(pdf) key stages 1 and 2, world around us -...

Progression Framework:The World Around Us - GeographyKey Stages 1 - 2

1

ManagingInformation

Questioning and Planning

Finding and Selecting

Using Information

Suggest and use appropriate geographical questions for example, Where is it? How is it connected to other places? How/Why is it changing?

Help identify an issue or focus and structure a simple geographical enquiry.

Identify and use appropriate sources to gain information/data, for example, primary sources such as fieldwork, questionnaires, surveys and secondary sources, such as, aerial photographs, books, maps, atlases,newspapers, graphs, CD ROMS, selected websites etc.

Record and present geographical information/ findings in a variety of appropriate formats including simple plans, maps (not to scale), diagrams, sketch-maps, graphs, structured writing, mind-maps, databases and spreadsheets etc.

Respond to and ask geographical questions, for example, What/Where is it? Why is it there? What is it like? How is it similar to/different from?

Follow a structured geographical enquiry; identifying what they know and what they need to find out. Begin to plan what to do.

Use their own and other’s ideas to locate and gather information, for example, primary sources, such as, first hand observation, fieldwork, questionnaires, surveys and secondary sources, such as, pictures, photographs,videos and books.

Record and present geographical information in a variety of ways, for example, role play, drawings, maps, diagrams, graphs, models or lists.

FROM By the end of Year 4 pupils can:

TOBy the end of Year 7 pupils can:

Research and Manage Information effectively to investigate geography in issues within The World Around Us

This illustration should be read in conjunction with the generic skills and capabilities framework for a more detailed description.


2

Thinking, Problem Solving and Decision Making

Memory and Understanding

Developing a line of reasoning

Making Decisions and Solving Problems

Sort and classify photos of and information about features/activities in their locality, for example, buildings, modes of transport or jobs.

Identify similarities and differences between features of their own locality and those of other places, for example, clothes, homes and weather.Recognise patterns made by physical /human features in the environment, for example, seasonal change in school grounds or features of the town/countryside.Sequence pictures/information to demonstrate understanding of some geographical processes, for example, the journey of a letter or change in the local area.Use basic terms to describe geographical features, patterns, processes and changes, for example, river, stream, hill, slope.

Make simple predictions, for example, what would it be like to live in a hotter/colder country?Using maps:

Draw familiar objects/features in the •classroom from a bird’s-eye view.Follow/give directions for a route on a large •scale map, using left/right directions, for example, a journey through the school grounds.Draw simple story/picture maps to locate •significant features in relation to a story, for example, Little Red Riding Hood’s journey through the forest, or a personal journey, for example, going to school.Interpret information from a range of maps, •for example, use of colour, relative size of places on globe/world map etc.

Explore possible solutions to a local problem, for example, litter around the school.Examine evidence and opinions from a range of sources, for example, results of shopping survey, questionnaires.

Sort and classify photos of information about a range of places, for example, landscape features, buildings, etc.Identify similarities and differences between a range of features and places, offering explanations, for example, weather, house type, building materials.Begin to relate cause and effect in relation to spatial patterns of physical and human features, for example, high rainfall in upland areas of NI or settlement along the banks of the Nile.Order and sequence information to explain geographical processes, for example, the making of a product, changes in the course of a river.Use more precise geographical vocabulary to describe geographical features, patterns, processes and changes, for example, valley, source, mouth or erosion.

Investigate a geographical issue from different viewpoints, for example, the siting of a new bypass/shopping centre. Identify the pros and cons of each, make and justify a decision.Using maps:

Use a plan of the school grounds for •orienteering and fieldwork activities;Use appropriate maps for different purposes, •for example, local maps, country maps;Follow/give directions for routes on maps •using 8 compass directions, for example, orienteering in a local forest;Draw and use maps at a variety of scales, using •4-figure grid references to identify and locate features;Interpret information from a range of maps, •including OS maps, using, for example, standard symbols, use of colour etc.

Examine evidence and opinions from a range of sources, distinguish between fact and opinion, for example, researching information about life in another country.Make predictions about geographical change, for example, how might the local area look in 20 years time?



Show deeper geographical understanding of issues within The World Around Us by thinking critically and flexibly, solving problems and making informed decisions.



3

Being Creative

Curiosity

Exploration

Flexibility

Resilience

Develop their sense of place through play, using jigsaw maps, games, puzzles and picture maps etc.

Use the senses to explore and respond to the natural environment, for example, sensory trails, find and feel trails around the school grounds etc.

Encourage a range of creative outcomes, for example, make a collage to reflect the school locality or design a poster about litter in the school grounds.

Use artefacts, holiday videos and music to create a picture of other places.

Use improvisations, role play and story-telling to develop empathy, for example, with people in various jobs or children in different places.

Experiment with different ideas and design, for example, design a house in a hot or cold country.

Identify a sense of place through the use of maps, plans, photographs, atlases etc.

Use sensory stimuli to help generate questions and ideas and make connections.

Use role play and drama to explore issues, challenge perceptions, stereotypes and assumptions and develop empathy withothers’ viewpoints, for example, research/take on roles as different characters to examine a contested new local development.

Design and create a model, for example, to show environmental improvements planned by the children in the school grounds.

Encourage a range of creative outcomes to aid geographical understanding, for example, prepare a tourist guide/PowerPoint presentation/display of digital images about their own locality.

Try out different ways to solve problems, for example, use a map of school grounds to determine best possible locations for additional bins to alleviate a litter problem.

Recognise that setbacks are part of learning.



Demonstrate creativity and initiative when developing ideas and following them through



4

Working with Others

Learning with and from others

Roles and reponsibilities

Influencing and negotiation

Use a variety of strategies to enable children to work together to develop and use geographical language and to increase understanding, for example, activity-based play, class visits, games, quizzes etc.

Generate and identify appropriate geographical questions to ask, for example during visits, fieldtrips, or to school visitors.

Share out activities and roles, for example, create shared lists of types of buildings, transport, dangerous times and places around the school etc., or to record simple measurements like weather data.

Report results of work and findings to the rest of class.

Encourage pupils to listen to and value the contributions made by their peers.

Use a variety of strategies to allow children to work together to develop and use geographical language, for example, shared investigations, exploratory visits, fieldwork, games, quizzes etc.

Demonstrate skills of working in groups, (adopting roles, taking responsibility, managing disagreements), for example, running a class debate.

Begin to manage collaborative projects. involving the sharing of information, resources, roles and co-operate with outside groups, for example, creating an eco-garden, developing a web-link to another school.

Explain and justify their actions, choices, methods and conclusions thus extending their use of geographical language and thinking.

Make a presentation to suit the audience and the purpose of the task, for example, to the class, school, parents or visitor.



Working effectively with others



5

Self-Management

Review and Improve

Organisation

Goals and Targets

Talk about what they have learned, how the work was carried out, what the purpose was, what they have achieved and what aspects could be improved.

Talk about the way they have worked individually, in pairs or in groups, for example how well they worked as a group, did they stay on task of get distracted?

Talk about what they enjoyed and what they found difficult.

Evaluate their work, bearing the original intentions in mind.

Compare their approaches with others and identify their own strengths and weaknesses

Compare their approach to learning in Geography and how it might be the same or different in other contexts.

Become more self-directed by working on their own, managing their time and working towards personal targets.



Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance.


(pdf) key stages 1 and 2, world around us -...

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