Skills for Travelling To and From Work — Gatehouse Awards Ltd English For Speakers of Other Languages Foundations for Learning Revision

    This element focuses on developing the essential life skills needed for independent travel to and from the workplace. Learners will explore various transpo

    Topic Synopsis

    This element focuses on developing the essential life skills needed for independent travel to and from the workplace. Learners will explore various transport options, learn to plan a safe and efficient route, and demonstrate practical journey-making abilities.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Skills for Travelling To and From Work

    GATEHOUSE AWARDS LTD
    vocational

    This unit equips learners with essential skills for identifying suitable transport options and effectively planning a commute, ensuring punctuality and safety. Learners will demonstrate the ability to select appropriate modes of transport, interpret timetables, and execute a real-life journey to a workplace, highlighting practical life skills critical for employment readiness.

    12
    Learning Outcomes
    41
    Assessment Guidance
    45
    Key Skills
    12
    Key Terms
    43
    Assessment Criteria

    Assessment criteria

    GA Entry Level Extended Certificate in Preparing for Employment (Entry 3)
    GA Entry Level Award in Preparing for Employment (Entry 3)
    GA Entry Level Diploma in Preparing for Employment (Entry 3)
    GA Entry Level Certificate in Preparing for Employment (Entry 3)
    GA Entry Level Award in Preparing for Employment (Entry 2)
    GA Entry Level Certificate in Preparing for Employment (Entry 2)
    GA Entry Level Extended Certificate in Preparing for Employment (Entry 2)
    GA Entry Level Diploma in Preparing for Employment (Entry 2)
    GA Entry Level Diploma in Preparing for Employment (Entry 1)
    GA Entry Level Certificate in Preparing for Employment (Entry 1)
    GA Entry Level Extended Certificate in Preparing for Employment (Entry 1)
    GA Entry Level Award in Preparing for Employment (Entry 1)

    Topic Overview

    The GA Entry Level Award in Preparing for Employment (Entry 2) is designed to give you a solid foundation for understanding the world of work. This qualification focuses on equipping you with essential knowledge and practical skills needed to take your first steps towards finding and securing employment. You'll learn how to identify your own strengths, understand different job roles, and grasp the basic expectations of a workplace, all at a level that is accessible and supportive.

    Mastering this award is incredibly important because it builds your confidence and provides you with fundamental tools for navigating the employment landscape. It's not just about getting a job; it's about developing self-awareness, recognising the value of your existing skills (even if you haven't worked before), and learning how to present yourself effectively to potential employers. These foundational 'life skills' are transferable and will benefit you throughout your personal and professional journey, regardless of the career path you choose.

    This Entry 2 award is a crucial stepping stone within the Gatehouse Awards Ltd 'Foundations for Learning' framework. It acts as a bridge, building upon general life skills and preparing you for more advanced qualifications in employment readiness, vocational training, or further education. By completing this award, you're laying a solid groundwork, demonstrating to yourself and others that you have a basic understanding of what it takes to enter the workplace and are committed to your personal development.

    Key Concepts

    Core ideas you must understand for this topic

    • →**Identifying Personal Skills and Qualities:** Understanding what you are good at (e.g., being helpful, organised, good with people) and positive personal traits (e.g., reliability, friendliness) that are valuable in a work setting.
    • →**Understanding Different Job Roles:** Recognising a range of common entry-level jobs (e.g., shop assistant, cleaner, office helper) and having a basic idea of what tasks they generally involve.
    • →**Basic Job Search Methods:** Knowing simple ways to find job openings, such as asking friends or family, looking at notices in local shops, or using very basic online search tools.
    • →**Workplace Expectations:** Understanding fundamental rules and behaviours expected at work, including the importance of punctuality, following simple instructions, being polite, and working safely.
    • →**Simple Application Processes:** Knowing what basic information might be needed for a job application, such as your name, contact details, and a brief explanation of why you are interested in the job.

