Geography Assessment – Year 3 “Investigating our local area” most children will: AMBER some children will not have made so much progress and will: RED some children will have progressed further and will also: describe a range of physical and human features of their locality; use appropriate geographical terms; offer appropriate observations about locations and patterns in the area; identify how people affect the environment and recognise ways people try to manage it for the better; use a range of secondary sources and first-hand enquiry respond to questions about where things are; ask and respond to questions about places and topics using information provided by the teacher; undertake simple mapping tasks demonstrated by the teacher use confidently a wider range of fieldwork and map skills; begin to appreciate the importance of location and offer explanations for physical or human features; ask their own questions and set up simple tasks to seek answers GREEN NAME NOTES Geography Assessment – Year 3 “Passport to the world” most children will: be familiar with a range of places in the UK and overseas; appreciate similarities and differences between places and understand the reasons for them; AMBER use a range of resources to find out about places some children will not have made so much progress and will: have a more limited knowledge and understanding about a smaller range of places; RED Some children will have progressed further and will also: use a more limited range of resources understand ways in which places are interconnected; understand ways in which places change over time GREEN NAME NOTES Geography Assessment – Year 3 “Weather around the world” most children will: AMBER some children will not have made so much progress and will: RED some children will have progressed further and will also: respond to questions about where places are, beginning to offer observations about locations and patterns, eg areas of the world where there are particular types of climate; respond to geographical questions about places and begin to suggest their own geographical questions; undertake simple investigations using maps and secondary sources mainly provided by the teacher respond to questions about where places are; make simple observations in response to tasks set by the teacher offer appropriate observations about locations and patterns; respond to geographical questions and begin to suggest their own appropriate geographical questions GREEN NAME NOTES Geography Assessment – Year 4 “Improving the environment” most children will AMBER some children will not have made so much progress and will: RED some children will have progressed further and will also: GREEN NAME begin to account for their own views about the environment, recognising that other people may have reasons for thinking differently; identify how people affect the environment and recognise ways in which people try to manage it for the better; ask and respond to geographical questions while undertaking tasks set by the teacher, offering their own ideas appropriate to the situation; use a range of simple equipment, maps and resources to carry out tasks supported by the teacher express their own views about the environment and begin to recognise that some people think differently; identify how people affect the environment; ask and respond to geographical questions while undertaking tasks set by the teacher identify and explain the different views held by people about an environmental change; describe different approaches to managing the environment; draw on their own knowledge and understanding and awareness of topical matters to suggest geographical questions/enquiries; use a wide range of equipment, maps and resources to carry out independent investigations and tasks supported by the teacher NOTES Geography Assessment – Year 4 “Village settlers” most children will: AMBER some children will not have made so much progress and will: RED some children will have progressed further and will also: identify early settlement patterns and the links between older established settlements and the present landscape; draw fairly logically constructed maps of their own; understand that places are connected to one another draw plan views on their maps with help; understand, at a simple level, the idea of being connected to other places work with more complex Ordnance Survey maps of areas where the landscape has been significantly altered and the original settlements are harder to detect GREEN NAME NOTES Geography Assessment – Year 4 “What’s in the news?” most children will: AMBER some children will not have made so much progress and will: RED some children will have progressed further and will also: recognise selected physical and human processes and appreciate how these can change the character of places and environments studied; identify and explain different views held by people about an environmental change; recognise and describe how people can improve or damage the environment in particular cases; use a range of skills and sources to undertake independent or teacher-planned investigations; identify the points of reference specified on maps A, B and C in the national curriculum respond to questions about ‘why things are like that’; begin to recognise that other people may have different views towards environmental change; identify how people affect the environment; use a range of skills and simple sources to undertake investigations planned by the teacher collect, synthesise and use information from a wide range of secondary sources to inform their enquiries; develop a suitable investigation for another place in the news; compare reports of the same event in different media GREEN NAME NOTES Geography Assessment – Year 5 “A contrasting UK locality” most children will: AMBER some children will not have made so much progress and will: RED some children will have progressed further and will also: GREEN NAME describe the physical and human features of the place studied and understand how the mix of these features helps to explain its character; draw out similarities and differences between places and begin to understand links between them; offer appropriate observations about locations and the patterns made by physical and human features; recognise human processes and begin to understand how they can change the character of a place; recognise and describe how people can improve or damage the environment; use confidently a full range of skills and different kinds of maps and resources to undertake some independent investigations and some planned by the teacher describe the main physical and human features of the place studied and begin to offer reasons for the distinctive character of a place; draw out similarities and differences between places; begin to explain ‘why things are like that’, referring to physical and human features of the landscape; identify how people affect the environment; use a range of skills and different kinds of maps and resources to undertake investigations planned by the teacher understand the importance of location in understanding places and offer explanations for patterns of physical or human features; recognise and describe how people can improve or damage the environment; describe different approaches taken to environmental management; use confidently a range of skills and different kinds of maps and resources to undertake a range of independent investigations in addition to those planned by the teacher NOTES Geography Assessment – Year 5 “Should the high street be closed to traffic?” most children will: AMBER some children will not have made so much progress and will: RED some children will have progressed further and will also: investigate the issue of traffic management in a specific area and use the evidence to make a reasoned decision about the outcome carry out a more structured survey; debate the merits of a small number of provided solutions, choosing one as the best answer write a letter to the local paper or local council offering informed solutions for comment; design some elements of a plan to improve the high street GREEN NAME NOTES Geography Assessment – Year 6 “Investigating rivers” most children will: AMBER some children will not have made so much progress and will: RED some children will have progressed further and will also: recognise selected physical processes relating to rivers and begin to appreciate how these can change the character of places; draw on their own observations and secondary sources and use their awareness of river events to suggest geographical questions and raise issues that might be studied, eg floods, drought, pollution offer appropriate observations about river features; identify how people affect the environment and recognise ways in which people try to manage it use confidently a full range of skills and different kinds of maps and resources to undertake independent investigations; offer explanations for river features observed; relate local river work to generalisations about rivers elsewhere GREEN NAME NOTES Geography Assessment – Year 6 “The Mountain Environment” most children will: AMBER describe varying weather conditions in the world and understand how these influence the way in which the area is developed; use a wide range of resources to find out information some children will not have made so much progress and will: RED relate the questions posed to one mountain environment, e.g. the Lake District; show more limited understanding of the impact of the global scale; access information using ICT with teacher support some children will have progressed further and will also: GREEN find a range of source materials and plot detailed, sophisticated weather information; show a better developed understanding of the links between cause and effect NAME NOTES