Place - Inside our School
What does it take to be a navigator?
Concepts: Locate, Skills & Fieldwork (compass, photos, investigating)
Vocabulary
Classroom
Environment
Indoor
Building
Direction
Route
Birds-eye view
Map
Improvement
Navigate
Locate
Progressive Skills
Geographic Skills & Fieldwork
Ask simple geographical questions.
Use simple observational skills to study the geography of school and its grounds.
Use simple maps of the local area.
Use words such as near and far, left and right to talk about where things are.
Make simple maps and plans.
Locational Knowledge
Understand how some places are linked to other places (e..g: roads, trains).
Human & Physical Geography
Describe seasonal weather changes.
Place Knowledge
Name, describe and compare places I know.
Link home with other places in my area.
Show I know about changes that are happening in the local environment.
Suggest ideas for improving the school environment
Progressive Content
Demonstrate awareness of our classroom environment.
Describe key areas and features of the classroom (using terms such as: in the corner, centre of the room, front of the classroom, etc).
Describe and explain the location of different areas within the classroom.
Understand and explain that our classroom is man-made.
Identify key areas in the classroom environment.
Identify areas of my classroom verbally.
Locate areas of the classroom on a map.
Navigate one area of the classroom to another using a simple map.
Create a simple map of the classroom, evaluate its effectiveness by using it to navigate around the classroom.
Give and follow directions as simple route.
Follow instructions to move around the classroom (turn right, touch the window, turn left, go round, etc).
Give simple directions (left, right, forward, backwards) verbally to a partner to navigate them around the classroom.
Record directions as a route using symbols.
To understand my classroom is only one area of the school.
Identify and name areas in the school that I have access to (the library, the hall, the hedgehog room, the library, the playground).
Give verbal descriptions of different areas of the school.
Explain using basic geographical language how close other areas are to my classroom.
Navigate from the classroom to another area of the school using a simple map.
Navigate around the school.
Locate areas of the school on a map (classroom, offices, hall, playground).
Create a simple map of the school, evaluate its effectiveness by using it to navigate from one area of the school to another.
Use simple geographical language to create a simple route.
Follow directions to move around the school (turn right, walk forward, turn left, go round, etc).
Give simple directions verbally to a partner to navigate them around the school.
Record directions as a route using symbols (arrows).
Investigate different areas of the geographical features of our school to support route making.