Teacher support, Planning
Planning
Race to Learn is a stimulating Formula OneTM themed product designed to provide cross-curricular content that focuses particularly on science,
technology and maths. It consists of 12 half-day teaching sessions for use during a Formula One themed week or over a longer timeframe.
Although we advise that you use the Team work and Finish line sessions to begin and end your Race to Learn experience, the other sessions are
flexible enough to be used in any order. The table below gives one possible sequence for all the sessions; the diagram on page 5 suggests a
sequence for 10 sessions used in a themed week.
The table below provides an overview of each session, including main links to the Primary Framework for literacy and mathematics, The National
Curriculum and, where appropriate, the QCA Schemes of Work. All sessions aim to develop effective group-work skills and a consciousness of
working as a team (see the Teacher support document Group work). The Aerodynamics section included in this sample is highlighted in bold.
Race to Learn overview
Session
Team work
(Introduction)
Race to Learn Fast
Track
Overview
Main subjects
Learning how taking
different roles can help a
team to achieve a goal;
taking on group roles to
carry out a team discussion
Note: This session
introduces the group roles
that teams will undertake
throughout their
Race to Learn experience.
PSHE and
citizenship
Literacy
Solving a maths problem to
create a race circuit
Note: One circuit solution
can be used to introduce a
competitive element to your
sessions. For more details,
see the Teacher support
document Competition.
Maths
Main curriculum links
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Race to Learn © Cambridge University Press and Williams Grand Prix Engineering Limited 2009
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Learning about different jobs and understanding how they can
develop skills to make their own contribution to a team
(NC PSHE and citizenship 1e)
Working together to make decisions
(QCA Citizenship Unit 1, Section 10)
Understanding different ways to take the lead and support others in
groups
(Framework, Group discussion and interaction Y5)
Identifying the steps needed to solve a problem; finding possible
solutions and confirming them in the context of the problem
(Framework, Using and applying mathematics Y5 & 6)
Explaining reasoning
(Framework, Using and applying mathematics Y5 & 6)
Page 1 of 5
Teacher support, Planning
Team logo
Exploring the features of
logos and how they convey
messages; designing a logo
that conveys messages
about their team
Maths
Art and design
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About the driver
Driver reaction times
Aerodynamics
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Learning about Formula
OneTM clothing; thinking
about the diet, fitness and
personal qualities needed to
succeed in Formula One
racing, and using this to
create a job advert and
contract for a new Formula
One driver
Science
PSHE and
citizenship
PE
Investigating reaction times,
and designing and
presenting an invention that
could help Formula One
drivers to improve their
reaction times
Science
Design and
technology
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Investigating if the shape
of a car affects its speed,
with emphasis on
methods of recording
data; building up an
understanding of how air
resistance, streamlining
and aerodynamics affect
Formula One cars
Science
Maths
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Race to Learn © Cambridge University Press and Williams Grand Prix Engineering Limited 2009
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Drawing the position of a shape after a reflection or translation
(Framework, Understanding shape, Y5)
Visualising where a shape will be after rotation about its centre or
one of its vertices
(Framework, Understanding shape, Y6)
Exploring ideas for different purposes; making thoughtful
observations about starting points and selecting ideas for use in
their work
(NC Art and design 1a, b)
Comparing ideas and evaluating them; adapting work according to
their views
(NC Art and design 3a, b)
Relating properties of materials to their uses
(NC Sc3/1a)
Recognising the importance of an adequate and varied diet, and
exercise, for good health
(NC Sc2/2b, h and QCA Science Unit 5a)
Identifying what makes a healthy lifestyle
(NC PSHE and citizenship 3a)
Explaining why physical activity is good for health and wellbeing
(NC PE 4c)
Obtaining and considering scientific evidence
(NC Sc1/2e-k)
Generating and communicating ideas for products based on who
will use them and what they will be used for
(NC Design and technology 1a, d)
Understanding that air resistance is a type of friction and
