From A To B IPC MP1 v7

From A to B
Transport and travel

A unit for children
aged 5-7 years
www.greatlearning.com/ipc Fieldwork Education Limited

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Contents
Introduction 4
Basic Information 7
Learning Targets 9
The Entry Point 13
Knowledge Harvest 15
Explaining the Theme 16
The Big Picture 18
Geography Learning Targets 22
Geography Tasks 23
History Learning Targets 36
History Tasks 37
Art Learning Targets 43
Art Tasks 44
Science Learning Targets 49
Science Tasks 50
Technology Learning Targets 56
Technology Tasks 57
Music Learning Targets 63
Music Tasks 64
Society Learning Targets 68
Society Tasks 69
From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 2
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ICT Learning Targets 74
ICT Tasks 75
International Learning Targets 83
International Tasks 84
The Exit Point 87
Assessment 88
Resources 89
Draft Letter to Parents 93
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Introduction
This is a unit of the International Primary Curriculum
The IPC has been developed to provide support to teachers so that four main aims can be
achieved. They are:
• To help children learn the subject knowledge, skills and understandings they need to
become aware of the world around them
• To help children develop the personal skills they need to take an active part in the
world throughout their lives
• To help children develop an international mindset alongside their awareness of their
own nationality
• To do each of these in ways which take into account up-to-date research into how
children learn and how they can be encouraged to be life-long learners
The IPC has a simple but comprehensive structure

Everything is based on clearly defined learning goals which lay out the subject, personal
and international knowledge, skills and understandings children need at different stages
of their primary school life:
33 Learning Goal
A specific statement of what children should ‘know’, ‘be able to do’ or develop
an ‘understanding’ of at different mileposts. The IPC contains learning goals for
each subject of the curriculum, for personal development and for ‘international
mindedness’.
See Section 6 of the teaching and implementation file for a full list of all the learning
goals.
33 Learning Target
An IPC learning target is a refined learning goal specifically related, where
appropriate, to the content of each unit of work.
33 Personal Goal
The IPC has eight personal goals: adaptability, communication, cooperation, enquiry,
morality, resilience, respect and thoughtfulness. Efforts towards developing these
personal qualities and learning dispositions should be reflected in the whole
curriculum and in all other aspects of school life. Personal goals are referenced at
the end of each task where there is an opportunity to develop them as part of the
learning experience. A full description of each personal goal can be found in the ‘The
IPC Learning Goals’ section of the Teachers’ Manual.
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33 International Goal
The IPC has written a set of international goals which are specifically developed
through the ‘International’ tasks, which appear as the last subject in every unit of
work. Efforts towards developing ‘international mindedness’ should be reflected
in the whole curriculum and in all other aspects of school life. The content of each
unit should also seek to explore global issues whilst inspiring positive action and
engagement with these. A full description of the international goals can be found in
the ‘The IPC Learning Goals’ section of the Teachers’ Manual.
33 A Process of Learning
The units of work provide practical activities which teachers can use in the classroom
plus a wealth of other supportive information. Each unit is structured to make sure
that children’s learning experiences are as stimulating as possible.
All the units follow the same process of learning as described below (see page 1
of ‘Teaching the IPC’ for a full description of IPC units of work, available via the
Members’ Lounge).
33 Entry Point
The entry point is an activity for children that begins each unit of work and provides
an exciting introduction to the work that is to follow. Entry points can last from one
hour to a week, depending on the age of the children and the appropriateness of the
activity.
33 Knowledge Harvest
The knowledge harvest takes place in the early stages of each unit and provides an
opportunity for children to reveal what they already know about the themes they
are studying. This bank of knowledge can then be added to, developed and even
challenged by the teacher, throughout the course of the unit.
33 Explain The Theme
This activity involves the teacher helping the children to see the ‘big idea’ of the unit
of work before embarking on the subject learning.
33 Big Picture
The big picture provides teachers with subject-based background information to the
issues contained within the unit.
33 Research Activity
Each IPC unit has a research activity and a recording activity. Research activities
always precede the recording activities. During research activities, children use a
variety of methods and work in different group sizes to find out a range of information.
33 Recording Activity
During the recording activities, children interpret the learning they have researched and
have the opportunity to demonstrate, share and explain their learning in different ways.
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33 Exit Point
The exit point has two main purposes. First, to help children pull together their
learning from the unit and second, to celebrate the learning that has taken place.
Disclaimer
The IPC is not responsible for the content of websites or videos listed in this unit. We cannot guarantee
nor accept any liability for the content or links of any websites or videos featured in this unit. We
strongly recommend that the websites and videos are checked before being used in the classroom.
The websites and videos listed in this unit are not under the control of the IPC. We have no control
over the nature, content and availability of those websites and videos. The inclusion of links to any
websites or videos does not imply a recommendation of, or endorse the views expressed within,
those websites and videos.
The IPC takes no responsibility for, and will not be liable for, any website or video becoming unavailable.
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Basic Information
This section details the time allocation for this unit of work, links to other subjects and
Assessment for Learning opportunities.
Timings
This unit of work is intended to last about 8-9 weeks
The following suggested timings are approximate guides and are dependent on each
school’s individual context.
Approx no. of hours Approx no. of weeks
Entry Point, Knowledge Harvest, Explain the Theme 6 ¾

Geography 14 1¾
History 6 ¾
Art 6 ¾
Science 6 ¾
Technology 10 1¼
Music 4 ½
Society 10 1¼
ICT 4 ½
International 4 ½
Exit Point 4 ½
All timings are flexible depending on your circumstances.
Links to other IPC subjects

ICT learning goals are included in the above subject learning. Links to ICT, art and physical
education are provided at the end of tasks where appropriate.
Language Arts and Mathematics links

Suggestions of how to include links to Language Arts and Mathematics are provided where
appropriate at the end of tasks.
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Assessment for Learning opportunities

Opportunities to assess your children’s skills progress exist throughout the unit. Wherever
you see the symbol, you can use the teachers’ and children’s rubrics in the IPC
Assessment for Learning Programme.
Each task also highlights possible Assessment for Learning opportunities.
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Learning Targets
Geography Learning Targets
Children will:
1.1 Know about the main physical and human features of particular localities
1.5 Know that the world extends beyond their own locality and that the places they
study exist within broader geographical context
1.6 Know that people can harm or improve the environment
1.7 Be able to use geographical terms
1.8 Be able to follow directions
1.10 Be able to make maps and plans of real and imaginary places, using pictures
and symbols
1.11 Be able to use maps at a variety of scales to locate the position of features in the
host country
1.12 Be able to use secondary sources to obtain simple geographical information
1.14 Be able to communicate their geographical knowledge and understanding in a
variety of ways
History Learning Targets

Children will:
1.1 Know stories about a range of people who have lived in a variety of cultures in the
past
1.3 Be able to ask and answer questions about the past
1.5 Be able to order events and objects into a sequence
1.6 Be able to identify differences between their own lives and those of people who
have lived in the past
1.7 Be able to find out about aspects of the past from a range of sources of
information
1.8 Be able to communicate their historical knowledge and understanding in a variety
of ways
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Art Learning Targets

Children will:
1.1 Know about some of the forms used by artists in their work
1.2 Be able to use a variety of materials and processes
1.3 Be able to suggest ways of improving their own work
1.4 Be able to comment on works of art
Science Learning Targets

Children will:
1.1 Know that scientific enquiry involves asking questions, collecting evidence through
observations and measurement
1.2 Be able to pose simple scientific questions about forces and motion
1.4 Be able, with help, to conduct simple investigations
• Thinking about what will happen
• Using, with help, simple scientific equipment
• Recognising when a test or comparison with one variable is fair
• Observing what happens
• Comparing what happened with what they thought would happen
• Offering explanations for what happened, and why it happened
• Making simple comparisons, identifying similarities, differences and simple
patterns
• Recording and communicating their observations – orally, in writing and
through ICT
1.27 Be able to describe the similarities and differences between materials
1.28 Be able to sort materials into groups based on their properties
1.33 Know how a range of forces, including pushes and pulls, can move objects
Technology Learning Targets

Children will:
1.1 Know that products in everyday use have an effect on people’s lives
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1.2 Be able to plan what they are going to make

1.3 Be able to describe their plans in pictures and words
1.4 Be able to use simple tools and materials to make moving models
1.5 Be able to choose simple tools and materials to make moving models
1.6 Be able to comment on their own plans and products and suggest areas of
improvement
Music Learning Targets

Children will:
1.1 Know a number of songs
1.4 Be able to recognise and explore ways in which sounds can be made, changed
and organised
1.7 Be able to compose simple musical patterns
1.8 Be able to perform individually and with others
1.9 Be able to use symbols to represent sounds
1.13 Understand that musical elements can be used to create different effects
Society Learning Targets

Children will:
1.1 Know that people have individual characteristics
1.2 Know some of the rules of groups to which they belong
1.4 Know about some of the factors that can improve or endanger their safety
ICT Learning Targets

Children will:
1.1 Know about some of the applications of ICT in everyday life
1.4 Be able to use ICT to present information
1.5 Be able to enter, save, retrieve and revise information
1.6 Be able to work with text, tables, images and sound
1.7 Be able to plan and give instructions to make things happen
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1.8 Be able to describe what they have done

1.9 Be able to use ICT to explore what happens in real and imaginary situations
International Learning Targets

Children will:
1.1 Know that children within the class and school have different home countries
1.3 Know about some of the similarities and differences between the lives of children
in the different home countries and in the host country
1.4 Be able to respect one another’s individuality and independence
1.5 Be able to work with each other where appropriate
ICT: Opportunities for ICT Learning Goals

Children will:
1.2 Know about some of the ways in which the use of ICT affects people’s lives
1.3 Be able to use ICT to organise and classify information
The above ICT Learning Goals can be covered in the following tasks:
Task ICT Learning Goals
Geography Task 1 1.1, 1.3, 1.4, 1.5

Geography Task 2 1.4, 1.5, 1.6
Geography Task 5 1.1, 1.2, 1.5
Geography Task 6 1.3, 1.4, 1.5, 1.6
Art Task 1 1.1
Art Task 2 1.1, 1.6
Technology Task 4 1.5, 1.9
Music Task 1 1.1, 1.3, 1.4, 1.5, 1.6
Society Task 1 1.1, 1.3, 1.4, 1.5, 1.6
International Task 1 1.1, 1.2, 1.3, 1.4, 1.5, 1.9
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The Entry Point

Here are two suggestions to launch your unit in style.
1. The A to B (and C and D and E…) and Back Again Challenge

