know what takes place in familiar places (indoors and outdoors).
know who they would find in different places e.g. a doctor and nurse in a hospital.
know that pictures relate to objects.
know and can anticipate a thing that will be seen on a journey.
know how to get to familiar places.
know that certain objects belong in a specific place e.g. pebbles on the beach.
know some differences between natural and manmade places e.g. a noisy road/quiet field.
can use a range of resources to learn about the jobs people do.
can use a range of resources to learn about where people live.
can use a range of resources to learn about how people dress.
can group objects and sort e.g. hot, cold, hard, soft.
can match pictures to objects in the environment.
Upon completing Step Three pupils:
know where people walk and vehicles travel.
know the name of some buildings e.g. fire station, library, hospital, school.
know and can show some awareness of road danger.
know some common structures e.g. wall, bridge, house.
know the names of some parts of the road e.g. path, crossing.
know the key features of a place or environment.
know the terms to describe places such as house, church, garage, shop, flat, park, station.
know the names of the rooms in a house.
can match pictures to objects and pictures to pictures.
can answer questions e.g. what can you do at the park? What can you buy in this shop?
can use/make a simple map using symbols and pictures.
can communicate a preference when looking at the features of manmade and natural places.
can match furniture to a room.
can use positional language to describe the location of an object.
can use terms such as top / bottom / big / small / high / low / front / back when observing buildings.
Upon completing Step Four pupils:
know the different features in a building and can make observations e.g. compare windows in houses, flats and churches and identify similarities and differences.
know an extending range of geographic vocabulary to include – routes, address, offices, factory, journey, travel.
know the purpose of a wide range of common buildings.
know the physical/natural and human/made features of an environment.
know what simple symbols and representations on a map mean.
can begin to understand how the environment around them makes me feel.
can identify features that they like and dislike.
Upon completing Step Five pupils:
know and can identify the purpose of some local buildings.
know some similarities and differences between different places of work.
know where they live.
know and can identify some methods of transport.
know the places they like and can give a reason for this.
know the terms left and right and know they refer to direction.
know and can identify changes and differences in environments.
can ask questions about an environment e.g. what do people wear to keep warm?
can answer questions.
Upon completing Step Six pupils:
know adults work at different jobs and can link some to work places in their locality that they have visited.
know and can identify some features of a landscape / environment outside of my location.
know some physical and human features of countries / cities /towns.
know and can use some key vocabulary accurately.
know how people have changed an environment when shown images or on visits.
can make simple maps showing familiar routes and places with some support.
can collect data about places my school friends have visited in Hastings and draw conclusions.
understand most of the information in an address.
are able to say what they like and dislike about an environment and give a simple reason.
Upon completing Stage One pupils:
know and can use key vocabulary accurately.
know a range of work that adults do linked to places of work in their locality.
know and can identify features of a landscape / environment outside of their location.
know some physical and human features of countries / cities / towns.
know how people have changed an environment.
know two compass points.
know and can identify one country of the UK.
know and can identify one county of the UK.
know and can identify the capital city of England.
know the name one of the countries in the UK.
can generate a list of questions that they want to answer at the start of the topic.
can use a range of information sources to answer questions.
can ask geographical questions.
can make simple maps showing familiar routes and places.
can collect data about places my school friends have visited in Hastings and draw conclusions.
understand the information in an address.
are able to say what they like and dislike about an environment and give reasons.
can write their address with help.
can identify a city from a picture.
can identify the difference between a town and a village.
Upon completing Stage Two pupils:
know that people live in villages, towns and cities.
know some simple geographical vocabulary.
know and can identify features on a map.
know and can identify features using Google Earth.
know and can identify the difference between human and physical geography.
know that the UK is part of Europe.
know the name of 2 different continents.
know one method for measuring weather.
know what the equator is.
know the name of an effect of the climate on the environment and on humans.
know the difference between the weather and the climate.
know different physical features.
know how many countries are in the UK.
can use geographic vocab, sources of information and geographic skills (using maps, recording data) when making judgements and expressing views.
can ask geographical questions relating to the topic.
can find out information using the reference books of a library.
can compare a range of sources of information (video/websites/books/photos/ maps).
