Comments for geography reports are here to help you with your report writing :

 

^ could understand the significance of each line of ~ address.

^ was able to represent the various types of travel on a simple graph.

^ drew some conclusions from ~ findings.

^ can draw a map showing ~ route to school.

^ can recognise where places are within the school.

^ was able to identify a clear sequence of features seen on ~ route to school.

^ is able to use the correct vocabulary to describe the different local features.

# was able to use a range of words and pictures to show and explain ~ views on the quality of the environment around *.

^ can talk about the about changes which have taken place in ~ locality.

^ has recognised that there are different places in the area which support different kinds of work.

^ knows that a local area may have a variety of leisure facilities.

^ knows that ~ local leisure facilities depend on people like * and his family to support them.

^ has realised that the process of change is continuous and happens in most places.

^ has developed ~ understanding of chronology.

The unit Investigating Coasts helped # explore the possibilities for learning about coastal environments at local and regional scales. The unit offered links to ICT, literacy, personal, social and health education (PSHE) and citizenship.

# could identify the main land uses of coasts.

^ has produced a field sketch.

^ is able to follow a trail using a map and compass.

^ has asked and researched ~ own questions.

^ was able to identify coastal areas using a map.

^ has identified coastal features using maps, atlases and photographs.

^ has some understanding of headland features and the stages of erosion.

^ understands the impact humans may have on coastal environments.

^ was able to identify different types of beaches using the symbols and keys on Ordnance Survey maps.

^ knows about some of the differences between the different types of beaches, using the appropriate geographical vocabulary in ~ descriptions.

^ could use maps and secondary sources to research and describe an area of coast suitable for a particular type of holiday .

^ was able to identify and explain the different strategies used for coastal management.

^ is able to understand how the decisions about coastal management affect the future quality of people’s lives.

^ was able to identify the different viewpoints about the proposed building of the hotel.

^ can explain why different people held different views about the proposal.

# can understand how changing land uses will affect the environment and people in different ways, now and in the future.

# is beginning to appreciate how a coastal environment may be managed sustainably.

# has showed how geographical enquiry can provide a meaningful context for the learning and reinforcement of many aspects of the framework for teaching mathematics. Links were made with the following areas across both key stages: solving problems, measures, shape and space, and handling data. The mathematical demands made in geography units were matched with #’s attainment in mathematics. ^ discovered it was helpful to use geography to reinforce particular skills of mathematics soon after they have been developed in mathematics.

^ has worked out the difference in length between two routes around the school building.

^ is able to use a simple map to identify features and possible routes (longest and shortest) within the local area.

^ can read a thermometer.

^ has identified the main features of a settlement by listing the shapes used.

^ is able to use the appropriate directional language.

^ has drawn a plan of their journey from home to school.

^ is able to count ‘traffic’ and understand the reasons for the variation in its flow.

^ is able to plan a route and work out the distance using the map scale.

^ has selected information about public transport from a variety of timetables to produce an itinerary.

^ knows how to use the symbols on a map.

^ has used the simple coordinates (or four-figure grid references) to locate points (or areas) on a map.

^ knows how to identify the eight points of the compass and use a compass to orientate *self and how to follow a route.

^ is able to collect, record, present and analyse data about ~ journey to school, and draw ~ own conclusions.

^ is able to plan a route, and take into account the different modes of transport available and the distance travelled.

^ knows how approximate the size of different settlements in kilometre squares (using an Ordnance Survey map).

^ can identify time differences around the world.

^ has used a six-figure grid references to identify and match coastal features shown on maps to photographs.

^ has used a six-figure grid references to identify and match river features shown on maps to photographs.

^ is able to use a compass to describe a route on a map.