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