These are the National Curriculum statements for Geography.
Teaching should ensure that 'geographical enquiry and skills' are used when developing 'knowledge and understanding of places, patterns and processes', and 'environmental change and sustainable development'.
1) In undertaking geographical enquiry, pupils should be taught to:
1a ask geographical questions [for example, 'What is it like to live in this place?']
1b observe and record [for example, identify buildings in the street and complete a chart]
1c express their own views about people, places and environments [for example, about litter in the school]
1d communicate in different ways [for example, in pictures, speech, writing].
2) In developing geographical skills, pupils should be taught to:
2a use geographical vocabulary [for example, hill, river, motorway, near, far, north, south]
2b use fieldwork skills [for example, recording information on a school plan or local area map]
2c use globes, maps and plans at a range of scales [for example, following a route on a map]
2d use secondary sources of information [for example, CD-ROMs, pictures, photographs, stories, information texts, videos, artefacts]
2e make maps and plans [for example, a pictorial map of a place in a story].
3) Pupils should be taught to:
3a identify and describe what places are like [for example, in terms of landscape, jobs, weather]
3b identify and describe where places are [for example, position on a map, whether they are on a river]
3c recognise how places have become the way they are and how they are changing [for example, the quality of the environment in a street]
3d recognise how places compare with other places [for example, compare the local area with places elsewhere in the United Kingdom]
3e recognise how places are linked to other places in the world [for example, food from other countries].
4) Pupils should be taught to:
4a make observations about where things are located [for example, a pedestrian crossing near school gates]and about other features in the environment [for example, seasonal changes in weather]
4b recognise changes in physical and human features [for example, heavy rain flooding fields].
5) Pupils should be taught to:
5a recognise changes in the environment [for example, traffic pollution in a street]
5b recognise how the environment may be improved and sustained [for example, by restricting the number of cars].
6) During the key stage, pupils should be taught the knowledge, skills and understanding through the study of two localities:
6a the locality of the school
6b a locality either in the United Kingdom or overseas that has physical and/or human features that contrast with those in the locality of the school.
7) In their study of localities, pupils should:
7a study at a local scale
7b carry out fieldwork investigations outside the classroom.
The curriculum plan for geography indicates the following themes in order through the school year:
QCA 1: Around our school - the local area (part of a topic entitled 'Our School')
QCA 24 ('continuous'): Passport to the world (part of 'Holidays')
QCA 2: How can we make our local area safer? (part of 'Homes')
Contrasting localities/ weather ('Weather')
Toys from other countries ('Toys')
addresses and our locality ('Changes')
You are not expected to use these units of work. If you have better ideas for content that will let you teach the essential skills and concepts more imaginatively then you should use those, though you may wish to use these resources as a starting point. Alternatively, if it is suitable, select a unit of work and use it as it stands. If alternatives are selected the curricular content of adjacent year groups MUST be checked to avoid inappropriate repetition.
Other possible QCA units of work for Year 1 are the 'continuous' units:
QCA 5: Where in the world is Barnaby Bear? (appropriate to Key Stage 1, and currently listed for Year 2)
QCA 25: Geography and numbers (appropriate for all year groups)