    Learning Objectives

    What you need to know and understand

    • 1. understand the different types of transport that can be used to travel to and from work 2. plan and make a journey to own workplace safely and on time
    • 1. understand the different types of transport that can be used to travel to and from work 2. plan and make a journey to own workplace safely and on time
    • 1. understand the different types of transport that can be used to travel to and from work 2. plan and make a journey to own workplace safely and on time
    • 1. understand the different types of transport that can be used to travel to and from work 2. plan and make a journey to own workplace safely and on time
    • 1. understand the different types of transport that can be used to travel to and from work2. plan their own route to work3. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. plan their own route to work3. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. plan their own route to work3. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. plan their own route to work3. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. take part in making a journey to own workplace

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for correctly identifying at least two different types of transport suitable for commuting to a workplace, with justification of choice.
    • Expect learners to produce a coherent travel plan that includes departure time, route, transport mode(s), and estimated arrival time, with contingency for delays.
    • Credit should be given for safely completing a journey to a designated workplace, arriving on time and demonstrating awareness of personal safety and time management.
    • Award credit for correctly identifying at least two different transport options (e.g., bus, walking, cycling, car) with explanations of when each might be appropriate.
    • Credit should be given for producing a realistic journey plan that includes departure time, transport mode, route, and estimated arrival time, demonstrating awareness of potential delays.
    • Award credit for demonstrating safe travel practices, such as recognising pedestrian crossings, using seat belts, or showing a valid travel pass, as evidenced by photographic or witness testimony.
    • Award credit for accurately identifying at least three different types of transport (e.g., bus, train, walking, cycling) and explaining their suitability for a given workplace location.
    • Assess for a detailed journey plan that includes departure times, route maps, potential delays, and alternative transport options.
    • Expect evidence of safely completing a journey, such as a witness statement or journey log confirming adherence to road safety rules and punctual arrival.
    • Look for contingency planning, e.g., what to do if a bus is late or cancelled, demonstrating problem-solving and resilience.
    • Award credit for correctly identifying at least two different types of transport available in the learner’s local area (e.g., bus, train, walking, cycling, car, taxi).
    • Award credit for demonstrating the ability to plan a journey to a specified workplace, including clear start and end points, chosen transport mode(s), and estimated travel time.
    • Award credit for evidencing safe travel practices, such as describing safe road-crossing procedures, boarding public transport safely, or wearing appropriate safety gear (e.g., cycle helmet).
    • Award credit for showing punctuality by arriving at the workplace on time, supported by a log or witness statement confirming timely arrival.
    • Award credit for identifying at least two different types of transport suitable for travelling to work (e.g., bus, train, walking, cycling).
    • Look for a simple, sequential route plan that includes starting point, transport mode(s), and estimated travel time.
    • During the practical journey, observe and credit safe behaviors such as using pedestrian crossings correctly, waiting behind bus/train doors, and maintaining personal safety awareness.
    • Award credit for correctly naming at least two different types of transport (e.g., bus, train, walking, cycling) and giving a basic advantage and disadvantage of each.
    • Award credit for producing a simple route plan that includes start point, destination, transport mode(s), and key landmarks or interchanges, with approximate timings.
    • Award credit for actively participating in a journey by demonstrating appropriate behaviour (e.g., following safety rules, using a ticket, asking for help when needed) and reflecting on the experience.
    • Award credit for correctly identifying at least two appropriate transport options for a given workplace scenario.
    • Evidence of route planning must include departure and arrival points, mode(s) of transport, and estimated journey time.
    • Assessors should observe the learner safely navigating a pre-planned journey, demonstrating awareness of road safety and public transport etiquette.
    • Award credit for correctly identifying at least two different modes of transport (e.g., bus, train, walking) and giving one advantage or disadvantage of each in relation to a specific workplace journey.
