The Staffordshire Expanding Geography Scheme
Key stage 1
The overview
KS1A
During key stage 1A pupils actively investigate and explore uses of their body
in their immediate personal space. They also actively investigate and explore
the use of their body with environmental objects with which they come into
contact using an increasing range of early strategies.
KS1B
During key stage 1B pupils should be given the opportunities to actively
investigate through both explorations and observations the physical and human
features of their surroundings i.e. beyond their bodies and into their personal
territory, the space that immediately surrounds them both in doors and outside.
KS1
During key stage 1 pupils investigate their local area and a contrasting area in
the United Kingdom or abroad, finding out about the environment in both areas
and the people who live there. They also begin to learn about the wider world.
They carry out geographical enquiry inside and outside the classroom. In doing
this they ask geographical questions about people, places and environments,
and use geographical skills and resources such as maps and photographs.
This document has originated from www.sln.org.uk/geography
Quality Learning Services, Staffordshire County Council
Geographical enquiry
Geographical enquiry and skills key stage 1A - Pupils should be taught to:
a)
in relation to self be supported in making choices about preferred environments, e.g.
which area do you prefer to be in. Use tactile or symbol timetable as a stimulus to be
personally aware of routine events in a place. Relate object to place e.g. spoon on
mouth
b)
undertake fieldwork activities involving themselves, and their influence on their
personal space
c)
react and respond in some way about their immediate experiences of their
surroundings e.g. noise in different situations and events (one to one, peer group,
whole school,) experiencing different atmospheres (supermarket, small shop)
d)
use differentiated responses, symbols or words to express their own feelings about
themselves.
Geographical enquiry and skills key stage 1B - Pupils should be taught to:
a)
undertake studies that focus on involving the child in carefully structured geographical
questions supplied by an adult e.g. use what? where? for a range of purposes to elicit
different ways of thinking. These are based on direct experience, practical activities
and fieldwork at the scale of their personal territory
b)
undertake fieldwork activities involving themselves in their personal territory, being
influenced by their personal space.
c)
observe the different features and communicate likes and dislikes; show preferences
and when carefully questioned, use a number of communication strategies
purposefully to find out about the physical and human features in a variety of
locations.
Geographical enquiry and skills key stage 1
1.
In undertaking geographical enquiry, pupils should be taught to:
a)
ask geographical questions [for example, 'What is it like to live in this place?']
b)
observe and record [for example, identify buildings in the street and complete a chart]
c)
express their own views about people, places and environments [for example, about
litter in the school]
d)
communicate in different ways [for example, in pictures, speech, writing].
This document has originated from www.sln.org.uk/geography
Quality Learning Services, Staffordshire County Council
Geographical skills
KS1A
In developing geographical skills, pupils should be taught to:
a)
hear listen and respond vocabulary related to self, self indoors and self outdoors.
b)
develop an awareness of self by being supported by experiences of where parts of
their own body are in relation to the whole.
c)
observe and indicate familiar objects to self in every day situations, e.g. spoon to
mouth.
d)
not appropriate at scale of self
KS1B
In developing geographical skills, pupils should be taught to:
a)
hear listen and respond to a core vocabulary about themselves in their personal space
b)
Following a plan for routine activities supported by sensory clues, in daily sequencing
activities using associated objects and directional pointers.
c)
indicate and locate familiar objects in everyday situations
d)
use secondary sources e.g. pictures, photographs, books, videos to experience simple
geographical information which can be recalled on questioning.
e)
make simple maps and plans using 3D shapes, pictures of familiar areas e.g. own
bedroom, classroom.
Key Stage 1
2.
In developing geographical skills, pupils should be taught to:
a)
use geographical vocabulary [for example, hill, river, motorway, near, far, north, south]
b)
use fieldwork skills [for example, recording information on a school plan or local area
map]
c)
use globes, maps and plans at a range of scales [for example, following a route on a
map]
d)
use secondary sources of information [for example, CD-ROMs, pictures, photographs,
stories, information texts, videos, artifacts]
e)
make maps and plans [for example, a pictorial map of a place in a story].