Spend a whole day with the children experiencing different types of transport.
How many different types can you try out in one day? For example, bus, boat, bicycle, train,
metro, etc.
Are there any unusual types of transport you could try? For example, a submarine, a hot
air balloon, a hovercraft, a tandem bicycle, etc.
You could make this into a competition by splitting the class into two groups with adult
helpers. Each group has to travel on as many different types of transport as possible in the
one day. Whichever group travels on the widest range of transport is the winner, i.e. they
can’t go on 10 bus journeys!
Make sure you take lots of photos which you can then use during the course of the unit.
Discuss as a class afterwards. What was their favourite type? What was the most exciting?
Which travelled the fastest?
2. Blast Off!
Get the children to make their own space rockets! For this activity you will need:
• Paper plates
• Sheets of card (including card circles to make cones)
• Small cardboard rolls
• Collage and art materials (for decoration)
• Tissue paper
• Scissors and sticky tape
• White film canisters (see below)
In groups, the children will be making a separate launcher and a rocket, which will then be
taken out into the playground ready for the countdown and the launch into space!
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Children should begin by making their rocket launcher. First they should take a cardboard
roll and cut lines/strips in one end. These should be pulled out to make ‘feet’, which can
be taped to the centre of the paper plate. Then, both the plate and the cardboard roll can
be decorated.
Next, the children can make their rocket. They should roll up a sheet of card to make the
body of the rocket. This will need to taped into place. Ensure that the body of the rocket
fits easily over the top of the launcher. Then, the children should take their card circles
and use them to create the cone for the top of their rocket. Ensure that these are taped on
firmly to the top of the rockets.
Finally, the children can decorate their rockets.
When the rockets are complete, take a small amount of tissue paper and stuff it into the
end of the rocket (where the cone is). Gently push against it to ensure that it is packed
tightly and the cone is firmly attached to the rocket body (or it might get blown off during
launch!).
Now, it is time to launch your astronauts into space! The next part of the activity is
best done outdoors, in a wide open space. The children should line up their rockets
and launchers, and then stand well back. Ensure that they are aware that under no
circumstances are they to go near the rockets until you tell them that the activity is over.
Have an adult proceed to ‘launch’ the rockets, one at a time. They will need to wear safety
goggles for this stage. Take a white film canister (most camera shops will be able to
supply you with these) and fill a third of it with water. Then add half an Alka-seltzer tablet
and fix the lid on firmly.
With the lid facing down, place the canister into the launcher (the cardboard tube) and
place the rocket over the launcher. Then stand back! After twenty to thirty seconds there
will a pop, as the canister is jettisoned skywards – hopefully taking the rocket with it! If a
rocket has not launched for any reason (most likely, the lid was not on tightly), wait at least
a minute before returning to check. Always lean away from the rocket when checking –
and ensure that the children remain well away from the launch area.
If you wish, the children could sit and watch a real space launch. Footage is available at:
www.youtube.com/watch?v=kBX6JyesRzI
YouTube hosts this stunning high definition movie of a NASA space shuttle launch.
www.youtube.com/watch?v=NsmW_y04z_Y
YouTube features an ‘in cockpit’ video of the NASA Discovery launch.
www.youtube.com/watch?v=PVkPOr2cKs0
YouTube hosts a movie of the Russian rocket, Soyuz TMA 12.
(To watch a YouTube video in safe mode, scroll to the bottom of the page and click on the ‘safety’ tab which brings
up the ‘Safety mode’ information. Under this section, select the ‘on’ option, then click ‘save’)
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Knowledge Harvest
Ask the children to brainstorm ideas on the following:
1. What is transport?
2. What different types of transport are there?
Ask the children to cut pictures of types of transport out of magazines and draw their own
pictures too. If you performed the ‘From A to B’ transport challenge as part of your entry
point then the children may already have some photographs they can use.
Your final class collection should include:
• types of transport the children have used or are already familiar with, such as buses,
cars, bicycles, etc.
• types of transport they may be less familiar with, such as submarines, sleds, cable
cars, gondolas, yachts, speedboats, hand-gliders, etc.
Bring all the pictures together and decide how to classify them (by land, air, water, etc.).
Then, as a class, sort the pictures and make them into a wall display. You can add a
definition of transport above the wall display based on the children’s answers to question
1 above.
Look together at the different types of transport featured on your wall display. Can the
children name them all? Allow time for the children to explore the display and raise any
questions they might have about the transport types. For example - are there specific
things that they would like to find out? You can then record these as speech bubbles
around the wall display, providing prompts for further investigation throughout the course
of the unit.
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Explaining The Theme

The big idea
Every day people all over the world make different types of journeys – on land, on sea and
in the air. To make these journeys we have invented lots of different ways of getting from A
to B.
In Geography, we’ll be finding out:

• How we travel to school
• How to make maps to record our journey to school
• How to create our own train journey around the host country
• How we can travel to different countries
• How to create our own activity holiday
In History, we’ll be finding out:

• About transport in the past
• How to make a timeline to show when different types of transport were invented
• About exploring different types of transport from myths and legends
In Art, we’ll be finding out:

• How to create our own futurist painting to capture the speed and movement of
transport
• How to create a boat collage in the style of Turner and Monet
In Science, we’ll be finding out:

• How to make our own sail boats and aeroplanes
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In Technology, we’ll be finding out:

• How to make a ‘vehicle’ to transport a small toy from one place to another
• How to make plans for vehicles
• How to test our vehicles to see how well they work
In Music, we’ll be finding out:

• About the sounds different types of transport make
• How to create our own ‘sound journey’
In Society, we’ll be finding out:

• How to cross roads safely
• About bicycle and road safety
• About people with restricted mobility
In ICT, we’ll be finding out:

• How to create a simple algorithm
• How to program Bee-bots to follow precise instructions
• About multi-player online gaming and how to stay safe online
In International, we’ll be finding out:

• How children around the world travel to school
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The Big Picture

The invention of the wheel
It is hard to imagine a life without wheels. With no cars, trains, buses or bikes, getting
from A to B would be much more difficult. Nobody knows exactly where or when the first
wheel was invented.
Many experts believe that the wheel was first invented for pottery, to help spin clay pots. It
was only later that the wheel was adapted as a means of transporting people and/or heavy
loads.
The earliest pictures of wheeled transport are around 5,000 years old and come from
Sumeria (now modern-day Iraq). They show carts with wooden wheels being pulled by
donkeys.
At first, the lack of developed roads prevented the spread of wheeled transportation,
but with the rise of the Ancient Egyptian, Greek and Roman civilisations, faster wheeled
vehicles such as chariots and wagons became more common, adopting wheels with
spokes to replace the heavier solid wheels.
Pneumatic (air-filled tyres) were invented in 1845 by a Scottish inventor, Robert Thomson.
These allowed for a much smoother ride – and led to the development of the bicycle and
ultimately the motor car.
The bicycle
Although a simple invention – having no engine or fuel – the bicycle is a relatively recent
invention. In the late 18th Century, a French inventor Mede de Sivrac made something
called a ‘Celerifere’. It was made of wood and two wheels, but no pedals or handlebars.
It was only capable of going down hills – very fast! In 1817, Karl von Drais, a German
inventor, designed a version with a front wheel that could be steered. Known as the
‘Draisienne’ bike, it quickly became a fashionable must-have item for members of high
society.
In 1839, a Scottish blacksmith, Kirkpatrick Macmillan, built a new metal version of the
bike with foot levers that turned the back wheel. This was the first proper, pedal-powered
bicycle. Macmillan didn’t patent his design, so many other inventors and designers copied
it and came up with their own versions. One of the most significant variations of the
Macmillan bike was the ‘Velocipede’. This had pedals attached to a large front wheel. In
1871, an English inventor, James Starley, designed a version with an even bigger front
wheel. He named it the ‘Ordinary’ but it was later nicknamed the ‘Penny Farthing’ after
two English coins.
In 1885, James Starley’s nephew, John Starley, linked the pedals to a chain that turned the
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back wheel. Both wheels were the same size so it was much safer to ride! Hence it was
named the ‘Safety Bicycle’, and is a design that is still used for bikes today
The car
For thousands of years, land vehicles were pulled by animals or humans. It wasn’t until
1690 and the development of the steam engine by Denis Papin, that it became possible to
develop a carriage that could power itself.
In 1769, the first steam-powered wagon was developed by a French inventor, Nicholas
Cugnot. It proved very difficult to drive and was incredibly slow, causing it to crash on
many occasions!
Inventors soon realised that steam engines would work better with trains rather than
wagons – hence the first steam train was built in 1804. By the 1830s, trains such as the
Rocket, built by George Stephenson, were carrying passengers at speeds of up to 30mph.
In 1807, a Swiss inventor, Francois Isaac de Rivaz, created a smaller engine that ran on
hydrogen and oxygen gas. He used this as the basis for a number of gas-powered cars.
The engine was further refined to run on gasoline fuel. In 1908, the US inventor Henry Ford
began manufacturing the first mass-produced motorcar – the ‘Model T’. Its popularity and
success paved the way for a whole new motorised industry, including many more vehicles,
such as motorbikes and buses, that were designed and built around internal combustion
engines.
The aeroplane
People, even in ancient times, dreamed of flying like a bird. This desire may explain many
of the myths and legends about flying animals such as Pegasus, and heroes such as
Daedalus who created his own wings made from feathers and wax.
Sadly, it wasn’t until much later in history that the invention of real flying really got off the
ground. The first hot air balloon was developed in 1783 by two French brothers, Joseph
and Jacques Montgolfier. Their balloon was made out of paper and cloth, and filled with
hot air from a fire. The early test flights were a success, so the design was developed into
a balloon that could carry people.
By the 1850s, inventors were dabbling with winged vehicles. It quickly became apparent
that making ‘flapping wings’ was useless. Instead, inventors such as George Cayley
based their designs on gliding wings instead. By the 1890s, thanks to the achievements
of a German engineer, Otto Lilienthal, the glider had been developed into a number of
successful, working designs, paving the way for future aviators.
American brothers Orville and Wilbur Wright designed and built the first plane – the
‘Wright Flyer’ – working on the principle that a lighter engine, twin propellers, and tilted
wings would help push the vehicle forward to ensure that it remained airborne. On 17
December 1903, the Wright Flyer was put to the test (with Orville Wright on board). The
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plane flew for 12 seconds, covering 37 metres of ground, achieving the first sustained,
powered flight in history.
The next key development in aviation history is the introduction of the jet engine. The first
jet plane, the Heinkel HE178, took to the air in 1939. This led to the development of the
first jetliners that could carry passengers. The first was launched in 1949 and could carry
36 passengers. Today, many modern airbuses can hold up to 500 passengers, carrying
them to destinations all across the world.
The boat
Water transport is perhaps one of mankind’s oldest means of travel. Nearly all ancient
cultures, even those that were technologically primitive, were able to lash wooden logs or
bundles of reeds together to make rafts, or hollow out trunks to make dug-out canoes.
Around 4000BCE the Ancient Egyptians were making the first known sailboats out of
reeds. These were used for transport on the Nile, Euphrates and the Tigris. Their design
employed a rectangular sail to benefit from wind power, and oars to propel the craft at
other times. The Egyptians went on to develop sturdier wooden boats (‘Byblos’ boats) that
could sail across oceans.
The Phoenicians, Greeks and Romans would develop their own navies, with differing
designs. Primarily they were used for transport and for warfare. It was the latter in
particular that encouraged shipbuilders to experiment with faster and sturdier designs,
capable of withstanding the elements and the aggressive acts of their neighbours.
The Viking longboat, developed around 600–700CE, was the first to really show off any
innovation. These huge, rugged vessels were often intricately carved, with two high-
pointed ends, holes for oarsmen along each side, and a broad oar worked by a helmsman.
They were used to carry Viking raiding parties. Scenes in the Bayeux Tapestry show that
the Normans, who invaded in the 11th century, were using similar longboats.
The Chinese junk (meaning ‘boat’) that was developed during the Song dynasty (around
1100CE), had many pioneering features that were later copied by other shipbuilders.
These sailboats had multiple sails, watertight compartments and a sternpost rudder.
The Age of Exploration, which started in the mid-1400s, saw many maritime
developments, as countries sought to secure new trade routes, explore new lands and
establish colonies. During this time, three- and four-mast ships were developed. By the
1600s most of the sea-going powers had established their own navies, utilising large
galleons and carracks armed with cannons and musketeers.
In the late 18th century the first steam-powered ships were developed. The earliest
designs combined steam power with wind power, but later improvements led to purely
steam-driven vessels such as the steamboat and paddle steamer.
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Eventually, ships began to use diesel power, replacing steam with oil.
Today, luxury cruise liners can carry hundreds of people across the world’s oceans. They
are essentially ‘floating holidays’, offering restaurants, shops, cinemas, swimming pools
and other recreation venues. The world’s current largest cruise ships are the ‘Oasis of the
Seas’ and the ‘Allure of the Seas’ - each offering accommodation for over 6000 passengers
and 2000 crew members. Their on-board entertainment includes four swimming pools, a
volleyball and basketball court, a rock-climbing wall, a theme park and even a science lab!
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Geography Learning Targets

