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)

    Quick Revision Summary (Key Takeaway)

    The GA Entry Level Award in Preparing for Employment (Entry 2) equips students with essential employability skills, including communication, teamwork, and self-presentation. This qualification focuses on practical job-seeking techniques, workplace expectations, and personal development to help learners transition into entry-level employment.

    Topic Overview

    This qualification introduces students to the world of work and the essential skills needed to secure and maintain employment. It covers key areas such as understanding job roles, writing a CV, completing application forms, and preparing for interviews. Students also learn about workplace expectations, including timekeeping, dress codes, and communication with colleagues and customers.

    The course is practical and activity-based, allowing students to develop confidence in real-life scenarios. It is designed for learners at Entry 2, meaning it focuses on building foundational skills in a supportive environment. Assessment is through a portfolio of evidence, where students demonstrate their understanding through tasks like role-plays, written exercises, and discussions.

    This qualification is valuable because it bridges the gap between education and employment. It helps students identify their strengths and interests, set career goals, and understand the steps needed to achieve them. By the end, students should feel more prepared to apply for jobs and succeed in the workplace.

    Key Concepts

    Core ideas you must understand for this topic

    • →Understanding different types of employment (full-time, part-time, voluntary) and job roles.
    • →Knowing how to search for jobs using various methods (online, newspapers, job centres).
    • →Writing a CV and cover letter that are clear, accurate, and tailored to the job.
    • →Preparing for an interview: researching the company, practicing answers, and presenting yourself well.
    • →Understanding workplace expectations: punctuality, teamwork, following instructions, and health and safety.

    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.
    • 💡Use the exact terminology from the specification, such as 'personal qualities' and 'skills', to show you understand the difference.
    • 💡When writing a CV or cover letter, always check spelling and grammar – this is a key part of the assessment.
    • 💡In role-play assessments, speak clearly and make eye contact to demonstrate good communication skills.

    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: A CV is just a list of your hobbies and interests. Correction: A CV is a professional document that highlights your skills, qualifications, and experience relevant to the job.
    • Misconception: You only need to prepare for an interview on the day. Correction: You should research the company, practice common questions, and plan your journey to arrive early.
    • Misconception: Personal qualities are the same as skills. Correction: Skills are learned abilities (e.g., using a computer), while qualities are traits (e.g., being friendly).

    Revision Plan

    How to revise this topic in 1–2 weeks

    1. 1Week 1: Focus on understanding job roles and how to search for jobs. Complete a worksheet identifying different types of employment.
    2. 2Week 2: Practice writing a CV and cover letter. Get feedback from a teacher or peer and revise.
    3. 3Week 3: Prepare for interviews by practicing common questions with a partner. Record yourself to improve.
    4. 4Week 4: Review all topics and complete a mock assessment to build confidence.

    Exam Question Types

    How this topic typically appears in the exam

    • 📋Short-answer questions: e.g., 'Name three ways to find a job.' – Answer with brief, accurate points.
    • 📋Scenario-based questions: e.g., 'You are late for work. What should you do?' – Explain the correct action and why.
    • 📋Practical tasks: e.g., 'Complete a job application form.' – Ensure all sections are filled in correctly.
    • 📋Role-play: e.g., 'Act out a conversation with a customer.' – Use appropriate language and tone.

    Command Word Expectations (GATEHOUSE AWARDS LTD)

    What examiners look for when using specific command words in this specification

    List

    Provide a series of short, factual points. No explanation needed unless asked.

    Explain

    Give reasons or causes, showing understanding of the topic. Use 'because' or 'this means'.

    Describe

    Give a detailed account of what something is like, including key features.

    How Students Lose Marks (Examiner Pitfalls)

    Common mark loss traps and how to write 100% full-mark answers

    Pitfall: Students often confuse the difference between a skill and a personal quality, leading to vague answers that don't meet the mark scheme.
    ❌ Weak Answer (Loses Marks):A skill is something you are good at, like being friendly.
    ✅ 100% Model Answer (Full Marks):A skill is a learned ability that can be developed through practice, such as IT skills or communication skills. A personal quality is a characteristic or trait, such as being reliable or having a positive attitude. For example, being able to use Microsoft Word is a skill, while being punctual is a personal quality.
    Examiner Tip: Always give a clear definition and a specific example for each term. Use the wording from the specification to show you understand the distinction.
    Pitfall: In questions about applying for a job, students often forget to include the correct format for a CV or cover letter, losing marks for presentation.
    ❌ Weak Answer (Loses Marks):A CV should have your name and your hobbies.
    ✅ 100% Model Answer (Full Marks):A CV should include your personal details (name, address, contact information), a personal statement, education and qualifications, work experience (if any), skills, and references. It should be typed, well-spaced, and free from spelling errors. A cover letter should be addressed to the employer, state the job you are applying for, explain why you are suitable, and request an interview.
    Examiner Tip: Memorise the key sections of a CV and cover letter. Practice writing them out from memory to ensure you don't miss any essential parts.

    Step-by-Step Worked Solutions

    Detailed solution breakdown for typical exam problems

    Question: You are applying for a job at a local supermarket. Write a short cover letter (about 50 words) that includes: why you want the job, one skill you have, and one personal quality.

    1. 1.Step 1: Start with 'Dear Manager' and state the job you are applying for.
    2. 2.Step 2: Explain why you want the job (e.g., 'I enjoy helping people and would like to work in a team.')
    3. 3.Step 3: Mention a relevant skill (e.g., 'I have good communication skills from helping at my local youth club.')
    4. 4.Step 4: Include a personal quality (e.g., 'I am reliable and always turn up on time.')
    5. 5.Step 5: End with 'I look forward to hearing from you' and sign off with 'Yours faithfully'.
    Final Answer: Dear Manager, I am writing to apply for the position of sales assistant at your supermarket. I want this job because I enjoy working with people and being part of a team. I have good communication skills from helping at my local youth club, and I am reliable and always punctual. I look forward to hearing from you. Yours faithfully, [Your Name]

    Question: List four pieces of information you should include on a CV and explain why each is important.

    1. 1.Step 1: Identify four key sections: personal details, education, work experience, and skills.
    2. 2.Step 2: For each, explain its purpose: personal details allow the employer to contact you; education shows your qualifications; work experience demonstrates relevant experience; skills show what you can do.
    3. 3.Step 3: Write a clear sentence for each, linking to the job application process.
    Final Answer: 1. Personal details (name, address, phone number) – so the employer can contact you. 2. Education – to show your qualifications and subjects studied. 3. Work experience – to demonstrate that you have been in a workplace and have relevant skills. 4. Skills – to highlight abilities like IT or communication that are useful for the job.

    Active Recall Memory Test

    Test your memory before revealing the key facts

    Frequently Asked Questions

    Common questions students ask about this topic

    Pass / Merit / Distinction Evidence Checklist

    How your portfolio evidence is graded for GATEHOUSE AWARDS LTD Skills for Travelling To and From Work

    Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.

    Pass (P)

    Demonstrate baseline knowledge, accurate terminology, and core practical application.

    Merit (M)

    Provide detailed analysis, structured explanations, and clear workplace reasoning.

    Distinction (D)

    Deliver thorough evaluation, original problem solving, and fully justified recommendations.

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills (Entry 1 or above).
    • •An interest in learning about the world of work.
    • •Ability to work in a group and take part in discussions.

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    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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