Social studies · S3 · 4 weeks
Govan: A 20-Minute Neighbourhood?
Driving question
How can we make Govan a true 20-minute neighbourhood for young people and residents?
I can use a range of maps and geographical information systems to gather, interpret and present conclusions and can locate a range of features within Scotland, UK, Europe and the wider world.
TAUGHT IN Week 1, activity 1; Week 1, activity 2; Week 1, activity 3; Week 2, activity 3; Week 3, activity 2; Week 3, activity 3; Week 4, activity 1; Week 4, activity 2; Week 4, activity 3ASSESSED BY Mapping and Spatial Information; Evidence and Presentation
I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact.
TAUGHT IN Week 2, activity 1; Week 2, activity 2; Week 2, activity 3; Week 3, activity 1; Week 3, activity 2; Week 4, activity 1; Week 4, activity 3ASSESSED BY Environmental Issue and Solution
Contains public sector information licensed under the Open Government Licence v3.0.
In this four-week unit, S3 pupils investigate whether Govan works as a 20-minute neighbourhood where people can reach daily essentials by foot or wheel. Working in teams, pupils draw a 20-minute walking boundary from the school, map existing community services, collect live traffic and footfall counts along Govan Road, and survey local residents. They analyse environmental and transport issues such as traffic congestion and lack of green space, then create an evidence-based map proposal advocating for one concrete local improvement, which they present to representatives from the local community council and neighbourhood planning team.
The teacher draws an 800-metre circle around the school on a large street map of Govan and sets a countdown timer for 20 minutes. Pupils use sticky notes to tag where they go every day for food, sports, health, and socialising, revealing immediate gaps in what they can reach on foot. The teacher then shares a short local planning brief defining the 20-minute neighbourhood concept.
- What counts as a 20-minute neighbourhood in Scottish planning?
- What services and public spaces can we actually walk to from school in 20 minutes?
- How do busy roads and traffic affect how people walk around Govan?
- What do local residents say is missing or hard to reach safely?
- Who has the power to change walking routes, crossings, and public facilities in our area?
Your lessons: 3 a week, 50 minutes.
Week 1
Map what services and public spaces lie within a 20-minute walk from school.
Introduce the driving question, examine the 20-minute neighbourhood model, and set need-to-know questions using a baseline walking boundary.
· 1 lessonUse paper street maps and a digital mapping tool to plot key services, shops, parks, and health centres within an 800-metre to 1200-metre walk. Street survey in groups of four with an asker, recorder, counter and timekeeper, each group within sight of an adult.
· 1 lessonCategorise the mapped assets into daily essentials, identify missing community services, and write an audit summary in teams.
· 1 lesson
Supports
Provide symbol-supported map keys and sentence starters for EAL and ASN pupils.
Deliverable
A baseline 20-minute walking boundary map with colour-coded local services and a written audit summary.
Week 2
Collect and analyse field data on footfall, traffic, and street safety along Govan Road.
Design a fieldwork tally sheet and standard survey questions to measure traffic flow, pedestrian safety, and resident opinions.
· 1 lessonConduct a live fieldwork study outside the school gates along Govan Road, tallying traffic types, counting footfall, and assessing pedestrian crossings. Use the Govan to Partick bridge as one of the three count points so pupils can see what the new crossing has changed.
· 1 lessonCollate field tallies into shared frequency tables, calculate totals, and identify key environmental issues such as vehicle emissions, noise, or unsafe crossings.
· 1 lesson
Supports
Pair pupils strategically and provide structured tally counter sheets for ASN pupils; prompt extension pupils to compare peak traffic numbers against national active travel targets.
Deliverable
A completed fieldwork data table showing traffic counts, footfall, and identified street hazards.
Week 3
Select one priority improvement and draft an evidence-based map proposal.
Analyse resident survey responses and traffic counts alongside Glasgow's Avenues project on Sauchiehall Street to agree on one key neighbourhood problem.
· 1 lessonDraft an annotated proposal map showing the chosen site, the environmental problem, and the proposed local change using map symbols and keys.
· 1 lessonRun a peer critique session using a structured rubric checklist to test if draft proposals are realistic, clearly mapped, and backed by evidence.
· 1 lesson
Supports
Provide visual design templates and sentence stems for proposal justifications; challenge advanced pupils to draft a phased implementation timeline for their intervention.
Deliverable
A draft proposal map and briefing notes showing the chosen local improvement with supporting field data.
Week 4
Revise the mapped proposal and present the final case to local community partners.
Incorporate peer and teacher critique to finalise map labels, scale, legend, and written arguments explaining how the change reduces environmental impacts.