can begin to write in sentences about the topic.
can begin to identify information from sources given.
can find where they live on a map of the UK.
can identify similarities and differences between places.
can compare the physical and human features of different locations / environments.
can identify some actions that people take to improve or sustain their environment.
can understand the connection between man’s actions / a process and the impact on the environment – deforestation, pollution of a river.
can talk about places other than where they live.
can find the UK on an atlas.
can give their opinion on the area where they live.
can begin to identify the different environments.
can begin to describe the climate in another country.
can begin to describe different biomes.
can begin to describe the climate in different parts of the UK.
can identify the equator on a globe.
can identify a line of latitude or longitude.
Upon completing Stage Three pupils:
know and can identify and describe physical and human features.
know and can identify ways in which people improve or damage their environment.
know and can describe simple geographical patterns.
know and can use a range of geographical language accurately when presenting information.
know ways that the weather of a location influences its features.
know ways that the weather of a location affects people’s lives.
know why some rocks erode faster than others.
know the reasons why different rocks are used for different functions.
know and can begin to describe the different functions of rocks.
know and can begin to describe the environments where rocks are found
know and can talk about the different structure of the Earth.
can locate places using maps, globes and Google Earth.
can ask questions using primary and secondary sources of information when investigating places and environments.
can ask increasingly complex geographical questions relating to the topic about which they are learning.
can state the impact of humans (on a country).
can state the impact of humans (on a country).
can describe the climate (of a country).
can name animals found in a given country.
can compare two countries.
can begin to describe a given country’s industry including tourism.
can identify the human geography of a country.
can identify biomes using pictures.
can answer questions about how the Earth is made up.
can conduct a simple experiment to determine the permeability of rocks.
can begin to question how some rocks are used.
Upon completing Stage Four pupils:
know and can use some geographical key words correctly.
know what the water cycle is, show this in a simple diagram and describe simply how it works.
know and can identify the continent in which a given country can be found.
can ask and answer increasingly complex geographical questions relating to the topic about which they are learning.
can offer explanations for their answers eg give reasons for a country’s climate.
can locate a given county using an atlas/globe.
can begin to use sources of evidence to help answer geographical questions.
can offer simple reasons to support their observations.
know and can state the impact of humans on a country giving increased detail.
can make comparisons between the UK and another country providing increasing detail.
can describe the economy of a given country.
know about different types of coastal erosion.
know about different types of coastal formations.
know there are different river features.
know how to identify a river on a map.
know the name of at least one river found in the UK.
know the name of at least two different types of energy and give examples.
know an environmental factor of energy.
know what is meant by renewable/non-renewable energy.
know and can begin to explain how rocks are formed, describe the environments where rocks are found and begin to explain the different types of rock.
know and can begin to explain the structure of the Earth and name at least two different types of rock.
can describe in some detail the environment of a country.
can identify the different biomes of a country from a picture.
can describe physical and human features of different localities.
can begin to describe similarities and differences between places.
can begin to identify how the characteristics of a locality affect the lives of people living there.
can begin to describe why the coast is changing.
can begin to describe the effect of climate change on our coastline.
can draw a simple geographical sketch of different coastal formations.
can begin to describe how the coast has an effect on human geography.
can begin to describe the different forms of coastal management.
can explain the effects of tourism on the coast and coastal towns.
can draw a cross section of a meander with help.
can begin to describe why meanders form.
can identify a country with huge energy consumption.
can make links between the effect of global warming and humans.
can identify offer simple suggestions towards preventing global warming.
can begin to explain the effects of erosion on rocks and begin to explain the outcomes of simple experiments on rocks.
can begin to question how some rocks are used and determine the reasons why different rocks are used for different functions.