    • Expect a simple written or pictorial travel plan showing start point (home), destination (workplace), and the sequence of transport stages, including any road names, bus numbers, or landmarks.
    • Assess the learner’s ability to undertake the planned journey safely, demonstrating awareness of road safety, appropriate behaviour on public transport, and punctuality; evidence may include a witness statement from a support worker or supervisor.
    • Award credit for correctly identifying at least two different types of transport suitable for travelling to and from work.
    • Award credit for demonstrating safe behaviour during a journey, such as using pedestrian crossings correctly or waiting behind the line at a bus stop.
    • Award credit for showing understanding of how to pay for transport, e.g., using a travel pass, ticket, or smart card with support.
    • Award credit for actively participating in the journey, e.g., following simple directions, recognising a bus stop, or staying with a travel companion.
    • Award credit for using visual aids or symbols to communicate travel needs, e.g., showing a destination card or pointing to a map.
    • Award credit for demonstrating recognition of at least two types of transport using concrete methods such as pointing, sorting picture cards, or verbalising.
    • Credit for showing safe behaviour during a journey, e.g., waiting behind the yellow line, using a pedestrian crossing with prompts, or fastening a seatbelt.
    • Expect the learner to follow simple directions or identify a familiar landmark on the route with minimal support.
    • Mark for appropriate use of time concepts, such as being ready at the scheduled time or indicating ‘late’/‘early’ with visual timetables.
    • In role-play or real travel, award credit for correctly matching a bus/train number or colour to a pre-prepared card.
    • Look for evidence of basic problem-solving, e.g., recognising when they are at the wrong stop or asking for help using a communication aid.
    • Award credit for correctly identifying at least two different types of transport (e.g., bus, train, walking) from pictures, symbols, or real examples.
    • Award credit for demonstrating safe behaviour during a simulated or actual journey, such as waiting correctly at a bus stop or crossing a road using a pedestrian crossing.
    • Award credit for active participation in planning a simple journey to the learner's own workplace, including selecting the correct bus number or route on a visual timetable.
    • Award credit for correctly naming at least two types of transport (e.g., bus, walking, car) that could be used to reach a specific workplace.
    • Award credit when the learner actively takes part in a real or simulated journey, following simple directions or a visual travel schedule.
    • Award credit for demonstrating an awareness of personal safety during travel, such as waiting in a safe place or using a pedestrian crossing appropriately.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡For the practical journey assessment, ensure you document each step with timestamps and a reflective log noting any issues and how you handled them.
    • 💡When discussing transport types, always link your choice to practical factors like cost, time, and accessibility rather than just listing options.
    • 💡Practice using online journey planners or apps beforehand, as assessors may expect you to demonstrate digital literacy in planning.
    • 💡When planning a journey, always cross-reference timetables or apps to confirm the latest departure and arrival times. Include a backup plan (e.g., an earlier bus) in case of delays.
    • 💡For the practical assessment, take clear photos or keep tickets/receipts as evidence of your journey. If using a witness, ensure they complete the witness statement accurately with date and signature.
    • 💡Revise the key safety rules for your chosen transport, such as waiting behind the line at train platforms or wearing a helmet when cycling. Assessors will look for evidence of safety awareness.
    • 💡In your evidence, include a real timetable or screenshot and show how you used it to plan timing. Practice a trial run and record any issues encountered and how you solved them.
    • 💡For the journey assessment, carry a checklist: Have I allowed extra time? Do I have a backup route? Am I visible and safe? Use this to demonstrate your planning.
    • 💡Personalise your journey plan to your own local area and circumstances—assessors look for realistic, individualised evidence rather than generic answers.
    • 💡Document each stage of your journey clearly, including departure times, transport changes, and what you would do if something goes wrong.
    • 💡During any practical assessment, systematically demonstrate safe behaviours—look both ways before crossing, wait behind the line at train platforms, and stay alert to surroundings.
    • 💡Keep a simple travel diary or log signed by a witness to evidence punctual arrival over multiple occasions, as this strongly supports the 'safely and on time' criteria.