Children will:
1.1 Know about the main physical and human features of particular localities
1.5 Know that the world extends beyond their own locality and that the places they
study exist within broader geographical context
1.6 Know that people can harm or improve the environment
1.7 Be able to use geographical terms
1.8 Be able to follow directions
1.10 Be able to make maps and plans of real and imaginary places, using pictures
and symbols
1.11 Be able to use maps at a variety of scales to locate the position of features in the
host country
1.12 Be able to use secondary sources to obtain simple geographical information
1.14 Be able to communicate their geographical knowledge and understanding in a
variety of ways
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Geography Task 1
Learning Targets 1, 12, 14
Assessment for Learning Opportunities

(NB: it is recommended that only one skill should be assessed at a time)
1.12 Be able to use secondary sources to obtain simple geographical
information
1.14 Be able to communicate their geographical knowledge and
understanding in a variety of ways
Research activity
Ask the children to talk about how they travel to and from school. What
method of transport do they use? For example: cycling, car, bus, walking,
train and so on.
Begin by making a simple tally chart for each method. Do some children
travel home using a different method? If necessary, create separate tally
charts for ‘to school’ and ‘from school’.
Focus on the most popular method. Why might this be the case? Explore
the children’s ideas. Work through the list, discussing the advantages and
possible disadvantages of each method.
Do some methods take longer than others?
If the children could choose a different method to the one that they already
use, what would they go for and why?
Consider the different weather types that are common to your host country.
How does the weather change depending on the time of year? Do these
seasonal changes influence the way we might travel to and from school?
Divide the class into groups and assign each group a different class in the
school. Task them with creating a simple questionnaire to find out how
other children travel to school. The questionnaire could comprise a tick-list
of methods and then some questions to find out more about their choices.
For example: why do they travel by that method? Which method would they
choose if they had a choice? Does their method of travel change depending
on the weather?
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Recording activity
Organise a time for the children to visit their assigned class and conduct
their survey.
Back in the classroom, the groups can compile the results of their research
to feedback to the rest of the class.
Discuss the results. Look at any common patterns. For example: do the
tally charts match? Were there any differences? Consider the age of the
children that were surveyed. Does that have any bearing on the results? Are
younger children more likely to travel to school in the car, rather than cycle
or walk?
As an extension task for older children, you could ask them to research one
of the least popular methods and create a persuasive poster to advertise its
advantages over other methods (cycling keeps you fit, and so on).
Mathematics link: ask the children to present their survey information
as a pictogram. More confident children could explore other methods of
presenting their data, such as using pie charts and bar charts (see ICT
link).
ICT link: Create a simple database with different fields listing the
children’s travel preferences, using software such as 2Investigate which
is available as part of 2Simple’s Purple Mash online suite of programs
(www.2simple.com/purple-mash).
(Communication, Enquiry)
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Geography Task 2

1.10 Be able to make maps and plans of real and imaginary places, using
pictures and symbols
1.11 Be able to use maps at a variety of scales to locate the position of
features in the host country
Research activity
Take the children on a short trip around the local area of the school. If
possible, provide pairs or groups with a camera or tablet device to help
record their trip. (Alternatively, you or an assistant could take photographs
to view back in the classroom). As you lead the children, encourage them
to spot the different features of their environment. Help the children to
understand the difference between physical/natural features (woods, rivers,
cliff, sea, vegetation, etc.) and human features (houses, streets, bridges,
tunnels, monuments, etc.).
Back in the classroom, show the children a simple map of the local area.
You might have to create your own to ensure it is simple enough for the
children to read. Alternatively you could display aerial maps of your location
using Google Earth (http://earth.google.com) or Google Maps (www.
google.com/maps).
Ask them to point out the school. If using Google Maps point out how to
use the software to find your school’s current location. Ask the class why
they think the software asks for permission to locate us prior to doing this?
(Because we might want to keep our information private.) Work together to
trace the route that you took on your field trip. Using the photographs that
were taken, match some of the features you identified with their locations
on the map.
Now ask the children to show you where they live.
Ask them if they recognise any other things on the map. Work together to
identify key physical features (e.g. lakes, beaches, forests, etc.) and human
features (houses, farms, shops, offices, etc.) Use simple compass directions
(North, South, East and West) and directional language to help the children
to locate features. Help the children to make connections between the
graphical map and their existing knowledge of the local area.
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Recording activity
Give each child a copy of the simple map of their local area.
Ask them to mark the school, where they live and any other local places
they go to regularly (you may have to help them with this).
Language Arts link: ask the children to write or draw a story about
their journey to school. This could incorporate some of the information
from their travel diaries or could be entirely fictitious and fantastical!
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Geography Task 3

Research activity
Ask the children to find the route they take to school every day on the
simple map from Task 2 (the children may have to ask a parent or carer to
help with this).
Still using the maps, ask the children to decide what the shortest route
from home to school is. Is it through a park, on the main road, along a
bicycle path, etc?
Recording activity
The children should mark both routes on their maps using different colours.
They could choose red to represent a car, green for a bicycle, etc. Do they
travel the shortest route to school every day? Why?/Why not? Compare the
children’s routes to school as a class.
You can add whether the children use the shortest routes to the class
transport list from Task 1.
How many children who come to school by car take the shortest route?
What about those who walk? Or those who take the bus?
Link to International Task 1: By visiting the IPC Members’ Lounge, you can
link up with other schools in the host country or around the world, who
are also teaching this unit. This will allow you to share the children’s maps
and photographs from this task and the previous task – and view those that
other children have created. Compare and contrast the human and physical
features of the different locations. Discuss the children’s journeys to school
and the types of transport that are available to them.
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Geography Task 4
Learning Targets 1, 8, 10, 11

Research activity
Ask the children to think about all the places they have been to in the last
week. They should think about:
• After-school clubs they go to
• Relatives they visit
• Friends they visit
• Where they went at the weekend
They can now work in pairs and tell their partners all about the places they
have been. Do they go there every week? How do they usually get there
(by car, train)? How did they get there in the last week? Ask each pair to
choose one journey each that they make regularly, for example, a weekly
trip to the swimming pool, or a daily visit to a relative. Each child should
describe their journey from home/school in detail to the other child in their
pair. Encourage them to use clear locational and directional language (eg.
near, far, left, right) so that their partner can then try and draw a map of the
journey, based on the description.
Look together at the maps that have been drawn and focus on those that
show a clear journey. Talk about how the maps might be improved. For
example, adding a key, road names, etc. Show some examples of different
maps and explore the types of symbols that are used to highlight physical
and human features. Also consider the use of colour. (You may wish to refer
back to the children’s maps from Geography Task 3.)
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Recording activity
Using their map from Task 1 and 2 for reference, ask the children to draw
out their own map of their chosen journey from the Research session.
Encourage them to apply what they have learned about using symbols, keys
and colour-coding, to make their map easier to read and understand. They
can also use the colours that they chose in Geography Task 3, to show the
transport that is being used for the journey e.g. red for a car, black for a
train, etc.
Allow time at the end of the session for children to display and talk about
their maps.
(Communication, Cooperation, Enquiry)
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Geography Task 5
Learning Targets 5, 6,12
Assessment for Learning Opportunity

information
Research activity
Between the knowledge harvest and the activities so far, you should now
have a fairly extensive list of transport types available in the home/host and
other countries.
Put the children into small groups (about 5). Ask each group to choose one
type of transport that they are going to look at further. Ideally, at least one
person in each group should have experienced first-hand the transport
chosen.
Make sure that there is a variety of transport types across the groups. The
children are going to find out what is good and what is bad about their type
of transport. Some ideas to think about include the following:
• How fast it goes / how long the journeys take
• How much it costs
• Whether it is affected by the climate, e.g. cycling in the rain, sailboats
when there is no wind, etc.
• Pollution
• How many people they know who have used this type of transport
As well as reference books, children could use the internet to help with
their research. Model how to use the school’s internet browser (such as
Internet Explorer or Safari) and a search engine such as Google to find
images and information. Look at the results of some example searches and
discuss those sites that are most likely to offer reliable and appropriate
information. By typing (for kids) after your search criteria will ensure that
content is approved for children.
You may also want to use this opportunity to reinforce internet safety.
Remind the children that the internet is a huge global community and whilst
it is extremely useful and indeed vital to our daily lives we always need
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to be careful to keep our personal information private. Take suggestions

about what kind of information we need to keep private. For example, age,
address, phone number, name of school, etc. Discuss who they can go to
if they see something that upsets them on the internet. (An adult they can
trust, parent, carer, teacher, etc.)
For further information visit:
www.thinkuknow.co.uk/teachers/
CEOP’s Thinkuknow programme provides a range of free educational
resources - films, lesson plans, presentations, practitioner guidance,
games and posters - to professionals working with children and young
people.
Recording activity
Each group can present their findings to the rest of the class. They could
make a poster with a picture of their type of transport and some key words
(with help from the teacher) or they can talk as a group, etc.
Once all the groups have presented their information, you could have a
quick brainstorm about any types of transport that were not researched by
the groups. Then ask the children which type of transport they think is best
overall and why.
(Communication, Cooperation, Enquiry, Thoughtfulness)
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Geography Task 6

information
1.14 Be able to communicate their geographical knowledge and
understanding in a variety of ways
Research activity
Begin by displaying a map of the world. Identify any countries that the
children are familiar with. Start with the host country, naming the capital
city and locating any key features. Then repeat with any of their home
countries, expanding outwards to explore neighbouring countries and the
continents they belong to. Use the compass points to describe locations for
the children to find and name. Identify the seven continents and five oceans.
Ask the children to think about any trips they may have taken outside of
their country. Invite volunteers to describe their journeys, using atlases and
globes to trace their journey. Work together to identify:
• The countries they travelled through/over
• The oceans they travelled across
• The types of transport they used to reach their destination
• The types of transport they used – or saw – in the country they were
visiting.
Focus on the types of transport. Compare and contrast the transport
available in different countries of the world. Begin with the children’s
experiences – then move onto a series of images (such as a PowerPoint
presentation) showing some different examples of transport from around
the world. For example, a gondola in Venice, a rickshaw in India, a monorail
in Moscow, and so on.
The following website provides useful examples:
http://collections.lib.uwm.edu/cdm/landingpage/collection/mketran
The University of Wisconsin website features a gallery of images,
showing different transport from around the world.
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Explore the images, naming the transport type and locating the city/
locations using maps, atlases and globes. Ask the children to imagine what
it would be like to use these types of transport. What other transport types
are they similar to?
Challenge the class to work in groups to create a special wall-chart display,
entitled ‘Transport of the world’. Allow access to a variety of resources for
children to research one of the types of transport (water, air, land, etc.).
For example one group of children could focus on water transport so might
look at:
• Nile: feluccas, tour boats
• Venice: gondolas
• Amsterdam: canal barges
• Hong Kong: junks, fishing boats
• Mississippi/Danube: steamboats
• Vietnam: round boats
• Everglades/Florida: air boats
• Thailand: long-tail boats
If you wish, children could use their internet skills (see previous task) to
browse websites and locate suitable information/images.
Recording activity
By taping sheets of paper together, the children can create a long
panoramic scene.
Using art materials, the children can paint or draw all the different types
of transport they have researched. They could also add buildings and
landmarks to the background.
ICT link: children can make their own digital fact files about their
chosen transport. Model how to create one using school-owned
software such as PowerPoint or Keynote (keynote is also available as
an iPad app) or an online tool such as Prezi. Show the children how to
open the software and create new slides adding images, pictures and
text.
For detailed information on how to create presentations visit:
http://tinyurl.com/p4cfxmc
Microsoft offers a guide to creating PowerPoint presentations
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www.apple.com/support/mac-apps/keynote/
Apple provides a useful guide to help you get started with Keynote
http://tinyurl.com/o2zkxoq
Prezi offers a guide and video tutorial to help you create your first
presentation
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Geography Extension Task

