Step 6 Grade 3 Grade 3 Grade 3 Step 5 Grade 2 Grade 2 Grade 2 Step 4 Grade 2 Grade 2 Grade 2 Step 3 Grade 1 Grade 1 Grade 1 Step 2 Grade 1 Grade 1 Grade 1 Step 1 Geography Step 1 1 Pupils can describe places using very basic vocabulary. Pupils can recognise some basic differences between places. Pupils understand some ways that people can affect their environment. Responses are limited to individual words. With support, pupils can verbally give their own opinion, but it is not necessarily supported by sensible reasons. Pupils are able to describe features from a very simple map.
Geography Step 3 3 Pupils can describe a range of differences between places. With support, pupils can begin to sequence steps to show the formation of some basic geographical landforms. Pupils can use a range of basic key words. Pupils are writing in full sentences Pupils recognise that some people have different opinions to their own. Pupils can verbally give a basic opinion on simple scenarios. Pupils can use a variety of basic map skills e.g. 4 figure grid references and use the 8 point compass. With support and guidance pupils can carry out basic data collection techniques. With structure or support pupils can use some basic graphs to display data e.g. simple bar graphs.
Geography Step 4 4 Pupils can identify and describe basic similarities and differences between distinctly different places. Pupils are able to describe some links between different places. Pupils recognise that physical and human processes shape the environment but are unlikely to link them. Pupils can begin to sequence steps to show the formation of some basic geographical landforms. Pupils use some key geographical vocabulary in the correct context. Pupils are constructing their own paragraphs. Pupils recognise that some people have different opinions to their own and are able to articulate reasons. Pupils can give a basic opinion on different scenarios verbally and in writing. Pupils are able to use a range of different map skills e.g. 4 and 6 figure grid references, scale, but not always accurately. With close support, pupils begin to ask their own geographical questions. With support pupils are able to describe simple data collection methods and describe their findings. Studies are restricted to one key areas. Pupils are able to independently use some basic graphs to display data e.g. bar graphs
Geography Step 7 7 Pupils can identify, describe and compare basic characteristics, and distinguish between physical and human influences across a limited range of settings. Pupils can effectively devise their own steps to show the formation of geographical landforms. Explanations of human patterns recognise a number of influences and take into account relative importance. Pupils a range of key geographical vocabulary in the correct context. Pupils show some recognition that different people will have different viewpoints but such viewpoints have little influence on the final decision reached. Decisions are usually based on their own opinions. With support pupils are able to give some basic costs and benefits of a decision. Pupils make little reference to sustainability when making and justifying their decisions. Students are able to a range of mapskills to identify and illustrate physical and human patterns from Ordnance Survey maps. Pupils begin to articulate in a simple way the reasons for their choice of geographical questions. Pupils are able to describe data collection methods, describe their findings in some depth, reach valid conclusions and suggest some valid but simple evaluative comments. Studies are restricted to one or two key areas. Pupils select from a limited range of simple cartographical maps and graphs. With support techniques are usually used accurately but there are mistakes when it comes to
important influences but they are still likely to be unbalanced. limitations of their research and suggest simple improvements. With little support, pupils select a range of cartographical maps and graphs. Techniques are mostly used appropriately and accurately. With support, pupils can complete statistical calculations given the appropriate tables/equations. Geography Step 10 10 Pupils can accurately identify, describe and recall characteristics of physical and human environments and relate these to geographical concepts across a range of settings Accurate use of a range of geographical terminology. Pupils demonstrate a complete understanding of geographical processes. They establish their own sequences and begin to apply their understanding to some unfamiliar situations/contexts. Explanations of human patterns take into account a wide range of influences e.g. one of physical/human, local/national, short term/long term, large Pupils show appreciation that decision making involves analysing the opinions of a range of stakeholders. Decisions reached recognise the need to take into account a range of different viewpoints. Decisions are placed in context of some geographical trends and patterns. Pupils are able to evaluate the costs and benefits of their decisions at a small number of different scales. Pupils make clear reference to sustainability when making and justifying their decisions. With very little guidance, pupils identify hypotheses or key questions to address an overall title and provide supporting predictions. Pupils plan for the collection of primary and secondary data. With little guidance, pupils accurately collate and present their findings in appropriate ways. Pupils analyse their data and describe key patterns. Pupils interpret their results in depth and reach a sensible overall conclusion. Pupils evaluate their enquiry and make some clear