Geography KS1 Place Study Mandatory

Our Local Area

6 lessons

Subject

Geography

Key Stage

KS1

Statutory reference

NC KS1 Geography: 'understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country'

Source document

Geography (KS1/KS2) - National Curriculum Programme of Study

Estimated duration

6 lessons

Study type

Place Study

Status

Mandatory

Coverage: 10/13 expected capabilities surfaced

Curriculum anchorConcept modelDifferentiation dataThinking lensLesson structureSubject referencesCross-curricular linksVocabulary definitionsSuccess criteriaPrior knowledge links

Assessment alignmentLearner scaffoldingAccess and inclusion

Enquiry questions

What is our local area like?

Concepts

This study delivers 1 primary concept and 1 secondary concept.

Primary concept: Physical and Human Features (GE-KS1-C004)

Type: Knowledge | Teaching weight: 1/6

Geography categorises features of the world into physical features - those created by natural processes including landforms, water bodies and vegetation - and human features - those created by people including settlements, buildings and land uses. At KS1, pupils learn the key vocabulary for both types of feature, developing the language to describe and categorise the world around them and in studied places. Understanding the distinction between physical and human geography is foundational to the discipline.

Teaching guidance: Use photographs of local and distant places to identify and classify physical and human features. Sort feature cards into physical and human categories. Take pupils outdoors to observe and name physical and human features in the school environment and local area. Use the vocabulary list actively: say and write the words alongside images. Connect vocabulary to pupils' direct experience: 'We live in a city/town/village' - which is our human feature? What physical features can we see from the window? Key vocabulary: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, city, town, village, factory, farm, house, office, port, harbour, shop, physical, human, feature, landscape Common misconceptions: Pupils may find the distinction between physical and human features unclear for some cases - a canal is human but a river is physical; a park could be either. Discussing borderline cases develops more sophisticated understanding. Pupils may not recognise common local features as 'geographical' until they are pointed out and named. Building observation skills through regular local fieldwork develops geographical awareness.

Differentiation

Level

What success looks like

Example task

Common errors

Entry	Identifying whether a feature is physical (natural) or human (made by people) when given examples.	Sort these into physical features and human features: river, bridge, hill, shop, forest, road.	Classifying a park as physical because it has grass and trees; Not understanding what 'physical feature' means in a geography context
Developing	Using geographical vocabulary to describe physical and human features observed in the local area or in photographs of places.	Look at this photograph of a seaside town. Describe the physical features and human features you can see.	Describing features without using specific geographical vocabulary; Overlooking less obvious features (e.g. a harbour wall is human-made)
Expected	Explaining the relationship between physical and human features — how the physical landscape influences what humans build and do there.	Why do you think this town was built next to the river? How do the physical features affect the human features?	Describing physical and human features separately without explaining connections; Not recognising that physical geography influences where and how people live

Model response (Entry): Physical: river, hill, forest. Human: bridge, shop, road.

Model response (Developing): Physical features: cliffs, the sea, a sandy beach, rocks. Human features: houses along the seafront, a pier, a car park, a lighthouse.

Model response (Expected): The town was built by the river because people needed water for drinking, farming and transport. The flat land near the river was good for building on. The bridge was built because people needed to cross the river. The physical features — the river and flat land — helped decide where the human features would go.

Secondary concept: Maps, Atlases and Globes (GE-KS1-C005)

Type: Skill | Teaching weight: 1/6

Maps, atlases and globes are the primary tools geographers use to represent and communicate spatial information. A map is a flat, symbolic representation of a part of the Earth's surface; an atlas is a collection of maps in book form; a globe is a three-dimensional spherical representation. Each has different advantages: globes accurately show the relative sizes of continents and the shape of the Earth, while maps are more portable and convenient for showing detailed information. At KS1, pupils learn to use and interpret each type of representation, developing their ability to extract locational information.

Differentiation

Level

What success looks like

Common errors

Entry	Using a simple map or plan to identify features, understanding that a map represents a real place from above.	Not understanding that the map shows a 'bird's eye view' from above; Confusing left and right on a map with left and right in the room
Developing	Using a simple key to read a map and using basic compass directions (north, south, east, west) to describe where things are.	Not using the key and guessing what symbols mean; Confusing compass directions, especially east and west
Expected	Using maps, atlases and globes to locate places and features, constructing simple maps with a key, title and compass directions.	Drawing a picture rather than a map (showing walls from the side, not from above); Forgetting to include a key to explain the symbols used

Thinking lens: Evidence and Argument (primary)

Key question: What is the evidence, how reliable is it, and what conclusions can it support? Why this lens fits: Maps and atlases are geographical evidence tools; using them to answer locational questions requires pupils to interrogate a source, interpret its symbols and conventions, and draw spatial conclusions — the same evidence-to-claim reasoning that underpins geographical argument. Question stems for KS1:

How do you know that?