Learning Targets 1, 5, 7, 11, 12, 14
Ask the children to think about their most recent experiences of going on holiday. Provide
prompt questions to help structure their discussion. For example:
• Did they travel to a different place in their own or their host country, or did they travel
to a different country?
• Was the destination hotter or colder than where they live? Was this the reason for
visiting? (For example, a beach holiday, a ski resort, etc.)
• How did they travel?
• Why did they/their parents choose that form of transport?
• Do they like that form of transport?
• How long did the journey take?
• What continents and oceans did they cross?
• Did they use different transport while they were on holiday?
The children can use maps, atlases and globes to trace their journeys, and use words and
pictures to record their responses to the questions.
Discuss the children’s responses as a whole class. Using maps, identify the areas that
have been described as hot or cold. Look at these in relation to the equator and the North
and South Poles. Prompt the children to notice any patterns (the hottest countries are
located on or near to the equator – getting colder the further away from the equator they
are located).
Talk about any unusual transport methods that may have been used, particularly during
the holiday itself. For example, some children may have been on a glass-bottomed boat, a
donkey, elephant or camel ride, a horse and cart, a tuk-tuk, a helicopter or small-seater
plane, and so on.
Ask the children to create a brochure or poster advertising all the exciting activities that
tourists can experience at their chosen destination. The brochures/posters should focus
on the different travel types that are available – from sledges and camel rides, to boat trips
and train journeys - but could also include additional information on the location itself,
such as its climate, key features and attractions, main cities/resorts and so on.
(Communication, Enquiry, Thoughtfulness)
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History Learning Targets

Children will:
1.1 Know stories about a range of people who have lived in a variety of cultures in the
past
1.3 Be able to ask and answer questions about the past
1.6 Be able to identify differences between their own lives and those of people who
have lived in the past
information
1.8 Be able to communicate their historical knowledge and understanding in a variety
of ways
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History Task 1

1.6 Be able to identify differences between their own lives and those of
people who have lived in the past
information
Research activity
Ask an elderly member of the local community to visit the class and talk
about how transport has changed in their lifetime, and how transport has
impacted on the local area. For example, how did they travel to school? How
has life changed as a result of changes in transport? Is it easier to travel
now than it was forty/fifty years ago? Work with the children to create a set
of questions beforehand.
Recording activity
Ask the children to go on to create a pictorial street scene to show journeys
that their visitor would have taken when he or she was younger. Perhaps
the journey the visitor took to school. How would they have travelled? What
other things might they have seen on the road as they travelled to school?
ICT link: children could record the interview using camcorders or the
video function on tablet devices. These can then be viewed afterwards,
giving children opportunity to use the playback tools to locate relevant
information.
(Adaptability, Communication, Enquiry)
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History Task 2
Learning Targets 3, 5, 6, 7, 8

1.6 Be able to identify differences between their own lives and those of
people who have lived in the past
information
Research activity
Divide the class into groups. Provide each group with images and
photographs of various transport types through history. There should be a
selection of land, sea and air vehicles. Have the name of each on the reverse
of the image. Examples might include:
• Cars – Sir Isaac de Rivaz’ gas-powered car; Gottlieb Daimler’s
automobile; Ford Model T; first Chrysler car; V16 Cadillac; (1960s) Ford
Mustang; Range Rover.
• Boats – Ancient Egyptian wooden boat; Greek trireme; Viking longboat;
three-mast sailing ship (clipper); steamship; diesel sailing ship;
modern yacht or cruise liner.
• Aircraft – Henri Giffard’s airship; Wright brothers’ bi-plane; First World
War fighter plane; Heinkel HE178 jet plane; jet airliner.
• Bicycles – Kirkpatrick Macmillan’s bicycle; Ernest and Pierre Michaux’
velocipede; James Starley’s ‘penny farthing’; John Starley’s safety
bicycle; modern bike.
Begin by asking the groups to sort their images into land, sea and air
transport types. Then ask the groups to sort the two sets of land images into
their two types (cars and bicycles).
Finally, challenge the children to sort the images in each group in order of
oldest to most modern. They should end up with four separate timelines.
Share these as a whole class and discuss any differences in opinion.
Using books and the internet (for younger children this may be done through
talking to ‘experts’, perhaps other teachers in the school or parents that
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could help), ask the children to work in pairs to find out more about one of the
transport methods – for example, the penny farthing or the Ford motor car.
The children should find out the following information:
• When was the transport invented?
• Who invented it?
• What did it look like?
• What did people use for transportation before this was invented?
• Is it still used today? If not, when did it stop being used?
• When did it become available in the host/home country?
Recording activity
The children should present their findings to the rest of the class. They can
do this in whatever way they choose (e.g. group presentation, booklet, etc.).
Once all the groups have presented their findings, you could work together
to make a transportation timeline, plotting the types of transport in
chronological order.
You could colour-code this to demonstrate when different types of transport
were invented, when they became available in the host /home countries,
when they stopped being used, etc.
The children can add pictures or sketches to this and display the timeline
on the wall.
You can then have a class discussion about what was happening at the time
of the major transport events and think about how the two are connected.
Art link: groups can be tasked with making their own pictorial timeline
to show how transport types have changed. These could be presented in
a number of ways, to reflect their specific transport types. For example:
• Planes – children could create their own hanging mobile, showing
different types of aeroplane throughout the ages.
• Boats – groups can make a seascape, with the transport types
bobbing on the waves. To achieve this, decorate a backdrop with
sea and sky, then add an extra strip of card along the base of the
backdrop, shaped to look like waves. This should be taped/glued
along the bottom to make a flap, in which the cut-out boats/ships
can be placed.
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• Cars and bicycles – children could make their own merry-go-round

ride (made from decorated paper plates, joined in the centre by a
cardboard tube), with the transport types dangling by string or wire
from the top plate.
(Adaptability, Communication, Enquiry, Thoughtfulness)
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History Extension Task

Learning Target 1, 3, 7, 8
As the children come into the classroom, have a ‘magic carpet’ laid out in the centre of
the room. Ask the children to sit in a circle around it. Explain that it is a magic carpet that
belongs to an Arabian Prince called Housain. He is one of the characters in a set of stories
called One Thousand and One Nights (also sometimes referred to as the 1001 Arabian
Nights). In these stories, the magic carpet could fly – taking Prince Housain wherever he
wanted.
Can they think of any other fantastical and imaginative ways of travelling? Explore some
of the children’s ideas and where these ideas might have come from – stories, films,
television programmes, myths, legends and so on.
Explain to the children that, in the same way that we like to tell stories and imagine
adventures, many ancient civilisations also liked to tell stories. Ask the children if they
know of any stories from Greek, Roman or Egyptian mythology that they can share.
Divide the class into three groups. Give each group a simple prop:
• A trident (a cardboard tube with a pronged end will suffice; costume or party shops
may also be able to provide you with one)
• A pair of winged boots (gold-painted sandals with cardboard wings)
• A boat paddle (this could be decorated with suns and Egyptian hieroglyphics)
• A toy sword and shield (the shield could be made from a circle of stiff card and
decorated with Greek patterns)
Ask the children to imagine who their item/s might belong to. Reveal their owners and
task the groups with finding out more about their god or hero: Poseidon or Neptune
(trident); Mercury or Hermes (winged boots); Ra (boat paddle); Perseus (sword and shield).
Encourage them to explore the methods that these characters used to travel:
• Poseidon has a chariot pulled by horses, which rides over the waves
• Perseus rode a winged horse, called Pegasus, to help him defeat Medusa and the
Kraken
• Ra was the Egyptian sun god who travelled through the sky in a solar boat
• Mercury was the messenger of the Gods, who would deliver messages with the help
of his magical winged boots
Ask the children to create their own drawing/painting depicting their hero/god travelling
using their magical transport. Encourage them to use their research to add further
details to their image, such as clothing or other characters/monsters from their stories.
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The groups then can present their gallery to the rest of the class and talk about what they
found out about their character and their transport through their research.
Language Arts link: the groups can use the props to develop a drama role play,
featuring their god/hero and their magical transport. From their role play, the children
can go on to plan and write their own stories to share with the class.
(Adaptability, Communication, Enquiry)
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Art Learning Targets

Children will:
1.1 Know about some of the forms used by artists in their work
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Art Task 1

Research activity
Display some examples of futurist paintings, depicting transport. Allow time
for the children to look at and talk about the paintings in their groups. Good
examples include:
Dynamism of a Cyclist, by Umberto Boccioni, 1913
Speed of a Motorcycle, by Giacomo Balla, 1913
Automobile at Speed, by Leuigi Russolo, 1913
Dynamism of a Train, by Luigi Russolo, 1912
As a whole class, look at each painting in turn. Start by mapping words in
response to the image. Then prompt the children to explore the image in
more detail through careful questioning.
How has the artist tried to capture the speed and movement of their
transport type?
• How have they used line, shape and colour?
• How does the painting make us feel?
Compare the paintings (particularly Dynamism of a Cyclist) with more
modern-day photographs of transport, where a slow-shutter speed has
created a blurred movement effect. A good example to look at is:
http://en.wikipedia.org/wiki/File:London_bus_and_telephone_box_
on_Haymarket.jpg
Wikipedia features this stunning photograph of a London bus speeding
past a telephone box.
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Recording activity
Explain to the children that they are going to be creating their own futurist
painting of transport.
Begin by asking the children to draw a car shape onto thin card. Then get
them to cut these out. An adult may need to assist with this stage.
On a sheet of paper, ask the children to draw around their car shape in
black marker pen. Don’t worry if any mistakes are made at this stage – it
will only add to the effect! Then ask the children to move their car shape
a little to the left or right and then draw around it again. Repeat, until the
children have drawn three or four cars, overlapping each other. The effect
should look as though the car is travelling across the page.
The children can then use whatever art materials they wish (pastels,
paint, pencil crayons, collage, etc) to complete their pictures. Where they
overlap, new shapes will have been made, which can each be filled by a
different colour. Once complete, the children can add further shapes onto
their background (arrow-heads, all pointing in one direction can be very
effective). These can then be coloured, in a similar fashion to the car.
Have the children present and evaluate their own pictures, including the
medium and techniques they used to colour the picture.
(Adaptability, Communication, Thoughtfulness)
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Art Task 2
Learning Target 1, 2, 3, 4

Research activity
Look together at some examples of paintings by Turner, Renoir and Monet,
where they have depicted boats on water. Good examples include:
Red Boats, Argenteuil, by Claude Monet, 1875
The Boat at Giverny, by Claude Monet, 1887
Boating on the Sien, by Pierre Auguste Renoir, 1879
Moonlight – A Study at Millbank, by Joseph Turner, 1797
Ask the children to talk about how each painting makes them feel.
• What are the main colours that have been used?
• How has the artist captured the effect of water? (If you have completed
the previous task, you could compare these paintings with the more
dynamic imagery and bold colours of the futurist paintings.)
Tell the children that they are going to be creating a picture in the style of
one of the paintings.
Recording activity
Let the children choose one of the paintings to use as inspiration. Then
provide a selection of art materials for the children to choose from, to
complete their images. Children may wish to use paint, pencils and pencil
crayons to create their pictures, while others may prefer to create a
textured collage.
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When the images are complete, set up your own gallery for children to view
and comment on each others’ work. What would they change or improve if
they could revisit their image?
ICT link: children can experiment with using a digital art package, such
as Brushes for the iPad (https://itunes.apple.com/gb/app/brushes-3/
id545366251?mt=8) to create a boat picture. Explore the various tools
and the effects that can be achieved. Children can then use these
to create their own painting of a boat on water. Compare the digital
versions with the traditional versions. Which do they prefer and why?
(Adaptability, Communication, Thoughtfulness)
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Art Extension Task

