ENG 3 The Big Debate

English Summary
KS3 Cycle Curriculum Pack

Project three – The Big Debate
Page 3.1
Teachers
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The Big Debate

summary
The Big Debate is a project that allows students to become
experts on bicycles, and then present their expertise using
information and communication technology (ICT). It is focused
on the use of the internet for research, and the use of
PowerPoint to clearly and successfully communicate.
English. KS3 Cycle Curriculum Pack. Version 1. January 2009
• Pupils consider the uses and usefulness of bicycles

• Pupils research bicycles using the internet, in order to collect
information for their presentations
• Students consider PowerPoint as a tool for communication –
exploring the various elements of producing a good slide
• Pupils use their research to produce a clear and informative
presentation, using all they have learnt
This unit has clear links to the ICT curriculum, which requires students to
use ICT in a way that is appropriate for purpose and audience, a concern
shared by the English curriculum. The resulting PowerPoint presentations
can be ‘published’ by showing them in school assemblies and to other
classes, providing further opportunity to practise skills of speaking and
listening, and also sharing the debate about transport with other students
within the school.
English Teaching delivery map
Page 3.2
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The Big Debate

teaching delivery map
Areas within the Key Stage 3 (KS3) Qualifications and Curriculum Authority (QCA)
scheme of work - KS3 strategy
Subject Unit summary
Reading Select, compare and synthesise information

from different texts
Information and communication • Evaluate how information is presented
technology (ICT) • Sift the relevant from the irrelevant,
and distinguish between fact and opinion
• Present information clearly, considering
the audience, the purpose and the form
English Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Page 3.3
Teachers
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The Big Debate

lesson plans
Lesson 1
Introduction to the bicycle
This lesson is an introduction to bicycles, requiring students to consider,
classify and describe the different functions that a bicycle can perform.
Lesson 2
Internet research
This lesson is spent researching cycling on the internet. The lesson is
clearly structured on the worksheet.
Lesson 3/4
Using PowerPoint
This lesson requires the students to consider the way in which PowerPoint
can be used to communicate clearly, and the pitfalls of using too many
presentational devices within one presentation (a standard error with
student work). The students will then begin to produce their presentation.
They will probably need two lessons to complete this.
Lesson 4/5
Assessing your work
This lesson is a chance for the students to display, assess and peer-assess
their work. It is a fun, bonding lesson in which students are encouraged to
be critical friends, marking their peers against a set of criteria for success.
Page 3.4
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The Big Debate

lesson 1 – structure

Slide 1 – This lesson defines the different uses of bicycles in order to help
the students in later lessons to collect information for their presentations.

Slide 2 – It is good practice to encourage students to share their own
knowledge – this hopefully will introduce most of the different uses
of bicycles.
Slide 3 – This slide deals with bicycles used for sport. You could ask
the students about their experiences of cycling as a sport – and whether
they think it is a valid sport or not. You could bring in a clip of the
Tour de France or another bicycle race. Ask the students to identify any
benefits of using bicycles for sport.
Slide 4 –This slide deals with bicycles used for play. Here it is useful to
discuss the students’ own first bicycles, have a brief headcount of who
still has a bicycle now, and consider the restrictions on using bicycles for
fun (not enough places to play safely, not enough dedicated facilities,
parents’ fears, etc). Ask the students to identify the benefits of using
bicycles for play.
Slide 5 – This slide deals with bicycles used for transport. This is probably
the primary use of bicycles. Ask the students if any of them come to
school on a bicycle, or if they know any adults who use bicycles regularly.
Ask the students to identify the many advantages of using bicycles for
travel, including cost, convenience, health and environment.
Slide 6 – This gives the students an opportunity to explore their own

experience of cycling.
Page 3.5
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The Big Debate

lesson 1 – structure
Introduction to the bicycle (continued)

