising campaign will need to include:
i) A two-minute advertisement for television
ii) A poster advertisement for billboards
iii) A catchphrase to encourage cycling in London
Geography Lesson 2b
Page 1.89
Name Date
Class
The challenge:
encouraging London
to cycle
Transport for London
Before you get going on the challenge, let’s just check a few things. First,
a little about TfL. What do you think that TfL does? Put some ideas in the
box below:
Advertising companies
In this Young Dragons’ challenge, you are going to find out a little about
advertising companies. What do you think advertising companies do? Put
some ideas in the box below:
Geography Lesson 2b
Page 1.90
Name Date
Class
The challenge:
encouraging London
to cycle
and issues facing London. Write down a summary of the issues below:
1.

2.
3.
4.
5.
The Young Dragons’ challenge is to help start solving these problems and
you might have an important role in achieving success. This involves helping
London’s Mayor and the organisation which is in charge of all of London’s
transport to reduce motor traffic and increase non-motorised traffic in
London. The organisation which is in charge of London’s transport is TfL
and it runs the Underground, buses and some Overground rail services.

Geography Lesson 2b
Page 1.91
Name Date
Class
The challenge:
encouraging London
to cycle
1. You are going to work in small groups.
2. Each group is going to act as an advertising company and you have
a budget to spend and an advertising strategy to plan and deliver.
3. Each group is in competition with all the other groups – the aim for
your group is to beat the others by having the best advertising
campaign to promote cycling in London.
its case?
• Is the advertising campaign interesting, innovative, original and
does it use all of the group members?
5. You will be able to buy key resources and use them in your TV and
billboard adverts. Any resources on the Resources list must be paid
for if you use them. However, you can use your imagination and ask
to borrow other equipment and resources from other parts of the
school or home. Please remember to ask!
Geography Lesson 2b
Page 1.92
Name Date
Class
The challenge:
encouraging London
to cycle
Your group is now acting as a Board of Directors, and will need to agree
a business plan to help you succeed in winning the contract with TfL.

Name of company
What will you call your advertising company?
What is your aim?

What is the aim of the work you are about to do as an advertising company?
What do you hope to achieve within the Young Dragons’ challenge?
You will need to decide which people will do what jobs within
the company
Who will be in charge of sales? This is the Sales Director.
Who will be in charge of planning and design of the adverts?

This is the Creative Director.
Geography Lesson 2b
Page 1.93
Name Date
Class
The challenge:
encouraging London
to cycle
Who will be in charge of the money? This is the Finance Director.
Who will be in charge of making the flyers, posters and advert?

This is the Production Director.
Who will be the person who settles disputes, keeps the company
on task and chairs meetings? This is the Managing Director.
What does TfL want you to do?

Summarise here what you think TfL wants your company to do:
Now that you have got these things sorted, you can turn to being Young
Dragons and compete to win the TfL competition for promoting cycling.
You should now be sitting in a small group. Each group of you is now
going to become the Board of Directors of an advertising company and
you are going to compete with the other groups in your class to produce
an advertising campaign that TfL will want to use.
Geography Lesson 2b
Page 1.94
Name Date
Class
The challenge:
encouraging London
to cycle
The task
You need to take note of the following basics for your task:
1. You need to produce a two-minute advert for TfL to promote cycling.

2. As well as the advert, you need to produce a billboard-type poster
that forms part of the advertising campaign.
3. All of the members of the group must be involved in the advert,
which you will perform in front of the class.
4. Your company has a budget of £105 million to produce both the
television and billboard adverts.
Geography Lesson 2b
Page 1.95
Name Date
Class
The challenge:
encouraging London
to cycle


Geography Lesson 2b
Page 1.96
Name Date
Class
The challenge:
encouraging London
to cycle
Budgeting and getting your resources
Now you need to plan, budget and produce your TV advert, cycling
catchphrase and the billboard poster. The following might help you:

• Try not to cover everything you can think of – prioritise and select the
most important points and the ones which will make the most impact
with Londoners
• For the TV advert, write a script and learn it well
message which really makes people take notice, and they often use
strong images and music
• If your teacher agrees, you may use music, video clips, drama and
props to help you
Geography Lesson 2b
Page 1.97
Name Date
Class
The challenge:
encouraging London
to cycle
Now it is time to make some decisions:
1. What will your billboard poster look like?
2. What resources do you need to create your billboard poster?
3. What will your TV advert look like?

