EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Geographical skills and fieldwork

Understanding The World Past and Present 

∙ Talk about the lives of the people around them and their roles in society; 

∙ Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class; ∙ Recall some important narratives, characters and figures from the past encountered in books read in class. 

People, Culture and Communities

 ∙ Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; 

∙ Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; ∙ Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.

The Natural World

 ∙ Explore the natural world around them, making observations and drawing pictures of animals and plants; ∙ Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;

 ∙ Understand the effect of the changing seasons on the natural world around them.

∙ I can ask simple geographical questions 

∙ I can use simple observational skills to study the geography of the school and its grounds 

∙ I can use simple maps of the local area

 ∙ I can use words such as near and far, left and right to talk about where things are 

∙ I can make simple maps and plans

∙ I can use simple compass directions (North, South, East and West) and locational and directional language e.g. near and far; left and right, to describe the location of features and routes on a map 

symbols in a key 

∙ I can use simple fieldwork and observational skills to study the geography of my school and its grounds and the key human and physical features of its surrounding environment

∙ I can use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied 

∙ I can use simple compass directions (North, South, East and West) and locational and directional language e.g. near and far; left and right, to describe the location of features and routes on a map 

∙ I can use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map

. ∙ I can ask and answer geographical questions

∙ I can analyse evidence and draw conclusions such as make comparisons between locations using aerial photos/pictures 

∙ I can recognise that different people hold different views about an issue and can begin to understand some of the reasons why 

∙ I can communicate findings in appropriate ways 

∙ I can use and interpret maps, globes, atlases and digital mapping to find countries and key features 

∙ I can understand and use a widening range of terms such as contour, height, valley, erosion, deposition, transportation, headland, volcanoes, earthquakes 

∙ I can understand and use a widening range of terms such as contour, height, valley, erosion, deposition, transportation, headland, volcanoes, earthquakes 

∙ I can draw accurate maps with more complex keys 

∙ I can plan the steps for an enquiry

∙ I can understand and use geographical terms such as meander, floodplain, location, industry, transport, settlement, water cycle 

∙ I can understand and use a widening range of geographical terms such as climate zones, biomes and mountains, volcanoes 

∙ I can understand and use a widening range of terms such as contour, height, valley, erosion, , headland, volcanoes, 

∙ I can explore features on OS maps using 6 figure grid references 

∙ I can use four figure grid references 

∙ I can use the 8 points of a compass 

∙ I can make plans and maps using symbols and keys

∙ I can use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 

∙ I can use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build my knowledge of the United Kingdom and the wider world 

∙ I can use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies 

∙ I can understand and use a widening range of geographical terms such as urban, rural, land use, sustainability, tributary, trade links 

∙ I can use maps, charts etc. to support decision making about the location of places e.g. new bypass

∙ I can make plans and maps using symbols and keys

Locational knowledge

∙ I can understand how some places are linked to other places e.g. roads, trains

∙ I can name and place the world's seven continents and five oceans 

∙ I can name, place and identify characteristics of the four countries and capital cities of the United Kingdom 

∙ I can name, locate and identify characteristics of the seas surrounding the United Kingdom

∙ I can point to where counties are within the UK and their key topographical features 

∙ I can name and locate the cities of the UK

∙ I can show where countries are within Europe, including Russia 

∙ I can recognise the different shapes of continents

 ∙ I can show I know features nearby and beyond the UK 

∙ I can recognise that people have differing quality of life living in different locations and environments 

∙ I can explain how the locality is set within a wider geographical context

∙ I can locate mountains and mountain ranges on maps.

∙ I can name and locate counties/cities of the UK

∙ I can make plans and maps using symbols and keys

∙ I can identify the position of latitude, longitude, equator, northern hemisphere, southern hemisphere, tropics oF cancer, Capricorn, Arctic and Antarctic circle, prime/Greenwich meridian and time zones including day and night.

∙ I can compare London with an American settlement, locate oceans and countries around.

∙ I can understand geographical similarities and differences .

∙ I can use maps, atlases, globes and digit mapping to locate world’s countries (exploring Scandinavia).

Human and physical geography

∙ I can describe seasonal weather changes

I can identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles 

∙ I can use basic geographical vocabulary to refer to physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

 ∙ I can use basic geographical vocabulary to refer to human features, including:  town, village, factory, farm, house, office, port, harbour and shop

∙ I can show I know the physical and human features of my locality 

∙ I can explain about weather conditions / patterns around the UK and parts of Europe

∙ I can explain how rivers erode, transport and deposit materials ∙ I can explain about the physical features of coasts and begin to understand erosion and deposition 

∙ I can understand how humans affect the environment

 ∙ I can explain about changes the to the World environment 

∙ I can understand why people seek to manage and sustain their environment

∙ I can describe human features of UK regions, cities and /or counties

 ∙ I can understand the effect of landscape features on the development of a locality 

∙ I can describe how people have been affected by changes in the environment 

∙ I can describe and understand key aspects of physical geography, including: climate zones 

∙ I can describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Place knowledge

∙ I can name, describe and compare places I know 

∙ I can link home with other places in my area 

∙ I can show I know about changes that are happening in the local environment e.g. at school 

∙ I can suggest ideas for improving the school environment

∙ I can 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

∙ I can understand why there are similarities and differences between places 

∙ I can show some sense of how places relate to each other

∙ I can show I know about the wider context of places - region, country

 ∙ I can understand why there are similarities and differences between places

∙ I can use aerial photographs and other photographs to collect information on the Isle of Wight.

∙ I can compare the physical features of a region of the UK and a region in Central America, identifying similarities and differences

∙ I can understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America