Slide 7 – This is the brief for their final piece of work in this unit. It is worth
spending time exploring this brief, making sure the students understand their
task. In particular, it is important that the students understand the difference
between informing the public about bicycles, and persuading them to buy
one. This task requires them to be objective and factual.
Slide 8 – This allows the students to prepare their research for the next
lesson. Some students may require more help than others, so be prepared
to help them identify the areas they need to research.
Slide 9 – Finally, allow the students to share ideas, and encourage them to
make notes of their classmates’ good ideas.
Resources:
Worksheet Introduction to the bicycle
PowerPoint Slide presentation
English
The Big
Debate...
Handouts and worksheets for photocopying
Lesson 1
English Lesson 1
KS3 Cycle Curriculum Pack Worksheet 1
Project three – The Big Debate Page 1 of 3
Page 3.9
Name Date
Class

What are bicycles for?
What is the purpose of this bicycle?
Who might want a bicycle like this?
What descriptive words might you use

for this bicycle?
For example –
State-of-the-art
Fast
Think of two more descriptive words:
English Lesson 1
Page 3.10
Name Date
Class

for this bicycle?
For example –
Fun
Cool
Think of two more words that might describe
this kind of bicycle:
English Lesson 1
Page 3.11
Name Date
Class


for this bicycle?
For example –
Convenient
Safe
Think of two more words that might describe
this kind of bicycle:
Questions you could use the internet to answer about bicycles:

English Lesson 1
KS3 Cycle Curriculum Pack PowerPoint 1
Page 3.12
What purpose do bicycles have?
English The Big Debate Lesson 1

Objective –
To define the different purposes of a bicycle

and consider the market for each.

Curriculum Focus on Cycling 2008 Transport for London

Starter –
What are bicycles for?


What descriptive words might you
use for this bicycle?
For example:
– State-of-the-art
– Fast
Think of two more words

that might describe this kind
of bicycle, and write them on
your worksheet.

English Lesson 1
Page 3.13


For example:
– Fun
– Cool

your worksheet.


For example:
– Convenient
– Safe

your worksheet.

The different ways of using a bicycle we have

looked at are the following:
– Work
– Sport
– Fun
– Transport
Are there any other uses that we have

left out?

English Lesson 1
Page 3.14

Imagine you work for a company that

has been asked by the Mayor of London
to provide information about how bicycles
can be used by the general public for a
variety of purposes.
Who are the general public?

Why might the Mayor want to provide
information about bicycles?

Next lesson you will be using the internet

to research into bicycles and their uses.
Make a list of questions you could use

the internet to answer about bicycles.
What information do you need to gather

to provide for the public?

Plenary –
Share some of the questions you have

decided to use the internet to answer.

Page 3.15
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The Big Debate

lesson 2 – introduction
Internet research
This lesson is clearly structured on the worksheet, allowing a teacher the
freedom to assist the members of the group. Students often need a good
deal of support in using the internet effectively, so the worksheet provides a
firm structure for them to follow. It would be excellent practice to encourage

the students to write up on the board any website addresses that prove
to be useful to them, thus sharing knowledge and expertise. Some good
starting points are provided below and on the worksheet, but a teacher
would be wise to have a look on the internet before the lesson to make
sure that these websites are still relevant, and note down any other
useful sites.
The purpose of this lesson is to gather useful information which can then
be used to make a presentation in a later lesson. It is really important that
the students do not simply cut and paste information from websites onto
their PowerPoint files, so this lesson requires them to paraphrase and be
selective. This is an important skill, which students often find difficult.
When asked to research on the internet, students often see it as a treasure
hunt. They believe that finding the information is in itself a success. In
English, it is far more important that they are then able to reinterpret the
information and use it in their own writing.
Alternatively, a teacher may wish to provide more support for a class who
may find this kind of independent learning a bit daunting. You may wish,
for example, to dictate which sites are used for which areas of research,
or lead the students through a series of questions with web links to find
the answers. You could even print out the web pages on which relevant
information can be found, but this reduces the pleasure and success felt
when students are able to find the information for themselves.
Useful links:
www.bikeability.org.uk
www.sustrans.org.uk
www.britishcycling.org.uk
www.whycycle.co.uk
tfl.gov.uk
English
The Big
Debate...
Lesson 2
English Lesson 2
Page 3.19
Name Date
Class
Bicycles research
Research into how bicycles are used for work, travel and sport. You could type bicycles for
work or bicycles for sport into Google or another search engine. Or you could use the
websites below:
www.bikeability.org.uk
www.sustrans.org.uk
www.britishcycling.org.uk
www.whycycle.co.uk
tfl.gov.uk
Write in the box below the information you find on bicycles for sport (Find details on the
kinds of sports which use bicycles, how to get involved in these sports, any local clubs or
groups, what equipment you might need, what kind of bicycle you might need.):
English Lesson 1
Page 3.20
Name Date
Class
Bicycles research
Write here your information on bicycles for travel – How can you learn to cycle on the roads
safely? Where can you store your bicycle safely? What equipment do you need? Could you
use a bicycle to get to school? Which famous people use a bicycle?

