BSPS Progression Map: Geography

Early YearsFoundation Stage -Development Matters

3 & 4 Year Olds

Reception

Know that there are different countries in the work and talk about the differences they have experienced or seen in photos.(Understanding the World)

Recognise some similarities and differences between life in this country and life in other countries. (Understanding the World)

Recognise some environments that are different to the one in which they live. (Understanding the World)

Begin to understand the need to respect and care for the natural environment and all living things. (Understanding the World)

Explore the natural world around them. (Understanding the World)

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

I can name and locate the world’s seven continents and five oceans

Year 3

Year 5

Year 6

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 geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom

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

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

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

I can identify seasonal and daily weather patterns in the United Kingdom

I can use basic geographical vocabulary to refer to key physical features and human features

I can name and locate the four countries and capital cities of the United Kingdom

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 locate hot and cold areas of the world in relation to the Equator and the North and South Poles

I can use more basic geographical vocabulary to refer to key physical features and human features

Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land use patterns; and understand how some of these aspects have changed over time

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

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

describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

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

I can identify characteristics of the four countries and capital cities of the United Kingdom (Scotland) and its surrounding seas.

I can locate the UK on a map of the world and know it is located in Europe.

I can describe simply where places are beyond the local area

I can locate areas and countries on a map and understand these areas have many differences and similarities.

I know about the local area and begin to appreciate the importance of wider geographical location in understanding places

I can describe what gives the local area character and simply describe what other places are like beyond this areI have knowledge and understanding of some of the main events, people and changes from the past

I am aware that different places may have both similar and different characteristics

I can understand more about the links between different places and that some places depend on each other

I can understand about the links and relationships between different places and what make places dependent on each other

I can observe and describe physical and human features of the local area and other places

I can begin to compare these features to another place beyond the local area

I can begin to understand how people effect the environment

I can begin to describe physical and human features and begin to offer reasons for observations and opinions about places and environments

I can recognise how people try to improve and keep environments safe

I can recognise that these interact to affect the lives and activities of people living there

I can describe and begin to explain geographical patterns and a range of physical and human processes

I can understand how people can both improve and damage the environment

I can describe and explain a range of physical and human processes and recognise that these processes interact to produce distinctive characteristics of places

I can describe ways in which physical and human processes operating at different scales create geographical patterns and lead to changes in places

Bedlington Station compared to African Village

UK - Scotland geographical regions, human and physical features.

WORLD - South America (Brazil) environmental regions, key physical and human characteristics, countries, and major cities

UK - Wales geographical regions, human and physical features.

WORLD - North America (Mexico) environmental regions, key physical and human characteristics, countries, and major cities

UK - N.Ireland geographical regions, human and physical features.

WORLD - Asia (Japan) environmental regions, key physical and human characteristics, countries, and major cities

UK - England geographical regions, human and physical features.

WORLD - Europe (France) environmental regions, key physical and human characteristics, countries, and major cities

North East England compared to region of USA

London compared to Paris

Climate zones, biomes and vegetation belts

Distribution of natural resources including energy, food, minerals

Mountains, rivers,

Water cycle

Volcanoes (Pompeii)

Types of settlement and land use

Economic activity including trade links

Earthquakes

Northumberland compared to China District/Melbourne

Early YearsFoundation Stage -Development Matters

3 & 4 Year Olds

Reception

Understand position through words alone. For example, “The bag is under the table,” – with no pointing. (Mathematics)

Describe a familiar route. (Mathematics)

Discuss routes and locations, using words like ‘in front of’ and ‘behind’. (Mathematics)

Use all their senses in hands-on exploration of natural materials. (Understanding the World).

Draw information from a simple map. (Understanding the World)

use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage  

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 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  

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.

I can use world maps, atlases and globes to identify the UK, its countries and counties

I can use simple compass directions I can use aerial photographs and plans to recognise landmarks to devise a simple map

I can use simple fieldwork and observational skills to study the geography of the key human and physical features of the school's surrounding environment

Year 3

Year 5

Year 6

I can use simple fieldwork and observational skills to study the geography of my school

I can use simple locational and directional language (near and far; left and right)

I can use simple fieldwork and observational skills to study the geography of my school

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

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 their knowledge of the United Kingdom and the wider world

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 use simple fieldwork and observational skills to study the geography of the key human and physical features of the schools surrounding environment

I can begin to use Geographical words

I can use skills and evidence to answer a range of geographical questions

I can begin to investigate answers and use the correct vocabulary to share findings

I can explain my own views using examples and evidence

I can suggest my own geographical enquiry and demonstrate the appropriate skills to conduct the enquiry

I can present findings both graphically and in writing to reach a conclusion and evaluate the information

I can begin to investigate answers and use the correct vocabulary to share findings

I can suggest an appropriate sequence of events and use geographical skills to conduct an enquiry

I can communicate my findings using the appropriate vocabulary