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

The Pedometer Project is a whole class project suitable for Primary 4 to Primary 7 classes (7 to 12 years old). It is recommended that a whole term is taken over this project in order to reinforce the skills learnt. This pack includes worksheets, teacher sheets and display sheets for the Pedometer Project and the additional, linked Energy and Activity lesson. The aim of the project is to teach numeracy skills whilst promoting physical activity. Through daily practise, pupils will practice numeracy skills including: * Understanding four and five digit numbers * Adding four and five digit numbers * Rounding numbers up and down * Understanding measurement and converting between meters and kilometres * Adding data to tables and charts Each day the children wear pedometers throughout the school day, and each day they complete a table to record how many steps they have taken. They then work through steps to calculate the distance they have travelled over the week. Each day, they move their marker along a wall chart to mark their distance travelled. The project is highly motivating for children as the context is real for them. They will want to be able to read the number of steps they have taken each day and to complete the table to move their figure along the chart. They will want to understand their progress and that of their peers. The element of competition with a race to see who can take the most steps in a week, is also highly motivating for pupils. The additional lesson, Energy and Activity, looks at the energy contained in different foods. Children use their pedometers to take the number of steps which would use the number of calories contained in each food. This leads to a discussion of when you might need a high or low energy snack. In addition to developing the childrens’ numeracy skills, the pedometer project encourages children to think about their physical activity levels and the ways in which they could boost their physical activity. Resources Included: * Detailed notes for teachers for the Pedometer Project, with Scottish Curriculum For Excellence links. * Detailed notes for teachers for the linked Energy and Activity lesson, with Scottish Curriculum For Excellence links. * Two display sheets. * Five teacher sheets. * Five worksheets. Additional Resources Required: * A class set of pedometers. * A wall chart – instructions are provided for making this.

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

This document describes the Starter For Ten Enterprise Project in detail. It explains what the project is about and what it involves. It includes tips on funding the project, spending any profit and timing the project. The sequence of fourteen lessons is described with an overview of each lesson provided.

This is the twelfth lesson in a series of fourteen which make up the Starter For Ten project. Starter For Ten is a whole term, cross-curricular project for upper primary classes. A series of lessons provide the class with the knowledge and skills they need to start their own businesses in small groups. Groups are loaned £10 to start their business with the businesses running for four weeks after around six weeks learning and preparation. Starter For Ten provides a highly motivating, real world context for learning with pupils taking full responsibility for their businesses. The pupils are also responsible for making key decisions including what to spend any profit on and whether to act as philanthropists and opt to donate a proportion of their income to charity. The full project covers a number of curriculum areas: literacy, numeracy, health and wellbeing, religious and moral education, social studies and technologies. All lessons are fully linked to the Scottish Curriculum For Excellence. Each of the fourteen lessons includes a lesson plan, a PowerPoint presentation and any worksheets or other resources required. Lesson plans include learning objectives, suggestions for differentiation, a starter activity, a main lesson, a plenary activity, suggestions for further development, opportunities for display, and relevant second level Curriculum For Excellence experiences and outcomes. LESSON 12 OVERVIEW: In this lesson the children will learn a number of financial terms. They will find out about the financial records which they will keep. The class will look at their cash flow sheet and discuss how to complete it. They will then look at the Excel spreadsheet which will be their balance sheet. After experimenting with the spreadsheet and discussing the purpose of the formula bar, the businesses will save a balance sheet to use throughout the project. LESSON 12 LEARNING OBJECTIVES: 1. I can define the terms; cash flow, cash inflow, cash outflow, net cash flow, revenue, costs, profit, loss, profit motive, gross income and net income. 2. I can describe the difference between a cash flow sheet and a balance sheet. 3. I can explain how using formulae in an Excel spreadsheet can make calculations easier.

This is the ninth lesson in a series of fourteen which make up the Starter For Ten project. Starter For Ten is a whole term, cross-curricular project for upper primary classes. A series of lessons provide the class with the knowledge and skills they need to start their own businesses in small groups. Groups are loaned £10 to start their business with the businesses running for four weeks after around six weeks learning and preparation. Starter For Ten provides a highly motivating, real world context for learning with pupils taking full responsibility for their businesses. The pupils are also responsible for making key decisions including what to spend any profit on and whether to act as philanthropists and opt to donate a proportion of their income to charity. The full project covers a number of curriculum areas: literacy, numeracy, health and wellbeing, religious and moral education, social studies and technologies. All lessons are fully linked to the Scottish Curriculum For Excellence. Each of the fourteen lessons includes a lesson plan, a PowerPoint presentation and any worksheets or other resources required. Lesson plans include learning objectives, suggestions for differentiation, a starter activity, a main lesson, a plenary activity, suggestions for further development, opportunities for display, and relevant second level Curriculum For Excellence experiences and outcomes. LESSON 9 OVERVIEW: During this lesson the uses of Market Research for businesses are discussed using a theoretical business ‘The Pencil Case Company’ as an example. The children then design, conduct and present their own market research. LESSON 9 LEARNING OBJECTIVES: 1. I can create a questionnaire which will provide me with information to help my business. 2. I can analyse and present data to show what my customers want from my business.

This is the eighth lesson in a series of fourteen which make up the Starter For Ten project. Starter For Ten is a whole term, cross-curricular project for upper primary classes. A series of lessons provide the class with the knowledge and skills they need to start their own businesses in small groups. Groups are loaned £10 to start their business with the businesses running for four weeks after around six weeks learning and preparation. Starter For Ten provides a highly motivating, real world context for learning with pupils taking full responsibility for their businesses. The pupils are also responsible for making key decisions including what to spend any profit on and whether to act as philanthropists and opt to donate a proportion of their income to charity. The full project covers a number of curriculum areas: literacy, numeracy, health and wellbeing, religious and moral education, social studies and technologies. All lessons are fully linked to the Scottish Curriculum For Excellence. Each of the fourteen lessons includes a lesson plan, a PowerPoint presentation and any worksheets or other resources required. Lesson plans include learning objectives, suggestions for differentiation, a starter activity, a main lesson, a plenary activity, suggestions for further development, opportunities for display, and relevant second level Curriculum For Excellence experiences and outcomes. LESSON 8 OVERVIEW: NOTE: This lesson can be run as one session or split into two, with costing work by the businesses as homework after part one (slide 11). During the lesson the children will work in their business groups to decide what they should charge for their product or service. Each business will identify the costs of the items they will need. They will then look at the different options they might have and how these options will affect their income. The businesses will then decide a cost for their product or service. LESSON 8 LEARNING OBJECTIVES: 1. I can identify products which are good value. 2. I can calculate the cost of making a product. 3. I can identify a price which will allow my business to make a profit from our product or service.