This document has originated from www.sln.org.uk/geography
Quality Learning Services, Staffordshire County Council
3. Knowledge and understanding of places
KS1A Places: Themselves indoors and outdoors. Pupils should be taught to:
a)
respect and respond to environment in relation to self
b)
an awareness of body parts to whole
c)
demonstrate awareness of changes in their environments through reaction and
response to being placed in different positions in different environments.
d)
not appropriate
e)
not appropriate
KS1B Places: classroom, localities outside of the school grounds. Pupils should be taught to:
a)
have an active physical experience, observing, describing and interpreting features of
particular places with adult support and be given appropriate geographical terms,
relating them to each other e.g. hill.
b)
find out about themselves, the main physical and human features of the environment
and the way that they interact within a widening surrounding e.g. families, homes,
classrooms, shops, streams, buildings
c)
demonstrate awareness of changes in their environments e.g. different venues or
localities in and out of doors.
d)
find out about how localities may be similar and how they may differ e.g. all homes
have similar rooms and consist of family members but there will be differences.
e)
demonstrate awareness of changes in their environment of different localities when
carefully questioned.
Key Stage 13. Pupils should be taught to:
a)
identify and describe what places are like [for example, in terms of landscape, jobs,
weather]
b)
identify and describe where places are [for example, position on a map, whether they
are on a river]
c)
recognise how places have become the way they are and how they are changing [for
example, the quality of the environment in a street]
d)
recognise how places compare with other places [for example, compare the local area
with places elsewhere in the United Kingdom]
e)
recognise how places are linked to other places in the world [for example, food from
other countries].
This document has originated from www.sln.org.uk/geography
Quality Learning Services, Staffordshire County Council
Knowledge and understanding of patterns and processes
KS 1A
Pupils should be taught to:
a)
have immediate active experiences of different locations and their
associated purpose e.g. book corner, music corner, dining hall,
classroom, also areas out of school, such as the adventure playground.
b)
about the effects of their immediate environment on themselves e.g.
tolerates reacts and responds to the effect of different weather
conditions on themselves.
KS1B
Pupils should be taught to:
a)
demonstrate clearly defined goal directed behaviour, show and use
more complex strategies to obtain their goal (e.g. trial and error, problem
solving, asking for help, combining a sequence of activities, obtaining
things which are out of sight, communicating and co-operating with
others.
b)
demonstrate awareness of changes in their environment e.g. observe
and comment on changes in the environment of different localities when
carefully questioned.
KS1
4.
Pupils should be taught to:
a)
make observations about where things are located [for example, near
school gates] and about other features in the environment [for example,
seasonal changes in weather]
b)
recognise changes in physical and human features [for example, heavy
rain flooding fields].
This document has originated from www.sln.org.uk/geography
Quality Learning Services, Staffordshire County Council
Knowledge and understanding of environmental change and sustainable
development
KS1A
Pupils should be taught to:
a)
have active experiences of how land and buildings are used e.g. activity
play areas in and out of doors.
b)
sustain and improve their personal environments at a particular moment
in time. e.g. obtain more food by means of using an early personal
communication skill.
KS1B
Pupils should be taught to:
a)
find out about the effect of environmental change on themselves, other
people and their surroundings. e.g. observe and identify weather
variations and anticipate what effects this may have on themselves and
on the immediate environment. Have first hand experience of different
weather conditions.
b)
find out about how the quality of their immediate environment can be
sustained and improved e.g. keep room tidy, look after personal items
such as cups.
KS1
5.
Pupils should be taught to:
a)
recognise changes in the environment [for example, traffic pollution in a
street]
b)
recognise how the environment may be improved and sustained [for
example, by restricting the number of cars].
This document has originated from www.sln.org.uk/geography
Quality Learning Services, Staffordshire County Council
Breadth of study
KS1A
During the key stage, pupils should be taught the knowledge, skills and understanding
of:
a)
themselves indoors
b)
themselves outdoors
In their study of these, pupils should:
a) become aware that they affect and can be affected by the world that extends
beyond themselves.
b) undertake studies that focus on developing geographical knowledge, through
building up concepts of themselves and their environment that are based on direct
experience, practical activities and fieldwork in their personal territory.
KS1B
a)
pupils themselves and their home environment.
b)
pupils themselves, and the school environment
c)
pupils themselves and a contrasting local environment e.g. a farm
In their study of these, pupils should:
a) become aware that they affect and can be affected by the world that extends
beyond themselves and their school.
b) undertake studies that focus on developing geographical knowledge, through
building up concepts of themselves and their environment that are based on direct
experience, practical activities and fieldwork in their personal territory.
KS1
6.
During the key stage, pupils should be taught the Knowledge, skills and
understanding through the study of two localities:
a)
the locality of the school
b)
locality either in the United Kingdom or overseas that has physical and/or
human features that contrast with those in the locality of the school.
7.
In their study of localities, pupils should:
a)
study at a local scale
b)
carry out fieldwork investigations outside the classroom.
This document has originated from www.sln.org.uk/geography
Quality Learning Services, Staffordshire County Council