Upon completing Stage Five pupils:
know and can use a wide selection of geographical key words correctly.
know some of the links and relationships that make places need each other.
know that people can both improve and damage the environment.
can select information and sources of evidence and suggest conclusions to their investigations.
can offer reasons to support their observations about places and environments.
can explain different biomes and begin to compare the features of biomes in different parts of the world.
can explain the difference between the weather and the climate.
can explain why the climate varies across the globe and am beginning to understand the difference between a hot and a cold climate.
can describe the climate in different parts of the UK.
can locate a country on the equator.
can draw a climate graph independently.
can begin to explain an effect of the climate on the environment and on humans.
can begin to contrast the different climates and their effects and can explain one advantage of measuring weather.
can explain the impact of humans living in different biomes.
can begin to explain in more detail what the water cycle is and how it works.
can explain how the UK is made up e.g. countries, regions and counties.
can begin to explain how physical and human processes change the features of places.
can explain how the UK is part of the continent of Europe.
can identify how the characteristics of a locality affect the lives of people living there.
can answer questions about the processes, for example, longshore drift, and describe two different types of erosion affecting coasts.
can confidently describe different types of coastal formations.
can begin to explain the effect of climate change on our coastline.
can draw a geographical sketch of different coastal formations.
can begin to describe how the coast has an effect on human geography, describe the different forms of coastal management and begin to explain the effects of tourism and the coast.
can draw an accurate version of the water cycle independently.
can draw a simple cross section of a meander independently.
can identify that rivers are different in different parts of country.
can name a number of rivers found in the UK.
can begin to explain what meanders, waterfalls and levees are and how they are formed.
can confidently name at least two different types of energy and give examples.
can explain in simple terms an environmental factor of energy.
can explain the greenhouse effect.
can explain what renewable/non-renewable energy are.
can identify at least two countries with huge energy consumption.
can make links between the effect of global warming and humans.
can identify and offer simple suggestions towards preventing global warming.
can give reasons for the use of particular types of energy in particular countries.
Upon completing Stage Six pupils:
know an effect of the climate on the environment and on humans, for example, the impact on the environment by deforestation.
know how physical and human processes change the features of places and identify how the characteristics of a locality affect the lives of people living there.
know the impact of flooding on the environment with reference to two different countries.
know the different section of the water cycle and the impact that rocks have on it.
know in detail how the water cycle works.
know how volcanoes are formed and locate volcanos on a map.
know what a tectonic plate is and explain how a geographical feature is made by the movement of tectonic plates.
can confidently ask and answer geographical questions about a topic with some detail and am confident using key geographical vocabulary.
can use primary and secondary sources when carrying out geographical investigations.
can suggest a focus for investigation, select information and sources of evidence and suggest conclusions to my investigations.
can offer reasons why a country’s climate is like it is, explain factors that affect climate and analyse the difference between a hot climate and a cold climate.
can explain different biomes and compare the features of biomes in different parts of the world.
can explain the difference between the weather and the climate and explain why the climate varies across the globe.
can locate countries on the equator.
can begin to contrast the different climates and their effects and can draw a climate graph independently.
can compare biomes in a given country and explain the impact of humans living in different biomes.
can explain the impact of humans on a country by recognising the improvement and damage they bring about and can give reasons why these might happen.
can compare the housing in the UK and another given country using a range of evidence.
can explain the economic development of a country.
can explain how the UK is made up and its relationship to Europe.
can recognise how conflicting demands on an environment may arise.
can understand the many links and relationships that make places dependant on each other.
can recognise that people can both improve and damage the environment.
can analyse in simple terms the impact of different types of erosion affecting coasts including the effect of costal erosion on human geography.
can begin to analyse the effect of climate change on our coastline giving predictions.
can draw geographical sketches to illustrate my work and demonstrate my understanding.
can analyse the different forms of coastal management and their effectiveness, and explain the effects of tourism on the coast and coastal towns.
can describe the different courses of a river and compare them.
can explain why different features are found on different parts of the river course and how they are formed.
can name at least two different types of energy and give examples.
can explain in detail an environmental factor of energy eg the greenhouse effect.
can explain what renewable/non-renewable energy are.
can analyse the benefits and disadvantages between different forms of energy on the environment.
can make links between the effect of global warming and humans.
can identify and offer simple suggestions towards preventing global warming.
can give reasons for the use of particular types of energy in particular countries and identify countries that have high or low energy consumption.
can predict the outcome of experiments on the structure of rocks.
can begin to analyse the impact of rocks on our environment using different sources.
can analyse the impact of a volcanic eruption on environmental and human geography.