What clues can you see?

Can you finish: I think... because...?

Is that a guess or do you know for sure?

Secondary lens: Patterns — Seasonal weather cycles are the most accessible example of recurring natural patterns that pupils can observe directly; recognising the repeating sequence of seasons is the entry point for understanding cyclical physical processes.

Session structure: Place Study

Place Study

An in-depth geographical study of a specific place at local, national, or global scale. Pupils orient themselves within the place, use maps and spatial data, collect information about its physical and human features, analyse geographical processes, compare with other places, and evaluate change or issues.

orientation → mapping → data_collection → analysis → comparison → evaluation Assessment: Place study report combining map work, data presentation, descriptive and explanatory writing about geographical features and processes, and comparative or evaluative conclusion. Teacher note: Use the PLACE STUDY template: help children find out about a place by looking at pictures, maps, and stories from there. Guide them to describe what the place is like using simple geographical words — hot, cold, hilly, flat, busy, quiet. Compare it with where they live. Encourage them to say what is the same and what is different. KS1 question stems:

What is this place like?

Where is it? Can you find it on the map?

What is the same as where we live? What is different?

Would you like to visit this place? Why or why not?

Study scope

Scale: Local Themes: local geography, observation, human and physical features, place knowledge Map types: simple plan, picture map, aerial photo Data sources: Pupil observation, Local photographs, Google Earth Fieldwork potential: Walking survey of the school grounds and immediate surroundings, observing and recording human and physical features using simple tally charts and sketch maps. Assessment guidance: Can pupils identify and name human and physical features in their local area? Can they use a simple map or plan to show where features are located? Can they describe what makes their local area distinctive?

Locations

School Locality (United Kingdom, Europe, locality, local)

Development context: HIC Suggested exemplars: Village in Hampshire, Estate in Manchester, Town in Yorkshire, Suburb in Birmingham Key physical features: Determined by school location Key human features: Determined by school location

Contrasting localities

UK Locality vs Non-European Locality

The NC mandates that KS1 pupils compare a UK locality with a non-European locality to develop early comparative geographical thinking and openness to diverse human geographies. The contrast must balance genuine differences (climate, landscape, economy) with fundamental similarities (children go to school, families share meals, people work and play) to prevent othering.

Compare through: climate, settlement type, daily life, physical features, economic activity Stimulus questions:

How is the other place the same as our area? How is it different?

What do children in the other place do that is the same as what you do?

What does the landscape look like? Is it the same as ours or different?

What is the weather like there? How does it compare to our weather?

Why this study matters

The local area study is the starting point for geographical enquiry at KS1, grounding abstract concepts in direct experience. Pupils observe, describe, and map the human and physical features of their immediate environment, building the observational and descriptive vocabulary that underpins all subsequent geography. The school determines which local area to study, making this universally relevant.

Pitfalls to avoid

Treating the local study as a one-off activity rather than returning to it throughout the year as new concepts are learned

Focusing only on human features (buildings, shops) and neglecting physical features (rivers, hills, vegetation) in the local area

Not connecting the local study to the contrasting non-European locality — the two should be taught in dialogue

Success criteria

Pupils can:

Name at least 3 physical features and 3 human features in the local area

Use a simple plan or sketch map to show where features are located

Describe what makes the local area similar to or different from other places

Cross-curricular opportunities

Link

Subject

Connection

Strength

Changes Within Living Memory	History	How the local area has changed within living memory	Strong
Drawing from Observation	Art and Design	Sketching local landmarks and physical features	Moderate

Geographical skills (KS1)

These disciplinary skills should be woven through teaching, not taught in isolation:

Analysing and presenting geographical data — Selecting and applying appropriate methods — including graphs, thematic maps, choropleth maps and statistical summaries — to organise, present and analyse geographical data, and communicating the findings of that analysis with precision and clarity.

Eight-point compass and Ordnance Survey map skills — Applying the eight compass points, four-figure and six-figure grid references, and the symbols and conventions of Ordnance Survey maps to build knowledge of the UK and the wider world, and to navigate and locate features on topographic maps.

Geographical enquiry — Asking geographical questions, selecting appropriate methods to investigate them, gathering primary and secondary information, and organising findings into a structured response that demonstrates geographical thinking.

Applying maps, atlases and globes routinely across contexts — Building on primary map skills to use a wide range of map types — physical, political, topographic, thematic — fluently and routinely in both classroom and fieldwork contexts, applying them to study geography at multiple scales from local to global.