slows down moving objects
(NC Sc4/2c and QCA Science Unit 6E)
Using a wide range of methods to communicate data
(NC Sc1/2h)
Collecting, selecting, processing, presenting and interpreting
data; drawing conclusions
(Framework, Handling data Y5 & 6)
Page 2 of 5
Teacher support, Planning
Designing a car
Races
Learning about the generic
features of Formula OneTM
cars; designing and
presenting their own
Formula One car with one
new feature
Literacy
Design and
technology
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Using formulae within
spreadsheets to carry out
calculations using real-life
Formula One data;
representing data as a line
graph and making
deductions from it
ICT
Maths
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Circuits around the
world
Sponsorship
Finding out about race
circuit locations and how
these affect Formula One
teams; researching
information about a country
where racing takes places
and using it to create an
advertising poster
Geography
ICT
Understanding the
importance of sponsorship
to Formula One; creating a
persuasive pitch with the
aim of securing sponsorship
for a Formula One team
Literacy
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Race to Learn © Cambridge University Press and Williams Grand Prix Engineering Limited 2009
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Using the techniques of dialogic talk to explore ideas
(Framework, Speaking Y6)
Developing and communicating ideas
(NC Design and technology 1a, b, d)
Working with others to explore ICT tools
(NC ICT 5b)
Entering simple formulae into a spreadsheet to carry out
calculations
(QCA ICT Unit 5D)
Solving multi-step problems, choosing and using appropriate
calculation strategies
(Framework, Using and applying Y5 & 6)
Planning and pursuing an enquiry; organising and interpreting
information; identifying and answering related questions
(Framework, Using and applying Y5 & 6)
Constructing and interpreting line graphs that represent changes
over time
(Framework, Handling data Y5 & 6)
Using atlases and maps
(NC Geography 2c)
Finding out about different places in the world and understanding
how different places are linked
(NC Geography 3a–d, f, g)
Using the Internet to research information
(QCA ICT Unit 6D)
Presenting a spoken argument, sequencing points logically, giving
views and making use of persuasive language
(Framework: Speaking Y5; Y5 Non-fiction Unit 3 Persuasive
writing; Y5/6 Transition Unit – Persuasion)
Analysing use of persuasive language
(Framework: Listening and responding Y5; Y5 Non-fiction Unit 3
Persuasive writing; Y5/6 Transition Unit – Persuasion)
Page 3 of 5
Teacher support, Planning
Budgeting
Finish line
(Final session)
Relating income and
budgeting to children’s
experiences; exploring how
Formula OneTM teams gain
and spend their income,
and deciding how to divide
a Formula One budget
Maths
PSHE and
citizenship
Reviewing learning during
the Race to Learn
experience; preparing an
entry for the Race to Learn
competition by selecting
their team’s best piece of
work and writing a
persuasive letter to the
Williams F1 team
PSHE and
citizenship
Literacy
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Race to Learn © Cambridge University Press and Williams Grand Prix Engineering Limited 2009
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Finding fractions and percentages of whole-number quantities
(Framework, Calculating Y5 & 6)
Interpreting pie charts
(Framework, Handling data Y6)
Making real choices and decisions, e.g. how to spend pocket
money
(NC PSHE and citizenship 5d)
Recognising their worth by identifying positive things about their
achievements (NC PSHE and citizenship 1b)
Using non-narrative forms and styles; establishing balance and
maintaining viewpoints in non-narrative texts
(Framework: Creating and shaping texts Y5 & 6)
Varying the pace and developing the viewpoint; selecting words
and language drawing on knowledge of formal and informal writing
(Framework: Creating and shaping texts Y5 & 6)
Giving views and making use of persuasive language
(Framework: Speaking Y5; Y5 Non-fiction Unit 3 Persuasive
writing; Y5/6 Transition Unit – Persuasion)
Page 4 of 5
Teacher support, Planning
Race to Learn progression
This diagram shows a possible sequence for the Race to Learn sessions during a Formula OneTM
themed week. Where two possible options are provided, use the Race to Learn overview on
pages 1 to 4 to help you choose the session that best suits your needs.
Team work
(Introduction)
Race to Learn
Fast Track
Team logo
Driver reaction
times
About the driver
Aerodynamics
Designing a car
Races
Circuits around
the world
Sponsorship
Budgeting
Finish line
(Final session)
Race to Learn © Cambridge University Press and Williams Grand Prix Engineering Limited 2009
Page 5 of 5