Scheme of work: Transport
This is a suggested scheme of work for ELC Step up to English (5970)
Component 2 Transport. You can use the scheme of work for students working
at Silver step and Gold step.
Aims and learning outcomes
All students will:



read a selection of literary and literary non-fiction texts
use the text to learn how to: infer, comment on language and structure
and to compare ideas and perspectives
learn how to plan, write, edit and proof read a story.
Component 2
Transport
Learning
objective
Learning activity
Differentiation
and extension
Resources
Reading
Tell students that they are going
to create an advert (poster, flier,
radio commercial script etc) for the
opening of a local transport line
(Pre 19th Century). Ask them to
read or read to them your chosen
extract about that local
transportation. Ask students to
highlight key information that they
will need to include in their advert.
Students may require a prompt
question sheet to do this. Use the
information that they have located
to create the poster.
Cross
curricular
links
 Art
 ICT
 ASDAN
 History
 Drama
Suggested
extracts
Gold
Source A
How to
infer.
How to
understand
how
language is
used.
How to
understand
how
structure is
used.
How to
compare.
Play a sentence jumble game.
Display a sentence from your
chosen Transport text and ask
students to write the sentence in
the correct order on their mini
whiteboards. Explain how writers
Suggested
field trips
Local transport
links - Train
station, tram,
bus station,
harbour etc
Plan a trip so
that students
can experience
using different
Resource
non-literary
fiction
documents
for local pre
1900
transportati
on, such as
railway,
canal, tram,
harbor.
Suggested
extracts
Gold
Source B
Learning
objective
Learning activity
Differentiation
and extension
are very careful with the words
they choose and order that they
present them to the reader in.
Explain that this can be used to
create atmosphere. Now give
students the next passage, as a
cloze reading exercise. Can they
put the correct words/suggest
correct words into the piece?
types of
transport,
perhaps
include
transport they
haven't
encountered
before.
Put students into groups, give
each group their own inference
challenge based on your text. This
can be written or spoken.
Examples of challenges could be:
 create a character who is very
wealthy, without actually saying
they are rich.
 write about a cold ocean,
without actually saying it is
cold.
 write about a fast car, without
actually saying it is fast.
Then share ideas. Can the rest of
the group 'read between the lines'
and guess what the groups
challenge was? Ask students what
skills they applied to the inference
challenge. Once they have
established what those skills are,
ask them to analyse an extract
from your chosen text using those
skills.
Hand out mini whiteboards.
Present students with a prop bag
based on your chosen text (eg
glasses, different hats, jewellery,
book, warm clothing etc) Ask
students in turn to choose an item
from the bag and put it on. On
their mini whiteboards, what can
the rest of the class infer from
that prop? You could give an
Local historical
site with a
transport link.
Museum of
transport Local history
may seem
more relevant
and appealing.
Resources
Kasper the
Titanic Cat Michael
Morpurgo
Alone on a
Wide Wide
Sea Michael
Morpurgo
Suggested
extracts
Silver
Source A
Titanic The Story of
a Disaster Dee Phillips
Invite an
author into
school to
discuss
creating
characters,
settings and
plot.
Tail Gunner
- The Story
of a
Bombing
Raid - Dee
Phillips
Extension
activities
Suggested
extracts
Silver
Source B
Record a
radio/TV
commercial
advertising the
local transport.
Usbourne The Railway
Children
Based on E
Nesbit
Illustrated Alan Marks
Other
resources
Transport
posters
Learning
objective
Learning activity
example, such as 'The gold ring
suggests that the character has
got a lot of money.' Explain that
this is inference. Now give
students an extract from your
chosen text and inference based
questions for them to answer.
Create a presentation with a very
short extract from your chosen
text. One short extract per slide.
Substitute one word within the
extract for a nonsense word. For
example "It's exactly like a dragon."
Peter shouted above the noise. Did
you feel the humbug air from its
breath?" Ask students to either
choose from a selection of three
words or write their own word that
would replace the nonsense word.
Ask them to explain why they
chose that word. Explain that this
is part of the writer's craft. Ask
students to have a go at using
those skills to analyse a short
extract independently from a
chosen text.
Read a chosen extract with the
class. Then give students a jigsaw
activity based on the writer's craft
and the extract. This may involve
students being given a mixture of
phrases/words and explanations of
why certain words were used.
Put students into pairs/small
groups. Read the beginning of your
chosen transport extract. Then
give students the rest of the
extract, but cut up into sections.
Ask them to work out the structure
of the extract and rearrange it in
the correct order. Students could
then answer simple questions
Differentiation
and extension
Resources
Mini white
boards
Prop bag
Transport
sounds
Blank
settings
Character
cards
Adjectives
cards
The Cup
Song
instructions
Video clips
Cartoon app
Learning
objective
Learning activity
based on the extract or ask
students to write key
words/phrases to summarise what
is being said in each section.
Give students two Transport
extracts that you have been
studying. Can they pick out what is
similar and different about them?
Silver students may need to match
pre-written statements.
Writing
How to
plan a
story.
What good
looks like:
appropriat
e form,
language
and
structure.
How to
edit.
How to
proof read.
If possible, take students on a trip
using rail, bus, bikes, minibus etc
prior to beginning their own
creative writing.
Creating setting
Play some transport sounds
(steam train, motorbike, car,
aeroplane, tube train, tram etc)
Can students work out which form
of transport matches each sound.
Give students a blank setting/or to
choose a blank setting eg a sea, an
empty field, a street, a motorway.
Provide a sheet of pictures eg a
boat, a lorry, different people,
weather, goods they are carrying.
Ask students to build the details of
the overall setting by choosing
what to put on. Once they have
completed their setting, they must
present it to the group/an adult
explaining why they have included
those features.
Creating characters
Create some cards based on jobs
in transport eg Captain of a ship,
stewardess, train driver, ticket
collector, signalman etc. Put
students into groups and play
What's My Job? Students take it in
Differentiation
and extension
Resources
Learning
objective
Learning activity
turns to select a card and mime
their job/role. Choose a character
(it can be one from the mime) and
build a profile for them.
Building tension
Select a number of adjectives
linked to transport - shiny, fast,
slow, loud, quiet etc. Write at least
three synonyms for those words.
Hand each student a card as they
come in. Ask them to move around
the classroom and find their
synonym group. Students then
stay in those groups. Give the
group a piece of writing from a
transport story. (You may wish to
write this yourself). Ask students
to read it and decide how to
improve it by focusing on certain
words. (These may be adjectives,
adverbs, verbs) Then individually,
or as a group, write an improved
version. They may use a thesaurus
to help them.
Punctuation
Play students The Cup Song. For
example from: lyrics.com
Explain how to play the cups, for
example using: wikihow.com/Dothe-Cup-Song
Watch a version of a Punctuation
Cup Song (with printable Lyrics
underneath), such as this YouTube
video of the Punctuation Cup Song
Then ask students in groups to
either write their own punctuation
song (based on their target
punctuation) or to adapt/use the
lyrics already available. Practise,
perform and video the song.
Differentiation
and extension
Resources
Learning
objective
Learning activity
Remind students that they will
need to plan:
 beginning - introduce setting
and characters
 problem - where things start to
go wrong.
 pivotal point - how they deal
with the problem.
 consequence - what happens
as a result of dealing with the
problem.
 resolution - how things are put
right.
Using their plan, ask students to
draft either a comic strip or short
story about Transport.
Ask students to swap their drafts
or self-correct punctuation,
grammar and spelling.
Ask students to write/type their
final draft.
Differentiation
and extension
Resources