• Age groups: 11-14s
• Subjects: Science, Environment & society
• Topics: Transport

Curriculum links

England

Mathematics 

Working mathematically

Pupils should be taught to:

• reason mathematically

Statistics

Measurement

Geography

Human and Physical Geography

Pupils should be taught to:

• understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems
• understand human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources

Scotland

Numeracy and mathematics

Number, money and measure 

• I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions. (MNU 3-03a)
• Using simple time periods, I can work out how long a journey will take, the speed travelled at or distance covered, using my knowledge of the link between time, speed and distance. (MNU 3-10a)

Information handling

• I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading. (MNU 3-20a)

Social Studies

People, place and environment

• I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. (SOC 3-08a)
• I can develop my understanding of the interaction between humans and the environment by describing and assessing the impact of human activity on an area. (SOC 4-10a)

Wales

Mathematics

Skills

Solve mathematical problems

Pupils should be given opportunities to:

• select, organise and use the mathematics, resources, measuring instruments, units of measure, sequences of operation and methods of computation needed to solve problems
• identify what further information or data may be required in order to pursue a particular line of enquiry; formulate questions and identify sources of information
• develop and use their own mathematical strategies and ideas and consider those of others
• select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks

Reason mathematically

Pupils should be given opportunities to:

justify how they arrived at a conclusion to a problem; give solutions in the context of the problem; confirm that results are of the right order of magnitude

Range

Handling data

Pupils should be given opportunities to:

• use a variety of means to collect data in order to follow lines of enquiry or to test hypotheses

Geography

Skills

Investigating

Pupils should be given opportunities to:

identify and establish sequences of questions for investigation

analyse and evaluate ideas and evidence, answer questions and justify conclusions

Range

Pupils should be given opportunities to:

Study

• tomorrow’s citizens: issues in Wales and the wider world of living sustainably and the responsibilities of being a global citizen

Ask and answer the questions

• How can changes be sustainable and why is it important for this place/ environment?

Northern Ireland

Mathematics

Developing pupils as individuals

Young people should have opportunities to:

• work collaboratively in problem solving, taking account of others’ viewpoints to reach a consensus
• demonstrate an ability and willingness to develop logical arguments, for example, justify how they arrived at a conclusion or solution to a problem

Developing pupils as contributors to the economy and the environment

Young people should have opportunities to:

• explore issues related to Education for Sustainable Development

Environment & Society

Geography

Developing pupils’ knowledge, understanding and skills

Young people should have opportunities, through the contexts below, to:

• develop critical and creative thinking skills to solve geographical problems and make informed decisions
• develop a sense of place through the study of: issues of topical significance
• in order to develop an understanding of:
• the need for social, economic and environmental change to be sustainable

Developing pupils as contributors to the economy and environment

Young people should have opportunities to:

• explore how we can exercise environmental stewardship and help promote a better quality of life for present and future generations, both locally and globally