Introduction to key vocabulary

Kapow’s progression of vocabulary for Geography does not include all the words that children encounter in their lessons; instead, it focuses on the essential words and terms for understanding the subject. These words are carefully selected to help pupils grasp concepts and ideas outlined in the Kapow Primary Geography curriculum.

Geography vocabulary is categorised under four curriculum strands: Locational knowledge, Place knowledge, Human and physical geography and Geographical skills and fieldwork.

Locational knowledge is split into further sub-strands. In alignment with the National curriculum’s aim for pupils to ‘develop contextual knowledge of the location of globally significant places’, specific locations are selected that correspond with the contexts and themes explored in the Kapow Primary Geography units. Although other locations are mentioned within the lessons, the focus is on a manageable number for pupils to recall, setting realistic learning goals.

Consolidating these keywords enables teachers to focus on the vocabulary outlined for each year group, ensuring a strong understanding of which words pupils should already be familiar with and those they will encounter in future years.

Receptive versus expressive vocabulary

Some vocabulary is intentionally used in lessons earlier than indicated in this document. For example, town, village and location are used in Key Stage 1 but appear as key vocabulary in Year 3. Pupils often understand vocabulary receptively before they can confidently use it expressively. Lesson plans guide teachers to model new vocabulary before it is explicitly taught and before pupils are expected to use it themselves. At times, the teacher may model the use of new words while pupils use synonyms.

The year groups listed in this document indicate when pupils are expected to retain the vocabulary and begin to use it actively in appropriate contexts. The focus is on when vocabulary is used expressively, making it easier for teachers to assess.

Active use of new vocabulary does not necessarily imply complete mastery of each word or concept as understanding continues to evolve and deepen over time.

Choosing words to teach

In selecting the words to include in the vocabulary progression, the ‘three-tiers framework’ (Beck, McKeown & Omanson, 1987) has been used. This framework advises focusing instruction on tier 2 vocabulary for the most productive gains.

Tier 1 words have not been included in the progression unless they take on a more specialised meaning (and would therefore be classed as tier 2 or tier 3 words) within the context of Geography. For example, words like ‘field,’ ‘scale’ and ‘key’ might be familiar to children in everyday use but are included in the progression because understanding their specific meanings in the context of Geography is important.

Tier 3 vocabulary
These words are used infrequently in conversation and are often subject-specific. Textbook glossaries usually focus on tier 3 words as they tend to be abstract in nature. They require explicit teaching and contextualisation.

Tier 2 vocabulary
These are frequently used words appearing across the school curriculum and in written texts. Often, explicit teaching of tier 2 words is not planned, but this can be the most productive place to focus vocabulary instruction.

Tier 1 vocabulary
The most basic words, which typically appear in conversation and are frequently encountered by pupils from an early age. They rarely require explicit teaching because they are already familiar to most pupils.