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- Year 1 >
Unit outcomes
Pupils who are secure will be able to:
- Locate three features on an aerial photograph of the school and know the name of the country and village, town or city in which they live.
- Make a map of the classroom with four key features, using objects to represent the distance and direction of features in the classroom.
- Recognise four features in the school grounds using a map.
- Explain how they feel about three areas of the playground and find out how others feel by looking at the results of a survey.
- Draw a design to improve three areas of the playground using the results from the survey.
Lesson 3 involves fieldwork on the school grounds. It is important to risk-assess the proposed route taking into account any relevant school risk assessment policies and procedures. Refer to the Before the lesson section in Lesson 3 to prepare for this lesson. Please be aware this lesson may take longer than 1 hour.
Suggested prior learning
Exploring maps
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Lessons
Lesson 1: Where in the world are we?
Lesson 2: What can we see in our classroom?
Lesson 3: What can we find in our school grounds?
Lesson 4: Where are the different places in our school?
Lesson 5: How do we feel about our playground?
Lesson 6: Can we make our playground even better?
Key skills
- Recognising some physical features
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Key knowledge
- To know that the
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Key vocabulary
aerial photograph
aerial view
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Equipment list
Equipment needed across all lessons in this unit.
This list does not include equipment which is usually readily available in the classroom (e.g pencils, A4 paper etc)
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Full equipment list for the subject
Quantities marked × will update. Items without quantities are unaffected
- Class set of atlases ×15
-
Enlarged colour aerial photograph of the local area including the school and grounds
×8 -
Photographs of key features in your school grounds (such as: the school building, play
×8
equipment, field, or trees.) - Class photograph of the children or a label with the class name on ×8
- Digital camera ×8
- IPads ×15
-
A variety of maps (such as: floor plans, bus and train maps, street maps, atlases and globes for each table group).
×8 -
Classroom objects to make messy maps (such as: cubes, bears, counters, bean bags, rulers, pencils, books, glue sticks etc.)
×8 - Clipboards ×1
- Coloured chalk ×30
- Teddy or soft toy
-
Large rolls of paper
×8 - Sticky notes
-
An enlarged simple map of the playground with up to six areas located (such as: the climbing frame, the bench, and the field).
×8
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Related content
Unit resources
Knowledge organiser: Geography – Y1 What is it like here?
Aimed at pupils, a single page which gives key facts and definitions from the unit "What is it like here?".
Vocabulary display: What is it like here?
A display version of the vocabulary from the What is it like here? unit.
Subject resources
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Cross-curricular opportunities
- English: Spoken language: participating in collaborative discussions about the local area and sharing viewpoints about the playground.
- Maths: Geometry – position and direction: using directional language to describe locations on a map.
- Art and design: drawing ideas and observations linked to the local environment.
- RSE & PSHE: discussing ways to care for the playground environment.
Build on the learning
What is the weather like in the UK?
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