Learning Target 2
Read the story of Icarus and Daedalus. In the story, Daedalus seeks to escape from
imprisonment by making a set of wings for himself and his son. Icarus ignores his father’s
warnings and flies too close to the Sun, causing the wax on his wings to melt. Unable to
stay airborne, Icarus falls from the sky and drowns in the ocean.
Tell the children that they are going to be making their own set of wings, just like Daedalus
in the Greek myth. (Although remind them to keep their wings away from the Sun!)
Divide the class into groups and provide each group with a cardboard cut-out of a pair
of wings. Using available collage materials (feathers, tissue paper, lace, card, etc.), the
groups can decorate their wings, exploring patterns and symmetry. You could also provide
card and paints for the children to make their own patterned feathers, referring to books
and the internet to study real birds’ feathers.
Once the wings are complete, they can be suspended from the ceiling to create colourful
mobiles. Alternatively, you could attach ribbon loops to the wings so that children can
wear them. They can the be used for further drama and role-play activities.
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Science Learning Targets

Children will:
1.1 Know that scientific enquiry involves asking questions, collecting evidence through
observations and measurement
1.4 Be able, with help, to conduct simple investigations:
• Making simple comparisons, identifying similarities, differences and simple
patterns
• Recording and communicating their observations – orally, in writing and
through ICT
1.27 Be able to describe the similarities and differences between materials
1.28 Be able to sort materials into groups based on their properties
1.33 Know how a range of forces, including pushes and pulls, can move objects
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Science Task 1
Learning Targets 2, 5

• Making simple comparisons, identifying similarities, differences and
simple patterns
• Recording and communicating their observations – orally, in writing
and through ICT
Research activity
Tell the children that they are going to be taking part in a special air show
tournament! There is only one problem – to enter they need to make their
own plane.
Provide the children with some sheets of paper. Ask them to see if they
can make their own paper aeroplane by folding it. (Most children will know
of at least one method of making a plane. If children are unsure, they can
help each other.) Make your own as well. Then have a practice session to
see how well they fly. Afterwards, focus on the design of your own paper
aeroplane.
For children more confident in science, you may want to explain the words:
lift, weight, thrust and drag. Explain that these words are important,
because they are central to designing something that will fly.
• Thrust is provided by the propellers or jet engine of a plane. In this
case, we are providing our own thrust by throwing the planes through
the air
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• The wings create the lift, which help to keep the plane airborne
• The size of the vehicle and the material it is made from will effect its
weight
• The shape of the vehicle will minimise drag. This is caused by the force
of the air/wind hitting the vehicle as it moves. A sleek design, with lots
of smooth surfaces, will allow the air/wind to move around the vehicle
more easily, allowing it to go faster. This principle is also used in car
design
Look at the plane images and talk about how each design covers the four
main principles of flight. Then, in pairs or individually, provide a range of
paper and card (in different sizes) for the children to design and test their
own planes. Encourage them to explore different weights, shapes, and sizes
of wings to see which designs work the best. You may want to provide a set
of basic instructions for making an aeroplane model, which the children can
use as a starting point:
1. Take the two corners of a sheet of paper and fold inwards.
2. Scour and fold two lines to make the wing sections.
3. Press the body section together and it is ready to fly.
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From this basic model, the children can affix larger wings to the body, add
tail fins and experiment with weighting different points of the plane using
paper clips. Encourage them to devise a method of testing their designs
(how far they travel from a standing throw, for example). They should
record the results of their tests, changing one factor at a time to see how it
influences the results.
Recording activity
Once the children have settled on their final design, they can decorate it and
give it a name, ready for the grand air show tournament.
For the tournament, you can set up a number of challenges for the children
to take part in. Have an adult or other child record the results of each
challenge.
• Fastest, furthest – Set a start line or circle for the children to stand
on. They then throw their aeroplane and record the distance that it
travelled. Keep a record of the planes that travelled the furthest from
the starting space
• Loop the hoop – Suspend three or more hoops from the ceiling. Set up
a start line or circle for the children to stand on. They must then throw
their plane, with the aim of passing it through all the hoops. They score
1 point for each hoop that their plane passes through. You could allow
the best of three throws
• Perfect landing – Set up some target circles of different sizes, placed
at different distances. Decide on a points scheme for landing a plane
on a circle – fewer points for the largest/nearest and more points for
the smallest/furthest. Then, from a start line or circle, get the children
to aim and throw their planes. Each competitor could have three
throws to score as many points as they can
During the competition, talk about the children’s different designs, paying
particular attention to those that are performing the best. At the end of the
session, see if there are any conclusions to be drawn as to the best shape,
size of wing or material for the plane.
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Science Task 2
Learning Targets 1, 2, 4, 27, 28, 33

• Making simple comparisons, identifying similarities, differences and
simple patterns
• Recording and communicating their observations – orally, in writing
and through ICT
Research activity
Explain to the children that they are going to create a wind-powered boat
that will transport a weight (for example, a small world toy) from one side of
a water tray or pool to the other. Decide on what method of wind power will
be used for this test (using a hair-dryer on a low setting or simply blowing).
Children can work in pairs or small groups on this task. There are two
stages to this task:
1. Making the body – The children will need to set up a simple recording
experiment to test the buoyancy of different materials. They can then
use their findings to help design and build their body – taking into
account that it will need to support the weight/small world toy. Other
factors such as size and shape should also be considered.
2. Making the sails – Again, provide a selection of materials for the
children to explore, from light materials, such as cotton, paper and
silk, to heavier materials like fur and wool. Look at some images of
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boats and yachts and note the number, size and shape of the sails that
they use. (You may also want to look at other wind-powered machines,
such as windmills and turbines.) Encourage the children to consider
how they will maximise the use of wind power to help their vehicle
travel across the water.
Provide supervision as necessary, to help the children to develop and test
out their ideas. Once the children have settled on their design they can go
on to make it, giving it a name and also decorating it if time allows.
Recording activity
Once the vehicles are complete, it is time for the final challenge! Have a
special ‘opening ceremony’ where the children can present their boats to
the rest of the class. They should be encouraged to talk about the materials
that they used to create the boat and why they chose them.
Then allow each competitor to try out their boat on the water tray/pool.
Decide on any fair test criteria beforehand. For example, are children only
allowed one blow at the start or can they keep blowing? Should they stay
behind a certain line or can they move? How many tries does each vehicle
have?
Test each vehicle. Talk about the winning designs. Did they use similar
designs and materials or were they all different? Do they think that wind
power is a reliable method of powering transport?
(Enquiry, Resilience, Thoughtfulness)
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Science Extension Task

Talk about the different types of fuel that can power a machine or vehicle, such as wind
power, solar power, gasoline/petrol, jet fuel, gas, electricity and human power (kinetic
energy). Work with the children to make a list of the types of transport that might be run
by each. Consider if there are any advantages and/or disadvantages to any of the fuel
types. For example, do they think wind and solar power are as reliable as gasoline/petrol?
Challenge the children to create their own game/educational resource to teach others
about the different fuels that we use to move. This could be a simple board game where
each player has a method of transport, for example, hot air balloon, car, truck, yacht,
bicycle, electric car, solar-powered car, motorbike, aeroplane, helicopter, racing car and
so on. When they land on one of their fuel squares (e.g. wind power) they get to take an
extra turn.
Children can test their games and then present them to another group to try. Allow
the players to give feedback on what they learned from the game and how it might be
improved.
Physical Education link: in the hall or playground, provide each child with a card,
displaying a method of transport. When you shout out a fuel/energy type (petrol, solar
power, wind power, etc), all the children with transport cards that match the fuel/
energy type can run from one end of the hall/playground to the other, finishing back at
the start line. The slowest child each time is out. Continue until you have two or three
winners! (For example: if you call out ‘gas’, then all the children with hot air balloons
can move. The other children must stay standing on the line).
(Communication, Enquiry, Thoughtfulness)
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Technology Learning Targets

Children will: Know that products in everyday use have an effect on people’s lives
1.1 Know that products in everyday use have an effect on people’s lives
1.5 Be able to choose simple tools and materials to make moving models
1.6 Be able to comment on their own plans and products and suggest areas of
improvement
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Technology Task 1
Learning Target 1
Research activity
Explain to the children that they are going to make a vehicle to transport a
‘small world’ figure (or similar) from one place to another.
Put the children into pairs or small groups. Brainstorm, as a class, the
different starting and finishing points the children can work with, e.g. from
one side of the water tray to another, from one side of the sand tray to
another, from point A to point B on the classroom floor/outside area, etc.
Try to include lots of different ‘terrain’.
Each pair/small group should now choose a starting and a finishing point
for the challenge.
Ask the children at this point to think about what type of transport they will
need to move the small world figure (the figure should stay in the vehicle at
all times and not fall out).
• How many wheels will it need?
• Should it float?
• Will it be pulled by something (e.g. a trailer)
• How big will it be?
You should provide a number of different types of vehicles for the children
to look at to help them with their ideas.
Recording activity
Each pair/group should report to you what type of transport they have
decided on.
Give the children guidance at this stage, i.e. if they are going to transport
the figure over water they will need something that floats.
(Cooperation, Enquiry, Thoughtfulness)
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Technology Task 2

Research activity
Now that the children know what type of transport they are going to make,
they need to work on their plans in more detail.
• What will it be made out of (cardboard, paper, wood, plastic, etc.)?
• How will it move (push / pull / blow air, etc.)?
• What will it look like?
• How big will it be (big enough to take the weight of the small world
figure)?
Recording activity
The children can work in their pairs/groups to draw up plans of their
vehicle. They should draw a sketch of it, with the small world figure in place
in the diagram and what materials they are going to use.
Each pair/group should show their plans to you and explain how they are
going to make their vehicle.
(Cooperation, Communication, Thoughtfulness)
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Technology Task 3
Assessment for Learning Opportunity

Research activity
The children are now going to make their vehicles.
Provide a wide range of materials and simple tools and let the children
follow their plans and collect all the materials they are going to need.
Recording activity
The children should make their vehicles, testing them as they proceed, i.e.
does their vehicle need to be larger to stop it sinking?
(Adaptability, Cooperation, Resilience, Thoughfulness)
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Technology Task 4
Learning Target 6
Research activity
Once all the pairs/groups have made their vehicles display them at the front
of the class.
Ask the children to comment on each other’s work. Do they think the
vehicles will transport the figures from point A to point B? Why? Why not?
Recording activity
Test the vehicles.
• Which vehicles worked best/worst? Why/why not?
• Can the children suggest ways to improve each other’s work?
The vehicles can be modified as needed and tested again.
ICT link: children could use a programmable toy (such as a Bee-Bot -
www.bee-bot.us/) to transport a small world toy from one classroom
location to another, while trying to avoid any obstacles. If children are
unfamiliar with programmable devices then spend time talking through
some examples (e.g. a washing machine) and the various steps of
how they work (press the button to start, fills with water, heats up to
the chosen temperature, drum turns, etc.). Elicit the understanding
that the machine is carrying out the steps of a computer program (or
‘algorithm’). Machines don’t have brains or minds of their own, we have
to program them and give them exact instructions to make them move.
Explain that programmable toys, like Bee-bots, are also devices which
are controlled by computer programs. Allow time for the children to
practise giving each other instructions (walk forward two steps, turn a
quarter turn to the left, walk backwards one step, etc.) to get from one
place to another. Children can plan their steps on mini-whiteboards and
then check to see if their partner has followed them correctly. Invite
pairs to model the process and discuss as a whole class.
Once the children are familiar with writing programs, they can program
the Bee-bot to carry their small world toy to its destination. You may
wish to model this, creating a program (but keeping it hidden from the
children!) and then asking them to predict the steps you have chosen.
Start the Bee-bot and see if they were correct. You can then model a
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second journey but this time make a deliberate mistake. Work together
to revisit the steps and see if the children can fix (‘debug’) the program
so that the Bee-bot ends up in the right place.
Children can then take control of the Bee-bot, creating their own
programs and obstacle courses to guide their small world toy to each
destination.
(Adaptability, Enquiry, Resilience, Thoughtfulness)
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Technology Extension Task

