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As children move into KS1, they build on the strong foundations from EYFS, developing their locational awareness, geographical skills and knowledge of physical and human geography. 
​The 3 themes studied across the year will cover all of the following skills:​

Locational and Place Knowledge

• Name and locate some places in their locality (School grounds/Burbage), the UK and wider world.
• Name, locate and describe the four countries and capital cities in the UK and its surrounding seas.

Human Knowledge

• Describe some places and features using basic geographical vocabulary understanding geographical similarities and differences.
• Recognise simple human features on an aerial photo or a simple map, showing an awareness that objects look different from above.
• Express their views on some features of their environment e.g. what they do or do not like.

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Physical Knowledge

• Use different basic geographical language to label key physical features, understanding geographical similarities and differences.
• Recognise physical features on an aerial photo or a simple map, showing an awareness that objects look different from above.
• Identify seasonal and daily weather patterns in the UK

Mapping

• Draw a simple map, labelling features.
• Know that symbols mean something on maps.
• Locate countries on a UK map.

Scale/Distance

• Use relative vocabulary (e.g. bigger/smaller, like/dislike)

Direction

• Use simple locational language including front, behind, next to, far away and near to, to describe the location of features on a map and in fieldwork.

Positioning

• Locate hot and cold areas of the world in relation to the Equator and the North and South Poles.

Enquiry and investigation

• Use different sources such as simple maps, globes, atlases and images.

Fieldwork and data

• Name and describe key human and physical features of the school environment and local area from first hand observation.
• Collect data during fieldwork, such as number of trees/houses.

Communication

• Use maps and other images to talk about everyday life e.g. where they live, journeys to school etc
• Draw, speak or write about simple geographical concepts such as what they can see where.

SEND

• Pupils with SEND generally study the same curriculum scope as other pupils.
• Teachers have the same level of ambition for all pupils and use specialist advice to adapt teaching approaches where necessary.
• Ensure teaching assistants are well briefed in the geography that is to be learned and the approaches taken.
• Classroom resources eg. maps are adjusted as required to ensure that all pupils take part​