Write here your information on using bicycles for work. Which kind of professions (other
than sports professions) use bicycles as part of their work? Is it the same in other countries?
Page 3.21
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The Big Debate

lesson 3/4 – structure
Using PowerPoint
Slide 1 – The skill content of this unit is delivered by this lesson –
the use of PowerPoint to inform.
Slide 2 – You could ask the students to share their views on PowerPoint
as a tool – do they find it easy to learn from; what are its strengths
and weaknesses?
Slides 3, 4, 5, 6, 7, 8 – Font, background, picture, animation – Students

enjoy putting their own stamp on PowerPoint presentations by having
unusual and striking fonts, backgrounds and animations. This means that
they are unable to fully achieve their purpose when creating an ICT text
for a particular audience. As their purpose is to inform, they need to use
only ICT functions that actually help the audience understand.
Slide 9 – It is excellent practice to show students what you are looking

for before they start their work – this means that they know from the
beginning how to succeed in their task.
The rest of this lesson, and possibly the next, will be spent preparing their
presentations. The students need to use the research they completed in
Lesson 2 to produce a PowerPoint presentation. For lower-ability groups,
five slides may be enough (introduction, sport, play, travel and a conclusion).
For higher-ability groups, who may want to provide more information about
cycling, setting a more challenging target may be appropriate. At all times,
the quality of the presentation needs to be the focus – is the information
useful and detailed and are the slides clear, attractive and fit for purpose?
Resources:
Worksheet (from Lesson 2: Bicycles research)
PowerPoint Slide presentation
English
The Big
Debate...
Lesson 3/4
English Lesson 3/4
Page 3.25
Presenting information

Objective –
To consider how PowerPoint™ can be used

to present information.

You are going to produce a PowerPoint

presentation which explains how a bicycle
can be used for a variety of different
purposes – sport, fun and travel.
We are going to consider how to use

PowerPoint in the most effective way
to deliver information clearly.

Font
Which of these fonts is easiest to read?

Font
Font
Font
Font
Font
When choosing a font, you need to focus
on what is clear and easy to read – not the
most stylish!
English Lesson 3/4
Page 3.26

Backgrounds
Backgrounds can make your PowerPoint

more interesting and exciting – but they
can also be confusing.
Look at the next slide – why is this

background unhelpful?


Backgrounds
Backgrounds can make your PowerPoint

more interesting and exciting – but they
can also be confusing.
You could add a box to make the writing

clearer – or just choose a better, more
appropriate background for your slides!

A background could also be a photograph, or

an image from clip art. Make sure it is relevant
to your subject, and that it does not make your
text difficult to read.

English Lesson 3/4
Page 3.27

A background could also be a photograph, or

an image from clip art. Make sure it is relevant
to your subject, and that it does not make your
text difficult to read.
You can make the picture look less bright by

right-clicking on it and choosing the ‘picture
toolbar’. This toolbar allows you to change
the brightness of the picture so that it doesn’t

take over your whole slide.

Animation
Animation can be great fun

but it is difficult to concentrate
on the message of your presentation
if all the words are jumping about!
Try to keep these sorts of effects to a

minimum – you are trying to inform your
audience about bicycles, not entertain
them with acrobatics!