Ask the children to design and label a fantastical method of transport for a fairytale, film
or literary character. For example, Willy Wonka from Charlie and the Chocolate factory, the
White Witch from The Lion, The Witch and The Wardrobe, Alice from Alice in Wonderland,
Cinderella and so on.
(Adaptability, Communication, Enquiry, Thoughtfulness)
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Music Learning Targets

Children will:
1.1 Know a number of songs
1.4 Be able to recognise and explore ways in which sounds can be made, changed
and organised
1.8 Be able to perform individually and with others
1.13 Understand that musical elements can be used to create different effects
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Music Task 1
Learning Targets 4, 7, 8, 9, 13

1.4 Be able to recognise and explore ways in which sounds can be made,
changed and organised
Research activity
Play the children a selection of sounds belonging to different modes of
transport. For example, a train engine, a car horn, a fire engine, a police
siren, a train station announcement, a bus, a helicopter, a racing car and so
on. The following website offers an excellent selection of free sound files:
www.partnersinrhyme.com/pir/PIRsfx.shtml
The Partners in Rhyme website provides free vehicle sound effects,
including motorcycles, cars, lorries, racing cars, helicopters and
aeroplanes.
Each sound file can be placed on an individual PowerPoint slide, with an
image of what was making the sound on the slide that follows. Can the
children guess what is making each sound – or where they might hear it?
Next, watch the following car advert. It features a choir, who use their
voices to provide the soundtrack for the car’s journey.
www.youtube.com/watch?v=UO5Was4Wf1k
YouTube hosts a Honda advert, in which a choir mimic the sounds of a
car journey.
(To watch a YouTube video in safe mode, scroll to the bottom of the page and click on the ‘safety’
tab which brings up the ‘Safety mode’ information. Under this section, select the ‘on’ option, then
click ‘save’)
Afterwards, talk about the different sounds that featured in the advert. Work
together to make a whole-class list. For example:
• Starting the engine
• Going through a tunnel
• Sun roof opening
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• Going over bumps in the road

• Closing a window
• Patter of rain
• Windscreen wipers
• Screeching around a tight bend
• Music on the car stereo
• Cars passing on the motorway
• Driving through a puddle
If necessary, view the advert a second time and ask the children to make
notes as they watch it.
Tell the children that they are going to be creating their own sound journey.
They won’t be able to use any images or props to tell their story – only
music and sound. You could get the children to close their eyes and listen to
the Honda advert again. Could they tell what has happening just by listening
to the sound effects?
Divide the class into groups. Explain that they will be telling their story both
vocally and by using instruments. Allow time for the children to plan their
journey on paper. What transport will they use? What noises would they
hear if they were taking a journey on that transport? Prompt them to think
about how they can make their journey interesting to the listener.
As part of their research, groups could listen to video clips of their chosen
transport or go on a supervised visit to an appropriate location (such as a
train station) to record sounds.
Recording activity
Once their journeys are planned, provide the children with a selection of
tuned and untuned instruments to explore. If you wish, this can provide
an ideal opportunity to teach (or revisit) important musical terms such as
dynamics (loud, quiet), tempo (fast, slow), pitch (high, low), duration (short,
long) and timbre (the unique sound of an instrument).
Investigate each instrument in turn and the range of sound patterns
that it can create. Discuss some of the children’s ideas for their sound
journeys and explore how different instruments could be used to mimic
those sounds. Try out some techniques and evaluate their effectiveness.
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Encourage the children to use the terms they have learned to describe the
different sounds they are producing.
Back in their groups, the children can work together on their final piece.
Suggest that they make their sounds vocally first, running through their
sound journey from beginning to end. Then, on a second play through, they
can start to choose and add in instruments to their sound journey. For
example, a tambourine for rain, a drum beat for the rattle of train tracks,
and so on.
It may help if one of the children in each group acts as composer, holding
up symbols or prompt cards to indicate when members should change or
add a different sound.
Encourage them to think about how they can overlap sounds. For example,
two children could be providing sound effects while the others make the
engine noise.
When the sound journeys are complete, ask the children to perform them to
the rest of the class. Is it possible to follow the story? What is happening at
each stage? Evaluate how well the children were able to mimic the noises
of their chosen transport.
ICT link: the children could record their performances onto computer
using a microphone and simple recording software. This file could then
be linked to an image or images of their transport type in PowerPoint or
an online presentation tool such as Prezi
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Music Extension Task

Tell the children that they are going to be making their own music video! Divide the class
into groups. Provide each group with a piece of music that focuses on a mode of transport.
(You could give the whole class the same piece of music if you wish.) Examples might
include:
Yellow Submarine, by The Beatles, United Kingdom
Up, Up and Away, by Fifth Dimension, United States
Driving in My Car, by Madness, United Kingdom
You may be able to source suitable examples from your host country. If you are stuck for
ideas, the following website has some further examples to listen to:
www.worldhum.com/features/lists/world-hum-top-40-travel-songs-of-all-
time-20081208/
World Hum is a site dedicated to featuring news and articles about travel.
Allow time for the children to listen to their piece of music. You may want to prompt them
to clap along to the rhythm. Also provide the lyrics on paper. If necessary, have each group
work with an adult, to help read and interpret the lyrics. Encourage them to think about:
• Any patterns they notice (such as a repeating chorus/rhythm)
• Whether the tempo (speed) of the music changes (are there fast and slow segments?)
• How the music tells a story
• What happens in the story
• What actions and movements they could use to represent the story
The children can then plan and rehearse their music video to accompany their music. If
time allows, they could also make their own props and costumes out of art materials,
to help them tell their story. When the performances have been rehearsed, they can be
presented to the rest of the class. If you wish, an adult could film each music video for the
Exit Point show.
Afterwards, the children can watch the real music videos that accompanied their song.
These will be available on YouTube or Google Video.
(Communication, Cooperation, Thoughtfulness)
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Society Learning Targets

Children will:
1.1 Know that people have individual characteristics
1.2 Know some of the rules of groups to which they belong
1.4 Know about some of the factors that can improve or endanger their safety
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Society Task 1
Research activity
(Prior to the task, create a simple PowerPoint slide show on road safety.
Place an image of a different road sign or feature on each slide. These
should be appropriate to the local area. You could take these photographs
yourself, which will make them more relevant to the area around the
school. Also, take some photographs of different possible crossing points
(see below) for group discussion.)
Begin the session with a fun quiz. Click through the images on the slide
show one at a time, and for each one ask the children to note down what
they think it means or what it is called. Examples might include:
• Zebra crossing
• Pedestrian crossing
• Cyclists only
• Pedestrians only
• Children crossing
• Elderly crossing
• No vehicles
• No cyclists
• One way traffic
• Men at work
• Historic site/landmark
• Subway/underground
Afterwards, go back through the slides and talk about each one in detail,
focusing on how they help pedestrians, cyclists and/or motorists.
Divide the class into groups. Provide each group with a selection of
photographs showing different possible crossing points. The selection
should include some good crossing points (e.g. a clear stretch of road, a
pedestrian bridge, a zebra crossing and so on) and poor crossing points
(e.g. a road with lots of parked vehicles, a traffic island, close to a road
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junction or hill and so on). In their groups, ask the children to discuss each
image and decide whether it is safe or not safe, explaining why. Then share
the groups’ decisions as a whole class.
Explain that even at a safe road-crossing point, it is important to be aware
of what is happening around you. No crossing point can ever be 100% safe.
Recap the rules for crossing a road – stop, look and listen before crossing.
Remind the children that in some countries you drive on the left (for
example, UK, Australia and Japan) and in others on the right (for example,
USA, Spain and France). Also ensure the children understand that, even
when using a pedestrian or zebra crossing, they should stop, look and listen
for oncoming traffic.
Recording activity
In pairs or small groups, task the children with creating their own road
safety leaflet and advert. This will need to inform children of the golden
rules:
• Stop near the edge of the pavement
• Look both ways for vehicles
• Listen for any vehicles coming
Their campaign can also reinforce the use of safe crossing points, such as
zebra or pedestrian crossings.
If necessary, support the children by providing examples of road safety
leaflets. Talk about the simple use of images and information to make it
easy to understand. Encourage the children to think about how their leaflet
and advert could link. For example, they could design a character (perhaps
a superhero) who looks out for and helps children. He or she could appear
both on the leaflet and in the advert.
The children can rehearse their adverts in the school playground or hall,
before performing their ideas to the rest of the class. Evaluate these
afterwards.
ICT link: show the children how to use desk-top publishing software
such as Microsoft Publisher (www.microsoft.com) to make their
leaflets. Model how they can insert images, titles and captions to each
page, and modify the font to create different effects. Most software will
have prepared leaflet templates that you can use.
(Communication, Cooperation, Enquiry, Respect, Thoughtfulness)
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Society Task 2
Research activity
Ask the class what they know about bike safety. Working in groups, task the
children with writing a list of all the things they can do to stay safe while
cycling. Encourage them to think about bike safety during the day and bike
safety when it is dark. Also prompt them to think about things they can do
before they begin cycling.
Afterwards, invite the groups to share their ideas. Create a whole-class list.
Safety ideas should include:
• Wearing bicycle helmets
• Wearing bright clothing
• Checking tyres
• Checking brakes
• Checking seat height
• Having a working front light and reflector at the rear
• Using a safety chain
• Using cycle lanes and paths
• Awareness of road signs (cycle lane, cycles only, etc.)
• Indicating direction to other road users
Recording activity
Organise your own cycle safety event. Where possible, children can bring
in their own bikes from home, or use ones provided by the school (if
your school has these available). You could also ask a local cycle-safety
instructor to visit and help organise the session – and they may be able to
provide additional bikes for the children.
For those children without a bike, they can share with a partner or act as
Bicycle Safety Inspectors, checking and recording the other children’s cycle
safety.
As part of the event, the children can devise a set of ‘cycle safety
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challenges’ in the school playground – to test stopping/braking, reading

road signs, indicating direction, checking tyre pressure, seat height,
manoeuvring around obstacles and so on. The children could also design
certificates to award those who pass all the tests.
If you are able to invite a professional instructor to attend, then you can hold
a Q&A session, where the children ask questions about cycling and cycle
safety. Record the day with photographs and/or video footage, for display as
part of your exit point show.
(Cooperation, Enquiry, Respect)
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Society Extension Task

Invite the children to consider what it would be like if one of their legs or arms was in
plaster. How would this restrict their ability to travel?
Some children may have experienced injuries and can talk about the challenges caused by
their restricted movement. What did they find the most difficult? Are there methods that
can help us in such circumstances?
Consider wheelchairs and crutches. What challenges might each represent? Should
places and services (such as restaurants, shops, public transport, etc.) cater for people
with restricted movement? How might they do this?
In groups, ask the children to perform their own site check of the school and its grounds.
What provision is made for those with restricted mobility?
The children should be responsible for creating their own tick list and/or map, to record
the possible problem areas.
As part of this work, they could interview the headteacher to find out how the school
already provides or intends to provide for those with restricted mobility.
Back in the classroom, assess how well the school addresses this issue.
(Adaptability, Communication, Enquiry, Morality, Respect)
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ICT Learning Targets