Geographical enquiry using multiple and complex sources — Designing and conducting geographical investigations that draw on multiple sources of information of increasing complexity — including statistical datasets, satellite imagery, fieldwork data and published research — to answer substantive geographical questions.

Fieldwork in contrasting locations — Planning and carrying out fieldwork in at least two contrasting geographical settings — such as urban and rural, or coastal and inland — collecting and recording primary data systematically and drawing evidence-based geographical conclusions from the results.

Vocabulary word mat

Term

Meaning

aerial	Seen from above, as if looking down from the sky; used to describe a type of photograph or view.
atlas	A book of maps showing different countries, regions, and features of the world.
beach	An area of sand or pebbles along the edge of the sea or a lake.
city	A large and important town, often with a cathedral and many different services.
cliff	A steep rock face, especially at the edge of the sea or along a river valley.
coast	The area where the land meets the sea.
compass	A tool or diagram showing the four main directions: north, south, east, and west.
direction	The way something is pointing or the path someone is travelling, often described using compass points.
east	The direction where the sun rises; one of the four main compass points.
factory	A building where goods are made or assembled, usually using machines.
farm	An area of land used for growing crops or raising animals for food.
feature	A noticeable part or characteristic of a place, which can be physical (natural) or human (built).
forest	A large area of land covered mainly by trees and undergrowth.
globe	A spherical model of the Earth showing the continents, oceans, and other features.
grid	A pattern of horizontal and vertical lines on a map, used to locate places accurately.
harbour	A sheltered area of water where ships can dock safely, often part of a coastal settlement.
hill	An area of land that is higher than the land around it, but not as tall as a mountain.
house	A building where people live, which is a human feature of any settlement.
human	Made or caused by people, as opposed to occurring naturally; used to describe features of a place.
key	A list of symbols used on a map with explanations of what each one represents.
landscape	The visible features of an area of land, including hills, rivers, fields, and buildings.
legend	The part of a map that explains what the symbols and colours mean.
location	The particular place or position where something is found.
map	A drawing or diagram that shows what a place looks like from above, using symbols for different features.
mountain	A very high area of land with steep sides, much taller than a hill.
north	The direction towards the North Pole; one of the four main compass points.
ocean	A very large body of salt water; there are five oceans covering most of the Earths surface.
office	A building or room where people work, typically at desks with computers.
physical	Occurring naturally in the environment, not made by people; used to describe natural features of a place.
plan view	A view of something from directly above, looking straight down, as shown on most maps.
port	A town or city with a harbour where ships load and unload goods or passengers.
represent	To show or stand for something using symbols, colours, or other methods on a map or diagram.
river	A large natural flow of water that travels through the land towards the sea or a lake.
scale	The relationship between the size of something on a map and its actual size in real life.
sea	A large body of salt water, smaller than an ocean, often partly enclosed by land.
shop	A building where goods are sold; a human feature found in most settlements.
soil	The top layer of earth in which plants grow, made of minerals, organic matter, and water.
south	The direction towards the South Pole; one of the four main compass points.
symbol	A small picture or shape used on a map to represent a real feature, explained in the key.
town	A settlement larger than a village but smaller than a city, with shops and services.
valley	A low area of land between hills or mountains, often with a river flowing through it.
vegetation	The plant life growing in a particular area, including trees, grass, and flowers.
village	A small settlement in the countryside, smaller than a town.
west	The direction where the sun sets; one of the four main compass points.
local area
physical feature
human feature
compare
environment

Prior knowledge (retrieval plan)

Pupils should already know the following from earlier units:

Prior knowledge needed

For concept

Description

Observation and Description of Local Environment

Physical and Human Features

The ability to use learned vocabulary to describe the physical and human features of the immediat...

Knowledge organiser

Key terms:

local area

physical feature

human feature

map

compare

environment

Core facts (expected standard):

Physical and Human Features: Explaining the relationship between physical and human features — how the physical landscape influences what humans build and do there.

Graph context

Node type: GeoStudy | Study ID: GS-GE-KS1-001 Concept IDs:

GE-KS1-C004: Physical and Human Features (primary)

GE-KS1-C005: Maps, Atlases and Globes

Cypher query:

``cypher


MATCH (ts:GeoStudy {study_id: 'GS-GE-KS1-001'})
  -[:DELIVERS_VIA]->(c:Concept)
  -[:HAS_DIFFICULTY_LEVEL]->(dl)
RETURN c.name, dl.label, dl.description

Generated from the UK Curriculum Knowledge Graph — zero LLM generation.