· 1 lessonRehearse three-minute team presentations, focusing on clear map explanations, evidence delivery, and handling questions from visitors.
· 1 lessonPresent the mapped proposals to invited community partners, respond to feedback, and complete individual learning reflections.
· 1 lesson
Supports
Offer visual cue cards and rehearsal time with support staff for EAL and ASN pupils; prompt extension pupils to defend their choices against budget or space constraints during questioning.
Deliverable
Final mapped proposal showcase and completed individual self-reflection.
End of week 3, lesson 3
Pupils conduct a structured peer critique using a two-stars-and-a-wish feedback form focused on map clarity, accurate use of symbols, and clear links between field data and the suggested change. Teams also receive written formative feedback from the teacher before starting final revisions.
Student reflection
At the end of the final lesson, pupils complete an individual written reflection evaluating how their team used geographical evidence, how their proposal supports sustainable travel, and what skills they developed during the fieldwork.
What they make
Teams produce an annotated neighbourhood proposal map and a short evidence briefing advocating for one specific change to improve walking access and liveability in Govan.
Options
Teams choose the issue to address (such as safer pedestrian crossings, new cycle paths, better lighting, or community greenspace) and select whether to present via an annotated digital GIS map, an illustrated poster map, or a slide deck with overlaid spatial diagrams.
Who sees it
Representatives from the local community council and neighbourhood planning team during the final lesson of week 4.
Teams
Pupils work in mixed-ability teams of three or four, formed by the teacher to ensure balanced research, map-reading, and communication skills.
| Criterion | beginning | developing | proficient | advanced |
|---|---|---|---|---|
Mapping and Spatial Information SOC 3-14a · team | Map shows walking boundaries or local features with missing symbols, inaccurate scales, or unclear labels. | Map locates main local services within the walking boundary, but symbols, keys, or spatial connections lack consistency. | Map accurately uses keys, scale, and symbols to present clear findings about 20-minute accessibility in Govan. | Map uses sophisticated GIS layers or detailed spatial conventions to present thorough, clear conclusions about neighbourhood access. |
Environmental Issue and Solution SOC 3-08a · team | Identifies an issue like traffic or poor walking access, but suggestions are unlinked to field data or practical impacts. | Explains consequences of the environmental issue, but the suggested neighbourhood improvement is vague or lacks evidence. | Identifies consequences of local traffic or access issues and makes informed, evidence-based suggestions to improve the area. | Thoroughly evaluates environmental impacts using traffic and footfall data, proposing practical, well-argued solutions to improve sustainability. |
Evidence and Presentation SOC 3-14a · individual | Presents conclusions without referencing map evidence or fieldwork data during the team presentation. | Refers generally to maps and survey results, but struggles to justify how data supports the proposed change. | Clearly explains map findings and fieldwork tallies to justify the team's proposal to outside visitors. | Confidently interprets complex spatial patterns and survey findings, defending the proposal under questioning from partners. |
Mapping and Spatial Information
SOC 3-14a · teambeginning
Map shows walking boundaries or local features with missing symbols, inaccurate scales, or unclear labels.
developing
Map locates main local services within the walking boundary, but symbols, keys, or spatial connections lack consistency.
proficient
Map accurately uses keys, scale, and symbols to present clear findings about 20-minute accessibility in Govan.
advanced
Map uses sophisticated GIS layers or detailed spatial conventions to present thorough, clear conclusions about neighbourhood access.
Environmental Issue and Solution
SOC 3-08a · teambeginning
Identifies an issue like traffic or poor walking access, but suggestions are unlinked to field data or practical impacts.
developing
Explains consequences of the environmental issue, but the suggested neighbourhood improvement is vague or lacks evidence.
proficient
Identifies consequences of local traffic or access issues and makes informed, evidence-based suggestions to improve the area.
advanced
Thoroughly evaluates environmental impacts using traffic and footfall data, proposing practical, well-argued solutions to improve sustainability.
Evidence and Presentation
SOC 3-14a · individualbeginning
Presents conclusions without referencing map evidence or fieldwork data during the team presentation.
developing
Refers generally to maps and survey results, but struggles to justify how data supports the proposed change.
proficient
Clearly explains map findings and fieldwork tallies to justify the team's proposal to outside visitors.
advanced
Confidently interprets complex spatial patterns and survey findings, defending the proposal under questioning from partners.
- Ordnance Survey base street maps of Govan scaled to 1:10000 or 1:25000
- Access to a digital mapping tool such as an online school GIS or mapping viewer
- Tally counters and clipboards for outdoor fieldwork on Govan Road
- Scottish Government summary guide on the 20-minute neighbourhood policy framework
- Representative from Govan Community Council or local authority neighbourhood planning teamcheck before use