    • 💡When planning your route, use a real map or journey planner app to make your evidence concrete and verifiable.
    • 💡Before the assessed journey, practice the route at least once to build confidence and identify any potential hazards.
    • 💡Always have a 'Plan B' documented, such as a later bus number or a different stop, to show you can handle unexpected changes.
    • 💡When explaining transport choices for evidence, always link the mode of transport to a specific workplace scenario—e.g., ‘I would use the bus because it stops near the factory and runs early in the morning.’
    • 💡For the route plan, include a visual map or diagram with clear labels; this strengthens the evidence of planning skills and can be cross-referenced with photographs from the journey.
    • 💡During the assessed journey, narrate your decision-making (e.g., ‘I am checking the timetable now’) to provide direct observation evidence for the assessor.
    • 💡Practice using a real timetable or transport app before the assessed journey to build familiarity.
    • 💡Discuss with your assessor any support needs you may have during travel planning to ensure adjustments are in place.
    • 💡Always include a contingency plan in your route, such as an alternative bus or a contact number in case of disruption.
    • 💡Use a real or realistic workplace to practise the journey during the course; gather time-stamped evidence such as tickets, photos at bus stops, or a log signed by a staff member.
    • 💡Present your route plan clearly with colour-coded markings or a step-by-step list; ensure it is unambiguous and can be followed by another person.
    • 💡If using a smartphone app for navigation, include screenshots in your portfolio as supplementary evidence, but demonstrate the ability to fall back on paper-based or verbal instructions in case of technology failure.
    • 💡Practice the journey multiple times with a supporter before the assessment to build confidence and familiarity.
    • 💡Learn to recognise key symbols and signs in the local area, such as bus stop markers or pedestrian crossing lights.
    • 💡Keep a simple travel log or photo diary of the journey steps to provide evidence for the portfolio.
    • 💡Use a social story or sequenced picture cards to rehearse the journey routine and reduce anxiety.
    • 💡During assessment, stay calm and focus on one step at a time; it's okay to ask for help with tasks like buying a ticket.
    • 💡Practise the same journey multiple times during quiet periods to build familiarity and reduce anxiety before assessment.
    • 💡Use visual sequencing cards or a photo route book to break the journey into small, manageable steps, and rehearse using them.
    • 💡Agree a clear ‘Plan B’ for common disruptions, e.g. bus cancellation, and demonstrate it with a simple flowchart or role-play.
    • 💡During assessment, encourage the learner to point out safety features they are observing (e.g., crossing green man) to provide assessable evidence.
    • 💡Ensure all support and prompting is recorded as the assessor will differentiate between independent actions and prompted ones – fade prompts during practice.
    • 💡Use visual supports like symbol cards, photos, or videos to reinforce recognition of transport types and journey steps before assessment.
    • 💡Practise real-world or carefully simulated journeys repeatedly so that the routine becomes familiar and reduces anxiety during assessment.
    • 💡Encourage learners to verbalise each step of the journey as they do it ('I am waiting at the bus stop') to demonstrate understanding.
    • 💡Ensure the learner carries a personal travel checklist (pass, ticket, bag, phone) and can present it as evidence of preparation.
    • 💡Use a travel log with photos, tickets, or witness signatures to provide clear evidence of planning and completing a journey.
    • 💡Practise the journey several times before the assessment to reduce anxiety and ensure smooth performance on the day.
    • 💡Keep visual supports simple and consistent, such as a picture sequence or a key ring with prompt cards, to aid recall during the task.
    • 💡**Be Specific and Use Examples:** When asked about your skills or what a job involves, don't just state a general point. Provide a simple, clear example from your own experience (e.g., "I am organised; I always make sure my school bag is packed the night before") or observation. This demonstrates genuine understanding and makes your answers more credible.
    • 💡**Focus on Clear Communication:** Whether you are writing an answer or speaking during an assessment, make sure your responses are easy to understand. Use simple language, speak clearly, and structure your thoughts logically. Effective communication is a key workplace skill, and demonstrating it in your assessment can earn you marks.
    • 💡**Demonstrate Awareness of Workplace Basics:** Show that you understand fundamental expectations like punctuality, following instructions, and working safely. Even if not directly asked, weaving these concepts into your answers where relevant can show a broader understanding of what it means to be ready for employment.

