At St Nics' we want our children to:
Since COVID:
We have particularly focused on building the children's understanding and use of geographical vocabulary with a range of contexts.
Use of the art of discussion to prompt and inspire questioning and curiosity about the world
Teachers' first-hand experience of travel and the world enriches the subject.
Our children are ready for the next stage of their educational journey, leaving us:
Skills Progression: Geography St Nicolas’ Infant School | |||
In KS1, statements in bold are non-negotiable in order to reach Expected Standard (no Greater Depth option). | |||
Skill | Reception EYFS | Year 1 | Year 2 |
Locational Knowledge | Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
| Name and locate the world’s seven continents and five oceans.
Name and locate the four countries and capital cities of the United Kingdom and its surrounding seas. | Name and locate the world’s seven continents and five oceans.
Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. |
Place Knowledge | 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. | Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and a contrasting non-European country – relate to children’s own experience. | Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and a small area of a contrasting non-European country – through comparison of specific areas. |
Human and Physical Geography |
n/a | Knowing vocabulary:
| Applying knowledge of vocabulary to describe specific places. referring to basic human and physical features.
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 or South Poles. |
Geographical Skills and Fieldwork | Opportunities to observe the immediate surroundings at the new ‘perch’ in the library with binoculars, observing birds wildlife, trees and topography. | Use simple fieldwork and observational skills to study the geography of the school and its grounds and the key human and physical features of its surrounding environment.
Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features. | Devise and use a simple map and use and construct basic symbols in a key.
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Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. | Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied in KS1.
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 world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied in KS1.
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. |