How do we get to school?

The way children travel to school can make a difference to their health and the environment. Some have to travel a long way; others may live close to the school.

How it runs

The teaching sequence as the manual gives it.

01

1. Ask the children to carry out a survey to see how many of them walk, cycle, come by car, or by bus. Sample questions:
02

Which means of transport is used by students to reach school?
03

How many of us walk to school?
04

Does anyone share a car with other families?
05

Does anyone cycle to school?
06

ls there any clear pattern?
07

Who walks/travels the furthest?
08

Is there a dangerous road in the way of some children who want to walk? 2. Ask them to use pictograms, bar graphs or pie charts to present their findings. 3. Encourage them to add written comments to their work.
09

Part 2:
10

After investigating how everyone travels to school, organise a debate.
11

Split the class into two teams of three or four and ask them to make up short speeches.
12

One team has to say ‘why it is good to walk or cycle to school’; the other team has to say ‘what the problems are’.
13

After their speeches, classmates can question them about what they have said.
14

Everyone then has a vote on whether they think children should walk to school.

Where this comes from

Bridge the Gap is a compilation. This is what the manual records for this session.

The manual prints no source for this session. It is published here as Swechha has used it, adapted over years of classroom work; if you recognise its origin, tell us and we will credit it.

Before you start sets out where the compendium as a whole comes from.

Where to go from here.

Previous session

Air Particle ExperimentBlowing in the Wind, 2 of 3

The theme

Blowing in the Wind3 sessions and the background reading

All eight themes

Teach43 sessions across 8 themes

Understand the data

The whole library · the A to Z

How do we get to school?

How it runs

Where this comes from

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