Level 2

Level 3

Level 4

Level 5

Level 6

Level 7

Level 8/EP

1.1 Place

•§    Pupils show their knowledge, skills and understanding in studies at a local scale.

•§    Pupils show their knowledge, skills and understanding in studies at a local scale and offer explanations for the location of some of those features.

•§    Pupils recognise and describe the physical and human features of places and appreciate the importance of wider geographical location in understanding places.

•§    Pupils use their knowledge to describe physical and human characteristics of places within a wider geographical framework.

•§    Pupils describe and begin to analyse physical and human characteristics of places in a range of locations & contexts

•§    Pupil are able to analyse the physical and human characteristics of places  drawing on their knowledge of a wide range of locations and scales.

•§    Pupil are able to analyse the physical and human characteristics of places, drawing on their knowledge of a wide range of locations and scales.

•§    Can explain and predict change by drawing on detailed knowledge. (EP)

1.2 Space

•§    Pupils show some knowledge of where places and landscapes are located.

•§    Pupils show knowledge of where places and landscapes are located

•§    Pupils show increasing depth of  knowledge of where places and landscapes are located

•§    Pupils show depth of  knowledge of where places and landscapes are located

1.3 Scale

•§    They show an awareness of places beyond their own locality.

•§    They are aware that different places have both similar and different characteristics.

•§    Pupils show knowledge and understanding of aspects of the geography of the UK and the wider world.

•§    Pupils show increasing depth of knowledge and understanding of aspects of geography of the UK and the wider world.

•§    Pupils use their knowledge and understanding of the geography of the UK and the wider world to describe and begin to analyse physical and human characteristics of places in a range of scales.

•§    They identify geographical patterns at a range of scales.

•§    Pupils make links in their knowledge and understanding of the geography of the UK and the wider world.

•§    Pupil are able to analyse the physical and human characteristics of places drawing on their knowledge of a wide range of scales.

•§    Pupils make links in their knowledge and understanding of the geography of the UK and the wider world.

•§    Pupils are able to analyse the physical and human characteristics of places. They explain changes in places over time drawing on their knowledge of a wide range of scales.

1.4 Interdependence

•§    Pupils demonstrate understanding of geographical diversity by describing how physical and human processes can lead to similarities and differences in the environments of different places and in the lives of people who live there

•§    They describe and explain physical and human processes and recognise that these processes interact to produce the distinctive characteristics of places.

•§    They describe and explain interactions within and between physical and human processes and show how these interactions create diversity and interdependence and help change places and environments.

•§    They describe and explain interactions within and between physical and human processes and show how these interactions create diversity and interdependence and help change places and environments.

1.5 Physical & Human processes

•§    They describe physical and human features of places, and recognise and make observations about those features that give places character.

•§    They describe and compare the physical and human features of different localities and offer explanations for the locations of some of those features

•§    Pupils understand that physical and human processes can change the features of places and explain how these changes affect the lives of people living there

•§    They recognise and describe simple geographical patterns.

•§    Pupils use their knowledge to describe physical and human characteristics of places within a wider geographical framework.

•§    Pupils describe and begin to explain geographical patterns.

•§    They describe and explain physical and human processes

•§    Pupils describe and explain geographical patterns

•§    They describe and explain interactions within and between physical and human processes.

•§    They identify and analyse geographical patterns at a range of scales.

•§    They describe and analyse interactions within and between physical and human processes.

•§    They identify and analyse geographical patterns at a range of scales.

1.6 Environmental interaction & sustainable development

•§    They express their views on the environment of a locality and recognise how people affect the environment.

•§    They recognise how people seek to improve and sustain environments.

•§    Pupils understand that people can both improve and damage the environment.

•§    Pupils offer reasons for their own views about environmental change and recognise that other people may hold different views.

•§    Pupils understand some ways that human activities cause environments to change.

•§    Pupils demonstrate an awareness of sustainable development.

•§    Pupils recognise the range of views people hold about environmental interaction and change.

•§    They recognise how conflicting demands on the environment may arise and describe and compare sustainable and other approaches to managing environments.

•§    They appreciate that different values and attitudes, including their own, result in different approaches to environmental and change.

•§    Understand that many factors influence the decisions made about sustainable and other approaches to developing places and environments. Can explain resulting changes

•§    They appreciate that the environment in a place and the lives of those within it are affected by actions and events in other places.

•§    They analyse different approaches to developing places and environments and explain causes and consequences of environmental change.

•§    They understand alternative approaches to development and their implications for QOL in different places (EP)

•§    They assess the relative merits of different ways of tackling environmental issues (EP)

1.7 Cultural understanding and diversity

•§    Pupils offer reasons for their own views and recognise that other people may hold different views.

•§    Pupils demonstrate understanding of geographical diversity by describing how physical and human processes can lead to similarities and differences in the environments of different places and in the lives of people who live there

•§    They demonstrate understanding of the ways in which physical and human processes lead to diversity and change in places.

•§    They recognise that human actions, including their own, may have unintended environmental consequences and that change sometimes leads to conflict.

•§    They understand how interaction between people and environments can result in complex and unintended changes.

2.1 Geographical Enquiry

•§    They use resources given to them and their own observations, to help them  ask and respond to questions about places and environments

•§    They use skill and sources of evidence to respond to a range of geographical questions.

•§    Drawing on their knowledge and understanding, they suggest suitable geographical questions, and use a range of geographical skills to help them investigate places and environments.

•§    Drawing on their knowledge and understanding, they begin to suggest relevant geographical questions.

•§    They select information and sources of evidence in which they are beginning to identify bias.

•§    They suggest plausible conclusions to their investigations.

•§    Drawing on their knowledge and understanding, they suggest relevant geographical questions and issues and appropriate sequences of investigation.

•§    They select a range of skills and sources of evidence and use them effectively in their investigations.

•§    They can identify potential bias in sources.

•§    With growing independence, they draw on their own knowledge and understanding to identify geographical questions and issues and establish their own sequence of investigation.

•§    They select and use a wide range of skills.

•§    They evaluate sources of evidence critically, detect and respond to bias.

•§    Show independence, to identify geographical questions and issues and establish their own sequence of investigation.

•§    They select a wide range of skills and use them effectively and accurately

•§    They evaluate sources of evidence critically before using them in their work.

2.3 Graphicacy & visual literacy

•§    Pupils present their findings both graphically and in writing.

•§    Pupils present their findings in a coherent way, using appropriate methods.

•§    They select and use a wide range of skills.

•§    They select and use a wide range of skills (and sources of evidence EP)

2.4 Geographical communication

•§    They begin to use appropriate vocabulary to communicate their findings.

•§    They begin to use appropriate vocabulary to communicate their findings.

•§    Pupils communicate their findings using appropriate vocabulary.

•§    Pupils present their findings both graphically and in writing using appropriate vocabulary.

•§    Pupils present their findings in a coherent way, using appropriate methods and vocabulary and reach conclusions that are consistent with the evidence.

•§    Pupils present well-argued summaries of their investigations, use geographical vocabulary and begin to reach substantiated conclusions.

•§    Pupils present full and coherently argued summaries of their investigations, use geographical vocabulary and reach substantiated conclusions.