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Geography

Geography Key Skills Acquisition

 

Development matters EYFS (understanding the world)

Reception

NC geography –pupils should be taught

Year 1

Year 2

 

Use appropriate words e.g. town, village, road, path, house, flat, temple and synagogue to help children make distinctions in their observations.

Understand basic subject specific vocabulary relating to human and physical geography.

See knowledge and understanding below.

See knowledge and

understanding below.

 

 

Use world map, atlases and globes to identify the United Kingdom and its countries, continents and oceans studied at this key stage.

Use world maps, atlases and globes to identify the United Kingdom and its countries

Explore maps of the local area.

Use world maps, atlases at a range of scales and globes to identify the United Kingdom and its countries as well as the countries, continents and oceans.

 

Use contents/index to locate country.

 

Explore maps of the local area.

 

 

Use simple compass directions (North, south, east and west) and locational and directional language (for example near and far, left and right) to describe the location of features and routes on a map.

Use simple compass directions (N, S, E, W) and locational and directional language.

 

Use control/programming of floor turtles etc.

Use simple compass directions (N, S.E, W) and locational and directional language to describe the location of features and routes on a map.

 

Use control/programing of the floor turtles etc. to accurately plan routes.

 

Help children to find out about the environment by talking to people, examining photographs and simple maps and visiting local places.

Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features, devise a simple map and use to construct basic symbols in a key.

Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features

Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features: devise a simple map and use and construct basic symbols in a key.

 

Provide stimuli and resources for children to create simple maps and plans, paintings, drawings and models of observations of known and imaginary landscapes.

Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Use simple field work and observational skills including simple sketches and using a camera to study the geography of the school and its grounds and the key human and physical features of its surrounding environment.

Use simple field work and observational skills including simple field sketches, maps and diagrams, use a camera to study the geography of the school and its grounds and the key human and physical features of its surrounding environment.

 

 

Locational knowledge.

 

Name and locate the world’s seven continents and five oceans.

 

Name and locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

General comparison – if that happens/is like that there can it happen/be like that here?

 

Why/Why not?

 

What is it like to live in this place?

 

Where is this place?

 

What is it like?

 

 

Progressively deeper.

 

How has it changed.

 

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.

Encourage children to express opinions on natural and built environments and give opportunities for them to hear different points of view on the quality of the environment.

Place knowledge

Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.

Express own views about a place, people, environment

Recognise how places have become the way they are e.g. shops, patterns and processes

Express own views about a place, people, environment, location. Give detailed reasons to support own likes, dislikes, preferences.

Recognise how places have become the way they are e.g. shops (patterns and processes)

Knowledge, skills and understanding

Geographical enquiry Year 1

Physical geography Year 1

Human geography Year 1

Geographical knowledge Year 1

Can they say what they like about their locality?

 

Can they sort things they like and don’t like?

 

Can they answer some questions using different resources such as books, the internet and atlases?

 

Can they think of a few good questions to ask about the locality?

 

Can they answer questions about the weather?

 

Can they keep a weather chart?

Can they tell someone their address?

 

Can they explain the main features of a hot and cold place?

 

Can they describe a locality using words and pictures?

 

Can they explain how the weather changes with each season?

 

Can they name key features associated with a town or village e.g. church, farm, shop, house?

Can they begin to explain why they would wear different clothes at different times of the year?

 

Can they say something about the people who live in hot and cold places?

 

Can they explain what they might wear if they lived in a very hot or a very cold place?

Can they identify the four countries making up the United Kingdom?

 

Can they name some of the main towns and cities in the United Kingdom?

 

Can they point out where the equator, north pole and south pole are on a glove or atlas?

Geographical enquiry Year 2

Physical geography Year 2

Human geography Year 2

Geographical knowledge Year 2

Can they label a diagram or photograph using some geographical words?

 

Can they find out about a locality by using different sources of evidence?

 

Can they find out about a locality by asking some good questions to someone else?

 

Can they say what they like and don’t like about their locality and another locality like the seaside?

Can they describe some physical features of their own locality?

 

Can they explain what makes a locality special?

 

Can they describe some places which are not near the school?

 

Can they describe a place outside Europe using geographical words?

 

Can they describe some of the features associated with an island?

 

Can they describe the key features of a place, using words like beach, coast, forest, hill, mountain, ocean, valley?

Can they describe human features of own locality such as the jobs people do?

 

Can they explain how the jobs people do may be different in different parts of the world?

 

Do they think that people ever spoil the area? How?

 

Do they think that people try to make the area better? How?

 

Can they explain what facilities a town or village might need?

Can they name the continents of the world and find them in an atlas?

 

Can they name the world’s oceans and find them in an atlas?

 

Can they name the main cities in England, Wales, Scotland and Ireland?

 

Can you find where they live on a map of the UK?

Year 1 (challenging)

Year 1 (challenging)

Year 1 (challenging)

Year 1 (challenging)

Can they answer questions using a weather chart?

 

Can they make plausible predictions about what the weather may be like later in the day or tomorrow?

Can they name key features associated with a town or village e.g. factory, detached house, semi-detached house, terrace house?

Can they name different jobs that people living in their area might do?

Can they name a few towns in the South and north of the UK?

Year 2 (challenging)

Year 2 (challenging)

Year 2 (challenging)

Year 2 (challenging)

Can they make inferences by looking at a weather chart?

 

Can they make plausible predictions about what the weather may be like in different parts of the world?

Can they find the longest and shortest route using a map?

 

Can they use a map, photographs, film or plan to describe a contrasting locality outside Europe?

Can they explain how the weather affects different people?

Can they locate some world’s major rivers and mountain ranges?

 

Can they point out the North, South, East and West associated with maps and compass?

What we are doing this year... 

GEOGRAPHY

Reception

Patterns and changes in the environment.

 

Looking at and taking care of our local environment.

The wider world.

Year 1

Explain the main features of a hot and cold place.

 

Locate the equator and the north and south poles.

 

 

Identify seasonal and daily weather patterns in the UK.

 

Investigate the four countries and capital cities of the UK and the surrounding seas.

 

 

 

Discover the local area using photographs, maps and compass directions.

 

 

 

Year 2

Name and locate continents and oceans.

 

Investigate the similarities and differences between Ripley and parts of Kenya.

.  

 

Use basic geographical vocabulary to describe the seaside and surrounding area.

 

Devise a simple map and use and construct basic symbols in a key.

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