Children will:
1.7 Be able to plan and give instructions to make things happen
1.8 Be able to describe what they have done
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ICT Task 1
Research activity
Tell the children that today they are going to help a Yeti get from A to B!
What is a Yeti? Explain that it is a large hairy creature which looks like a
human mixed with a bear. It is very shy and it needs the children to help it
to get from A to B. The letters ‘A’ and ‘B’ can be used to mean anything we
like. Often we use these terms to talk about travel – getting from place ‘A’ to
place ‘B’, but we can also use it to also explore different states or stages.
Today, ‘A’ is ‘Shy Yeti who cannot dance’. ‘B’ is ‘Confident Yeti who is a great
dancer!’.
We are going to help the Yeti become a great dancer:
From A to B
Shy Yeti who Confident Yeti who

cannot dance CAN dance!
Open the website:

www.madewithcode.com/project/animation
Made with Code is an initiative launched by Google to increase diversity
in computer science.
Demonstrate how to create an algorithm using the blocks of code to make
the Yeti dance, showing what each block and variable does. Explain that
together, the blocks of code make up an algorithm. An algorithm is a
sequence of instructions. The computer program follows the instructions
in the algorithm, which tell it what to do. The website sets out simple and
clear instructions for doing this, so once you have demonstrate it with the
whole class the children will be able to start coding themselves!
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Recording activity
Children could work individually or in pairs, programming the Yeti to dance.
When they have finished, look at some of the dances together. What is
different and what is the same? Check the dance moves, colours, sizes in
the animation against their coding instructions – do they match? Reinforce
that the children have created an algorithm with the blocks of code to
program the Yeti to do something – they got him from A to B!
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ICT Task 2
Research activity
For this activity you will need some programmable Bee-bot floor robots
(www.bee-bot.us)
Introduce children to the Bee-bots. Ensure children understand that the
Bee-bots are not alive. Show them where the batteries are and how to turn
them on and off. Explain that the Bee-bots have little computers inside
them which work when we turn them on so that we can program the Bee-
bots to follow our instructions. Show and explain the different buttons:
Go forward one step
Turn left 90 degrees Turn right 90 degrees
Clear the memory Pause the procedure

CLEAR PAUSE
Go backwards one step
Explain that we need to clear the computer’s memory first, because

computers always keep instructions in their memories until they are
erased or turned off. Show the children that you are inputting: Forward,
Right, Right, Forward. What do they think will happen when you press
‘Go’? Ask for some predictions, clarifying language and prompting use
of key vocabulary (forwards, backwards, left, right, clear memory, on/off,
computer, instructions). You could even record the predicted journey on
the board using arrows (or on the floor using chalk) to compare this with
the final journey. Press ‘Go’ and compare what happens with the children’s
predictions. Check their understanding that the Bee-bot is following
the series of instructions or algorithm which you programmed into its
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computer. Challenge the children to think in pairs about which instructions

they would need to put in to make the Bee-bot walk in a square. They could
record their ideas on mini whiteboards by drawing arrows:
Invite children to test some of their predictions and discuss any

misconceptions or errors. Explain that programs often need ‘debugging’
(fixing) because of an error in the instructions, and that computer
programmers have to use their problem solving and observation skills to
detect which errors need fixing.
Encourage children to work methodically to debug any errors and change
the instructions – remembering to clear the computer’s memory first!
Children could then go on to work in pairs, programming the Bee-bots to
get ‘From A to B’. You could set up your own routes for this activity, use the
Bee-bot mats, or ask the children to create their own routes from A to B.
Support them by enforcing the key vocabulary and helping them to use this
during their conversations.
To close this activity, you could finish off with a Bee-bot race. You could ask
the children to sit in a circle and challenge them to race their Bee-bots to a
point in the centre, such as a small flag. First to the flag wins the race!
Children should learn to turn the Bee-bots off when they have finished
using them in order to conserve the batteries’ energy.
Recording activity
Once the children have had sufficient time exploring how to program the
Bee-bots and are able to confidently predict and debug programmed routes,
they could go on to use the Bee-bot software and complete the activities at
their own pace:
https://itunes.apple.com/gb/app/bee-bot/id500131639?mt=8
The software enables children to work through 12 levels of increasingly
difficult programming challenges and will therefore enable you to make
quick and accurate assessments of their progress. Encourage children to
check their programming in order to identify and debug any errors.
(Communication, Cooperation, Enquiry, Resilience)
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ICT Task 3

Research activity
Ask the children if they can explain what a computer is. Clarify that it is a
machine which can process algorithms, or sequences of instructions, in
order to do different things. Ask them to think of some different ways in
which people use computers. Elicit the awareness that computers are all
around us in our everyday lives and come in many different guises – for
example tills in shops, automatic gates in car parks, telephones, cash
machines, washing machines, microwaves, cameras, etc. – all these
work using computer programs. Explain that computers are also used
in journeys. When we want to get ‘From A to B’, there are many different
ways in which we can use computers to help us. You could remind them
or show them again how we can use Google Earth to view our location and
even plan a route (see Geography Task 2).
Another popular use of computers is for playing games. Explain that
today, children will be using computers to play a game on the internet, in
which they need to help a rat to get ‘From A to Cheese’! They will need to
use the arrows on the keyboard to help the rat move in the right direction.
Open this game and give a quick demonstration of how to play – children
will need to be quick! Demonstrate this for the whole class and then give
different children the chance to play - they should place their fingers ready
on the arrows so that they do not need to look down at the keyboard.
www.allmazegames.com/play/labrat.htm
Allmazegames.com contains many different online games (Note: this
site features advertising).
Ask children if they like playing games on the internet and ask them if they
have any favourite online games they like to play. Ask if they know what
the difference is between games which are online and games which are
offline. Clarify that offline games do not require an internet connection to
play. Online games are games that are ‘in the cloud’ and use the internet
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as a platform. Online games can be single or multi player where we can

play together online with other players from around the world. Playing
online with other players is fun, but we do not always know who the other
players are so we have to be careful and protect our identities. We do this
by using a pretend name called a ‘username’ when we join an online game.
In this task, children will play a multiplayer online game to experience this
and to learn how to create a username and password. Open the website:
www.moshimonsters.com/home
Moshi Monsters is an entertainment experience that is fun, safe and
educational for children of all ages.
Recording activity
Ask children to choose a suitable username and password that they will
remember and that does not give away their true identity (it might help to
write them down). They also need to select their age and gender to enrol,
as well as customising their Moshi Monster avatar (in computing, an avatar
is the graphical representation of the user). Give children some time to
familiarise themselves with the game and complete a couple of activities,
then challenge them to add some friends. They should add friends by their
usernames and their friend will then need to ‘accept’ the friend invitation.
Ask children to update their ‘profiles’ as well, by clicking on ‘view profile’:
FROM A TO B
Once they have added friends, children can message each other and add
each other’s friends too. Explain that if they ever receive a message they
don’t like, it can be deleted or reported to a moderator by clicking the ‘X’
or ‘M’ buttons on the note itself. Children can only post messages on each
other’s pinboards if they are ‘friends’ within the Moshi Monsters community.
This is a good introduction for young children to the world of online gaming and
online social networking, and introduces key concepts of how to behave safely
and sociably online. If children are friends in any kind of community – online
or offline – how should they behave towards each other? (This would be a good
opportunity to recap the IPC personal goals: adaptability, communication,
cooperation, enquiry, morality, resilience, respect, thoughtfulness.)
Remind them that even though they can’t always see the other person when
playing games online, this doesn’t mean they can behave in a way which
would be mean or disrespectful. Messages and communication online
should be positive and kind. If anyone ever sends them a message which is
upsetting, or if they access content online which worries them, they should
tell a teacher or parent immediately.
To conclude this task, revise the key concepts and ensure children
understand why they are important. They should be able to explain:
• Why you should not use your real name in online games
• Why you should be kind and respectful to other players
• Why they should play fairly and stick to the rules
• What they should do if they receive any unwanted attention or messages
FROM A TO B
Children could create an infographic about internet safety and rules for
online gaming which they could share online with other classes. Explain
that an infographic should contain information which is shown in a way
which is attractive and easy to understand. You could use this example from
Kidsmart as an example:
www.kidsmart.org.uk/beingsmart/
Kidsmart supports children, parents and teachers with online safety.
Children should share their infographics and work together to improve
them – just like the messages they send online, their feedback should be
specific, helpful and positive! Through doing this children will be practising
how to enter, save, retrieve and revise information.
Once finished, you might want to post their infographics on the school
website to help other children in the school stay safe online!
(Communication, Cooperation, Respect, Thoughtfulness)
FROM A TO B
International Learning Targets

Children will:
1.1 Know that children within the class and school have different home countries
1.3 Know about some of the similarities and differences between the lives of children
in the different home countries and in the host country
FROM A TO B
International Task 1

Research activity
Look back at your tally charts and surveys from Geography Task 1. What
were the most and least popular methods of travelling to school? Do
the children think that these results would be the same in their home
countries? Discuss the children’s ideas.
Ask the children if they think that their survey results would be the same for
schools all around the world.
Divide the class into groups. Ask each group to discuss how other children
around the world might travel to school. Talk about the children’s ideas as a
whole class.
If possible, watch the following two films (originally created for the
Teachers’ TV website). They form a series about how children living in
different regions of India travel to school.
www.youtube.com/watch?v=w_ntMhqNBkk
YouTube hosts a short programme about how Indian children travel to
school on a boat.
www.youtube.com/watch?v=2wuGcY6-Yxs
YouTube hosts a fascinating documentary following Skarma, an Indian
child, who goes to school high in the mountains on the Tibet border.
click ‘save’)
Afterwards, ask the children to consider the following:

• What were the physical characteristics of each environment?
• How do these environments compare to our own local area/host
country?
FROM A TO B
• How did the children travel to school?

• How were their journeys similar/different to our own?
• What impact did the environment have on the way they chose to travel?
Divide the class into small groups. Ask the children to use books and the
internet (or each other) to research a country or particular region of the
world, to find out how children travel to school. The following website
provides a good starting point:
www.timeforkids.com/around-the-world
The Time for Kids website has a list of countries to explore. All have
interesting sightseeing tours, while some have ‘A Day in the Life’
section where children talk about their daily life and how they travel to
school.
Alternatively, the class could email (or survey) children in IPC partner
schools around the world (see ICT link) to find out more about their travel
habits.
Recording activity
Invite each group to report back their findings. Mark the locations on a map
and talk about any other features of the country/region that the children
have found out. If you wish, you could create a larger tally chart to record all
the different methods that children around the world use to get to school –
and compare with your own class chart. Again, look at the most and least
popular methods. Do children in some areas of the world have the same
choices that we do?
ICT link: the children could create an electronic version of their survey
(from Geography Task 1) to post on their school website or link in an
email. You could then invite IPC partner schools from around the world
to complete the survey. Survey Monkey (www.surveymonkey.com) is an
excellent, free, web-based tool for making online surveys quickly and
easily.
(Adaptability, Communication, Enquiry, Respect)
FROM A TO B
International Extension Task

In this activity the children are going to compare and contrast two countries with very
different types of transportation.
Put the children into groups and give each group a pair of countries.
One of the countries should have a variety of transportation available to all the people, e.g.
Japan, and the other should have fewer means of transportation available, e.g. Kenya.
The children need to find out what types of transport are available in each country and how
people usually move around.
Provide access to books, maps and globes, and approved websites, for the children to
conduct their research.
Also prompt the children to think about the physical and human features of each location,
and the advantages and disadvantages of living in each country. For example, a country
with little transportation would have much less pollution and very few traffic accidents, but
may be more difficult to travel around due to poor roads/terrain.
The children can present their findings using a combination of methods, such as bar
charts, maps, photographs and drawings. Allow time at the end of the session for the
children to talk about what they have learned. Compare and contrast the different
countries that have been explored. Do they feel one country is ‘better’ than another?
Which would they prefer to visit and travel around, and why? Explore the children’s views.
(Adaptability, Communication, Enquiry, Respect, Thoughtfulness)
FROM A TO B
The Exit Point