    Common Mistakes

    Common errors to avoid in your coursework

    • Overlooking the need for a backup plan in case of transport disruptions, leading to unrealistic time estimates.
    • Confusing different types of public transport (e.g., bus vs. coach) or not considering walking/cycling as viable options.
    • Failing to check the latest timetables, relying on outdated information.
    • Learners may overlook the importance of checking service disruptions or traffic conditions before traveling, leading to lateness.
    • Some learners may assume a single transport mode is always best without considering alternatives or combining methods (e.g., walking to a bus stop).
    • A common error is failing to allow sufficient contingency time in the journey plan, resulting in a plan that is unrealistic for on-time arrival.
    • Learners often underestimate travel time, failing to account for walking to/from stops or waiting times, leading to lateness.
    • Many focus on a single transport method without considering alternatives if that method fails, lacking a backup plan.
    • Safety awareness is sometimes overlooked, e.g., not checking weather conditions for walking/cycling or ignoring pedestrian crossing rules.
    • Confusing public transport timetables or miscalculating journey time, resulting in lateness or excessive waiting time.
    • Overlooking active transport options (walking, cycling) as viable methods, focusing solely on motorised transport.
    • Failing to plan alternative routes or contingency arrangements for unexpected disruptions, such as bus cancellations.
    • Neglecting personal and road safety aspects, for instance, not using pedestrian crossings appropriately or forgetting reflective clothing when cycling at night.
    • Learners often fail to consider the reliability and frequency of public transport, leading to plans that are impractical for regular work commutes.
    • A common error is not planning for contingency, such as missing a bus or train, resulting in no alternative route or backup plan.
    • During practical journeys, learners may overlook basic safety rules, like standing too close to the kerb at bus stops or not checking traffic before boarding.
    • Learners often overlook walking or cycling as valid transport options and focus only on public transport.
    • When planning a route, students may forget to check the return journey or fail to account for waiting times, leading to unrealistic plans.
    • During the journey, learners might not proactively interact (e.g., buying a ticket, seeking assistance) and instead rely entirely on the assessor or supporter, limiting their demonstration of independence.
    • Confusing timetable information, such as reading a weekend schedule for a weekday journey.
    • Forgetting to allow extra time for transfers or unexpected delays, leading to lateness.
    • Neglecting personal safety, e.g., not looking before crossing roads or not being aware of surroundings at bus stops.
    • Confusing left and right directions or misreading map symbols, leading to incorrect route instructions.
    • Failing to check operational hours or frequency of public transport, resulting in plans that cannot be executed at the required times.
    • Underestimating walking times between transport interchanges, causing missed connections or lateness.
    • Not recognising alternative routes in case of disruption, showing a lack of contingency planning.
    • Confusing different types of transport, e.g., thinking a bicycle is a form of public transport.
    • Forgetting to check the direction of travel before boarding a bus or train.
    • Not recognising simple safety rules, e.g., running across a road without looking.
    • Struggling to understand fare systems or ticket types, leading to incorrect payment.
    • Becoming distracted and missing their stop or destination.
    • Relying solely on memory without using environmental cues or support aids.
    • Confusing bus or train numbers that look or sound similar, leading to boarding the wrong service.
    • Forgetting to check the direction of travel and ending up going the opposite way.
    • Underestimating the time needed to reach the stop/station, resulting in lateness despite having correct route knowledge.
    • Overlooking essential items like a pass, ticket, emergency contact card, or weather-appropriate clothing.
    • Becoming distracted by smartphone or surroundings and missing their stop or failing to notice hazards.
    • Assuming that the same vehicle or platform will be used every day without checking departure boards or timetables for changes.
    • Confusing different transport types (e.g., mistaking a train for a tram) or failing to recognise that walking is a valid method of travel.
    • Lacking awareness of basic safety rules, such as not looking before crossing roads or not holding onto handrails on public transport.
    • Difficulty sequencing the steps of a journey, e.g., not understanding that you must wait for the bus before boarding.
    • Forgetting essential items for the journey, such as a travel pass or fare, leading to an inability to complete the trip.
    • Assuming all modes of transport are available without checking local timetables or accessibility.
    • Confusing the order of actions in a journey, for example, boarding before checking the destination.
    • Overlooking the need to carry essential items like a contact number, fare, or travel pass.
    • **Misconception:** "I don't have any skills because I haven't had a job before." **Correction:** This is incorrect. Everyone has transferable skills developed through daily life, hobbies, school, or volunteering. For example, helping with chores at home shows responsibility, and participating in team sports demonstrates teamwork and following rules. This award teaches you to recognise and articulate these valuable skills.
    • **Misconception:** "Applying for a job is too complicated, I won't know what to do." **Correction:** At Entry 2, the focus is on simple application methods. This might involve filling out a very basic form, writing a short note, or having a simple conversation. The award breaks down these steps into manageable parts, focusing on getting essential information across clearly and confidently.
    • **Misconception:** "Only academic achievements matter for getting a job." **Correction:** While academic achievements are important for some roles, many entry-level jobs, especially at Entry 2, value personal qualities, reliability, willingness to learn, and basic practical skills just as much, if not more. This award helps you identify and highlight these non-academic strengths, which are highly valued by employers.