4. What resources will you need to create your advert?
5. How much money do you have? £105 million. Can you afford
your plans?
6. How much do the resources that you want cost? Remember to
consult the budget planner and to complete the order sheet and
give it to your teacher.
7. Now go to see your teacher at the resources bank and give your teacher
your advertising company’s resource sheet, which shows what you want
to buy. You may not exceed £105 million unless you are willing to swap
it for losing 30 seconds of television time. If you choose to, you can
spend £120 million but you will only have one minute and 30 seconds
for your TV advert.
Costs of producing an advertisement and poster for the

Use the budget planner on page 12 of this business plan worksheet to plan
your expenditure. Hand this in to your teacher to obtain your resources to
make your television and billboard advertising campaign.
Remember, you may not spend more than £105 million. The only exception
to this is if you agree to give away 30 seconds of your TV advert time in
return for a total budget of £120 million. But you will only have one minute
and 30 seconds for the TV advert. Write down in the quantity column on the
budget planner how much of each resource you want to buy. You have to
buy time and actors too.
Geography Lesson 2b
Page 1.98
Name Date
Class
The challenge:
encouraging London
to cycle
Budget planner
Use this planner to plan your expenditure.
Resource Quantity Cost Sub total

£million
A4 paper x 1 sheet 1 per sheet
A4 card x 1 sheet 1 per sheet
Different coloured sugar 2 per sheet
papers x 1 sheet
Index cards x 1 card 0.5 per card
Flip chart paper x 1 sheet 2 per sheet
Different coloured flip 4 per pen
chart pens x 1 pen
Ruler x 1 1 per ruler
Paper clips x 10 0.1 per 10 clips
Plastic bag x 1 5 per bag
Sticky tack x 1 pack 2 per pack
Scissors x 1 3 per pair
Balloon x 1 2 per balloon
Sellotape x 1 roll 5 per roll
String x 20cm 2.5 per 20cm
Time (for your presentation) 8 per 30 secs
x 30 seconds
Actors (size of your group) 4 per person
Total
Geography Lesson 2b
Page 1.99
Name Date
Class
Evaluation of the

Geography Lesson 2b
Page 1.100
Name Date
Class
Evaluation of the


How did our
advert compare with
the others?
Improvements to
our advert
Geography Lesson 2b
Page 1.101
Name Date
Class
Evaluation of the
How did our

with the others?
Improvements to
Geography Lesson 2b
Page 1.102
Name Date
Class
Evaluation of the

GEOG 1 Young Dragons

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Geography Summary

KS3 Cycle Curriculum Pack

particularly focused on London

Young Dragons challenges students to think and act enterprisingly within a

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

Urban transport issues such Business planning

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

constructively and creatively

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

understanding of the transport issues discussion

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

Areas within Every Child Matters (ECM)

being healthy, staying safe, enjoying and achieving,

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

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

what transport problems face London today?

It is estimated that Lesson 1 would spread across 45-90 minutes, while

Urban problems and issues –

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

Urban problems and issues –

through London, or indeed other cities. An approach might include

Urban problems and issues –

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

Ideas might include:

Ideas might include:

Urban problems and issues –

How many cyclists do you remember seeing?

Ideas might include:

Transport problems in London

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

dScenario two: A mother of an eight-

pScenario three: A school boy was

Transport problems in London (continued)

Source: Department of Transport study, published in The Times, 31/10/07

Changing transport methods

Rail Bicycle Bus and coach Car/van/taxi

Percentage of journeys that are cycle journeys in different

Transport problems in London (continued)

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

iPhotochemical smog/haze above a city

Transport problems in London

2. A company owner thinks that traffic congestion costs her £500,000

Transport problems in London (continued)

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

Transport problems in London (continued)

lessons: It could be focused on the causes of congestion, but is more likely

9. On a separate sheet of paper, write a newspaper article for the London

An advertising campaign to promote cycling

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

An advertising campaign to promote cycling (continued)

3. Each advertising agency is asked to produce an advert for television and

An advertising campaign to promote cycling (continued)

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

An advertising campaign to promote cycling (continued)

to urban transport issues, focused on cycling.

An advertising campaign to promote cycling (continued)

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

The challenge: getting going

The Young Dragons’ challenge is to help start solving these problems

The challenge: getting going (continued)

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

The Young Dragons’ challenge

The challenge: getting going (continued)