This is how to be successful with

your presentations:
– Make every sentence clear and simple
– Include interesting information in your own words
– Include pictures if they are relevant
– Do not put too much writing on one slide
– Use bullet points, numbers or boxes to organise
your information
– Have titles and subtitles to separate different parts
of your presentation
You now need to use the research you completed last lesson
to prepare a PowerPoint presentation to inform people about
the different ways in which bicycles can be used.
Remember to make it interesting!

Page 3.29
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The Big Debate

lesson 4/5 – introduction
Assessing your work

Having completed this unit, you now have a fantastic band of cycling
experts, who are keen for an audience for their work. An excellent place
to start is obviously within the students’ own class. A lesson devoted to
showing off the work they have achieved is a feel-good lesson, which
also provides an excellent opportunity for peer- and self-marking.
However, the presentations could also be used in assemblies, other
classes or local primary schools. It would be a fantastic experience for
the students to deliver their presentations to an audience, who in turn
would benefit from the information provided.
And why stop there? A competition between classes, or even local
schools, could be organised to identify the most informative and well-
made presentation. This presentation can then be displayed in a public
place – it is easy enough to arrange a laptop and a projector in any
location. This would mean that the information collected by the students
would have a wider audience still.
Resources:
Worksheet 1 Assessment
English
The Big
Debate...
Lesson 4/5
English Lesson 4/5
Page 3.33
Name Date
Class
Assessment
Self-assessment grid
Things to consider Tick/cross

Did I research my subject fully?
Did I present interesting, detailed information?
Did I use PowerPoint to help my audience understand?
Did I use pictures?

Did I avoid using slang?
Did I use correct spellings and punctuation?
What could I improve next time?
Peer-assessment grid
Things to consider Tick/cross

Did they research their subject fully?
Did they present interesting, detailed information?
Did they use PowerPoint to help their audience understand?
Did they use pictures?
Did they avoid using slang?
Did they use correct spellings and punctuation?

ENG 3 The Big Debate

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English Summary

KS3 Cycle Curriculum Pack

The Big Debate

• Pupils consider the uses and usefulness of bicycles

The Big Debate

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

The Big Debate

The Big Debate

Introduction to the bicycle

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

Slide 6 – This gives the students an opportunity to explore their own

The Big Debate

Introduction to the bicycle (continued)

Introduction to the bicycle

What are bicycles for?

What is the purpose of this bicycle?

Who might want a bicycle like this?

What descriptive words might you use

Introduction to the bicycle

What is the purpose of this bicycle?

Who might want a bicycle like this?

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

Introduction to the bicycle

What is the purpose of this bicycle?

Who might want a bicycle like this?

What descriptive words might you use

Questions you could use the internet to answer about bicycles:

What purpose do bicycles have?

English The Big Debate Lesson 1

To define the different purposes of a bicycle

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

English The Big Debate Lesson 1

What are bicycles for?

Curriculum Focus on Cycling 2008 Transport for London

English The Big Debate Lesson 1

What is the purpose of this bicycle?

Think of two more words

Curriculum Focus on Cycling 2008 Transport for London

What purpose do bicycles have?

English The Big Debate Lesson 1

What is the purpose of this bicycle?

Think of two more words

Curriculum Focus on Cycling 2008 Transport for London

English The Big Debate Lesson 1

What is the purpose of this bicycle?

Think of two more words

Curriculum Focus on Cycling 2008 Transport for London

English The Big Debate Lesson 1

The different ways of using a bicycle we have

Are there any other uses that we have

Curriculum Focus on Cycling 2008 Transport for London

What purpose do bicycles have?

English The Big Debate Lesson 1

Imagine you work for a company that

Who are the general public?

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

Curriculum Focus on Cycling 2008 Transport for London

English The Big Debate Lesson 1

Next lesson you will be using the internet

Make a list of questions you could use

What information do you need to gather

Curriculum Focus on Cycling 2008 Transport for London