    Revision Plan

    How to revise this topic in 1–2 weeks

    1. 1**Week 1: Understanding Yourself and the World of Work** * **Days 1-2 (Personal Skills):** Spend time listing your personal skills and positive qualities. Think about things you are good at, even outside of school (e.g., helping at home, hobbies, sports). Consider how these could be useful in a job. Create a 'skills bank' for yourself. * **Days 3-4 (Job Exploration):** Research different types of entry-level jobs in your local area or areas that interest you. What do these jobs generally involve? What basic skills or qualities might they need? Talk to family or friends about their jobs. * **Days 5-7 (Workplace Basics):** Focus on understanding basic workplace expectations. What does it mean to be on time? Why is it important to follow instructions? Discuss these concepts with a family member or friend to solidify your understanding.
    2. 2**Week 2: Preparing for Job Search** * **Days 1-2 (Application Details):** Practice providing simple job application details. What essential information would you need to provide (name, contact, why you want the job)? Try filling out a mock simple application form or writing a short note of interest. * **Days 3-4 (Job Search Methods):** Explore basic job search methods. Where would you look for a job? (e.g., local shop windows, asking people you know, basic online searches, school careers service). Understand the pros and cons of each method. * **Days 5-7 (Review and Practice):** Review all topics covered. Create flashcards for key terms like "transferable skills," "punctuality," "job role." Practice explaining concepts in your own words and answering potential assessment questions. Ask someone to quiz you.

    Exam Question Types

    How this topic typically appears in the exam

    • 📋**Short Answer Questions:** These questions will ask you to provide brief, direct answers, often requiring you to list, identify, or describe specific points. For example, 'List two personal qualities that are important in a shop assistant role.' *Advice: Be concise and ensure your answer directly addresses the question, using clear and simple language.*
    • 📋**Scenario-Based Questions:** You might be given a short story or situation related to work and asked what you would do or what a person in the scenario should do. For example, 'You are asked to start work at 9 am but your bus is late. What should you do?' *Advice: Read the scenario carefully, identify the core problem or situation, and apply your knowledge of appropriate workplace expectations and behaviours.*
    • 📋**Matching/Identification Questions:** These could ask you to match skills to job roles, or identify correct behaviours from a list of options. For example, 'Match the skill to the job: (a) Good with numbers, (b) Good at listening. Job: (1) Office Assistant, (2) Hairdresser.' *Advice: Pay close attention to details and ensure you understand the definitions of terms before making your choices.*
    • 📋**Practical Tasks (e.g., filling out a simple form):** You might be asked to complete a basic job application form, write a simple message, or identify information on a job advertisement. *Advice: Focus on accuracy, neatness, and providing all required information clearly and legibly. Check for any spelling errors.*

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •**Basic Literacy and Numeracy Skills:** The ability to read and understand simple instructions, write basic sentences, and understand simple numbers (e.g., for times or dates).
    • •**Self-Awareness:** A basic understanding of your own likes, dislikes, and personal qualities, as this forms the basis for identifying your skills and suitable job roles.
    • •**Ability to Follow Simple Instructions:** Essential for both the learning process within the award and for successfully completing tasks in a future employment setting.

    Key Terminology

    Essential terms to know

    • 1. understand the different types of transport that can be used to travel to and from work 2. plan and make a journey to own workplace safely and on time
    • 1. understand the different types of transport that can be used to travel to and from work 2. plan and make a journey to own workplace safely and on time
    • 1. understand the different types of transport that can be used to travel to and from work 2. plan and make a journey to own workplace safely and on time
    • 1. understand the different types of transport that can be used to travel to and from work 2. plan and make a journey to own workplace safely and on time
    • 1. understand the different types of transport that can be used to travel to and from work2. plan their own route to work3. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. plan their own route to work3. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. plan their own route to work3. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. plan their own route to work3. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. take part in making a journey to own workplace
    • 1. understand the different types of transport that can be used to travel to and from work2. take part in making a journey to own workplace

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