It’s time to celebrate the children’s work by holding a special transport-themed event!
Explain to the children that they are going to be inviting their family to the school to look at
their work and find out about all the things they have learned throughout the unit.
The children are going to organise their own transport exhibition. They should collect
together all of the resources they have made throughout this unit and lay them out
accordingly. They might like to group them by transport type, resource type, etc.
They should have a variety of maps, the vehicles they made, their transport
books,pollution posters, bicycle/pedestrian safety certificates, history timeline, etc.
You can allocate an evening when parents and other teachers will be invited to visit the
museum. You can play the journey/transport recordings in the background.
The children can act as exhibition guides and explain what each thing is and demonstrate
their own vehicles and so on.
The IPC community would love to see examples of your learning, in any subject, at any
stage in the learning process. If you have any pictures or stories you would like to share
please visit our Facebook page at www.facebook.com/InternationalPrimaryCurriculum,
tweet @The_IPC or email stories@greatlearning.com.
FROM A TO B
Assessment
Assessment is possible throughout the theme. The learning targets could be made into a
class record sheet on which you can record evidence of success as and when you see it.
You may decide to record by exception, i.e. assuming that the majority of the class attains
the specified learning targets then you could just record evidence of those children who
exceed or don’t reach the target. This will allow you a more specific focus next time the
class engages in new activities related to those targets.
Knowledge – the ‘know about’ learning targets – can be assessed at the end of each
subject component.
Skills – the ‘be able to’ learning targets – can be observed and assessed whilst the
children are doing them. The Rubrics in the IPC Assessment for Learning programme are
an excellent resource for this.
Understanding – the ‘understand’ learning targets – can be evaluated by a judgement of
observations carried out through the unit.
Ask the children to carry out their own assessment at the end of the unit. They should use
the following headings to list/make notes on their newly acquired knowledge, skills and
understanding – ‘new things I know about communication’, ‘new things that I can do’ and
‘new things I am beginning to understand’.
Ask the children to evaluate their learning – what did they do well, what could they do
better, what did they find most/least interesting?
How did they prefer to learn – as an individual/in pairs/small groups/large groups/as a
whole class?
What was their preferred style of recording their findings – illustrating/writing/talking/
making, etc?
This evaluation aspect will also support the development of the personal goals.
FROM A TO B
Resources
For this unit, you will need some, but not necessarily all, of the following:
Equipment
• Collage and junk materials
• Art materials (paints, pencils, paper, scissors, etc.)
• White film canisters
• Computers with internet access
• Reference posters and books
• Local maps, tube maps, globes and atlases
• Ingredients to make a pizza (see Geography Task 5)
• Holiday brochures and travel guides
• Images of transport through history (see History Task 1)
• A ‘magic carpet’
• Props for mythological characters (see History Task 2) Futurist
paintings (see Art Task 1)
• Transport templates/stencils
• Paintings by Turner, Renoir and Monet (see Art Task 2)
• Tissue paper in a variety of colours and shades
• Wing templates
• Paper, card and paperclips for making aeroplanes (see Science Task 1)
• Hoops and circles for the air show (see Science Task 1)
• Materials for making boats (see Science Task 2)
• Magnetic materials and magnets
• Car brochures
• PowerPoint slideshow on road safety (see Society Task 1)
• Road safety leaflets
FROM A TO B
• Bicycles and cycling safety equipment

• Percussion instruments
• Microphone and sound-recording software
• Trolley, chairs, food and drink, sound effects and props (see Exit Point)
• Programmable floor robots such as Bee-bots (www.bee-bot.us)
• Database and graphing software (optional) such as 2Graph and
2Investigate by 2Simple (www.purplemash.com/#/tools)
• Digital art program (optional) such as Brushes for the iPad (https://
itunes.apple.com/gb/app/brushes-3/id545366251?mt=8)
• Desktop publishing software (optional) such as Microsoft Publisher
(www.microsoft.com)
Books
Oi! Get Off Our Train, by John Burningham, Red Fox, 1991
The story of a little boy who dreams he is on a train journey to far off lands.
Icarus, The Boy Who Could Fly, by Saviour Pirotta, Orchard Books, 1996
A simple but engaging retelling of the Greek myth of Daedalus and Icarus.
Websites
www.timeforkids.com/around-the-world
The Time for Kids website has a list of countries to explore. All have
interesting sightseeing tours, while some have ‘A Day in the Life’ section
where children from around the world talk about their daily life.
www.noupe.com/inspiration/metro-and-underground-maps-design-
around-the-world.html
Noupe is a blog site, featuring this article which offers a selection of Metro
and underground maps from around the world. (Note: this site does feature
advertising.)
www.tfl.gov.uk/gettingaround/14091.aspx
The Transport for London website has a number of different-sized tube
maps in a variety of formats.
www.chicago-l.org/maps/route/maps/2003elevated.jpg
The official Chicago ‘L’ website has a map of the elevated monorail system
that serves the city.
http://collections.lib.uwm.edu/cdm/landingpage/collection/mketran
The University of Wisconsin website features a gallery of images, showing
different transport from around the world.
FROM A TO B
www.partnersinrhyme.com/pir/PIRsfx.shtml
The Partners in Rhyme website provides free vehicle sound effects,
including motorcycles, cars, lorries, racing cars, helicopters and
aeroplanes.
http://talesoftheroad.direct.gov.uk/cycling-safety.php
Tales of the Road has a bright and colourful interactive section on bicycle
safety.
www.safekids.org/bike
The Safe Kids website has information and a number of informative videos
on cycling and road safety.
http://learnenglishkids.britishcouncil.org/en/category/topics/transport
LearnEnglish Kids has a collection of fun games, activities and quizzes to
practise transport vocabulary.
www.ecofriendlykids.co.uk/TransportAirPollution.html
Eco Friendly Kids provides simple background information on transport and
pollution.
www.worldhum.com/features/lists/world-hum-top-40-travel-songs-of-
all-time-20081208/
World Hum is a site dedicated to featuring news and articles about travel.
www.madewithcode.com/project/animation
Made with Code is an initiative launched by Google to increase diversity in
computer science.
www.allmazegames.com/play/labrat.htm
Allmazegames.com contains many different online games (Note: this site
features advertising).
www.moshimonsters.com/home
Moshi Monsters is an entertainment experience that is fun, safe and
educational for children of all ages.
www.kidsmart.org.uk/beingsmart/
Kidsmart supports children, parents and teachers with online safety.
Videos
click ‘save’)
www.youtube.com/watch?v=kBX6JyesRzI
YouTube hosts this stunning high definition movie of a NASA space shuttle
launch.
FROM A TO B
www.youtube.com/watch?v=NsmW_y04z_Y
YouTube features an ‘in cockpit’ video of the NASA Discovery launch.
www.youtube.com/watch?v=PVkPOr2cKs0
YouTube hosts a movie of the Russian rocket, Soyuz TMA 12.
www.youtube.com/watch?v=UO5Was4Wf1k
YouTube hosts a Honda advert, in which a choir mimic the sounds of a car
journey.
www.youtube.com/watch?v=w_ntMhqNBkk
YouTube hosts a short programme about how Indian children travel to
school on a boat.
www.youtube.com/watch?v=2wuGcY6-Yxs
YouTube hosts a fascinating documentary following Skarma, an Indian child,
who goes to school high in the mountains on the Tibet border.
FROM A TO B
Draft Letter To Parents

This letter is only for guidance. Please amend it to suit your own preferred style but, if
you do, please include the same information.
Dear Parents,
Over the next ____ weeks those of us in Class ____ will be following a unit of work on a
theme which focuses on ‘Transport and travel’.
This unit of work is part of the International Primary Curriculum. This new curriculum
sets out very clearly what children will learn – the learning goals – in three different areas:
1. The subjects of the curriculum. The learning goals for each of these subjects are at
least as challenging as anything taught in the curriculum taught in your child’s own
country. In many cases, the learning goals are more challenging.
2. Personal development – the characteristics which will help children become more
responsible, independent learners.
3. International understanding – which will help children develop both a sense of the
independence of their own country and culture and the interdependence between
countries and cultures.
Each unit of work is based around specific targets derived from the learning goals for one
or more of the subjects.
During this unit we will be focusing on Geography, History, Art, Science, Technology,
Music, Society and International.
In Geography, we’ll be finding out:

• How we travel to school
• How to make maps to record our journey to school
• How to create our own train journey around the host country
• How we can travel to different countries
• How to create our own activity holiday
In History, we’ll be finding out:

• About transport in the past
• How to make a timeline to show when different types of transport were invented
FROM A TO B
• About exploring different types of transport from myths and legends
In Art, we’ll be finding out:

• How to create our own futurist painting to capture the speed and movement of
transport
• How to create a boat collage in the style of Turner and Monet
In Science, we’ll be finding out:

• How to make our own sail boats and aeroplanes
In Technology, we’ll be finding out:

• How to make a ‘vehicle’ to transport a small toy from one place to another
• How to make plans for vehicles
• How to test our vehicles to see how well they work
In Music, we’ll be finding out:

• About the sounds different types of transport make
• How to create our own ‘sound journey’
In Society, we’ll be finding out:

• How to cross roads safely
• About bicycle and road safety
• About people with restricted mobility
In ICT, we’ll be finding out:

• How to create a simple algorithm
• How to program Bee-bots to follow precise instructions
• About multi-player online gaming and how to stay safe online
In International, we’ll be finding out:

• How children around the world travel to school
FROM A TO B
All of the work we are going to do has been specially written to help your child reach the
learning goals. Children will be reading, researching, writing, illustrating, working on their
own and working in groups. We will be checking to see how well your child has learned
through particular activities and asking children to explain their work, perhaps to you.
We already know the interest you take in your child’s work. If you can, please discuss with
your child the work they have done as the term progresses and let them teach you.
If your child has some work to research, please help them, but without actually doing the
work. If you have the chance to further their interest in the ideas of this theme please take
it, but your enthusiasm and interest is most important.
By the end of the unit, we hope your child has achieved all of the learning targets. We hope
they have had an enjoyable time in the classroom. And we hope you have enjoyed seeing
your child work with enthusiasm. If you have any comments or questions about your
child’s learning, please get in touch.

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From A to B

Transport and travel

www.greatlearning.com/ipc Fieldwork Education Limited

The Entry Point 13

Explaining the Theme 16

The Big Picture 18

Geography Learning Targets 22

History Learning Targets 36

Art Learning Targets 43

Science Learning Targets 49

Technology Learning Targets 56

Music Learning Targets 63

Society Learning Targets 68

ICT Learning Targets 74

International Learning Targets 83

The Exit Point 87

Draft Letter to Parents 93

The IPC has a simple but comprehensive structure

Approx no. of hours Approx no. of weeks

Entry Point, Knowledge Harvest, Explain the Theme 6 ¾

All timings are flexible depending on your circumstances.

Links to other IPC subjects

Language Arts and Mathematics links

Assessment for Learning opportunities

History Learning Targets

Art Learning Targets

Science Learning Targets

Technology Learning Targets

1.2 Be able to plan what they are going to make

Music Learning Targets

Society Learning Targets

ICT Learning Targets

1.8 Be able to describe what they have done

International Learning Targets

ICT: Opportunities for ICT Learning Goals

Task ICT Learning Goals

Geography Task 1 1.1, 1.3, 1.4, 1.5

The Entry Point

1. The A to B (and C and D and E…) and Back Again Challenge

Explaining The Theme

In Geography, we’ll be finding out:

In History, we’ll be finding out:

In Art, we’ll be finding out:

In Science, we’ll be finding out:

In Technology, we’ll be finding out:

In Music, we’ll be finding out:

In Society, we’ll be finding out:

In ICT, we’ll be finding out:

In International, we’ll be finding out:

The Big Picture

Geography Learning Targets

Assessment for Learning Opportunities

Assessment for Learning Opportunities

Assessment for Learning Opportunities

Assessment for Learning Opportunities

Assessment for Learning Opportunity

to be careful to keep our personal information private. Take suggestions