Geography · Year 1 · Mapping Our School and Home · Autumn Term

Mapping Our School Grounds

Practical fieldwork to identify key features of the school environment and record them on a simple plan.

• National Curriculum Attainment Targets
• KS1: Geography - Geographical Skills and Fieldwork

About This Topic

This topic focuses on the immediate geography of the school grounds, turning the school into a living laboratory. Students identify key physical and human features, such as the playground, the canteen, or a specific old tree, and learn to record these on a basic plan. This fieldwork is a statutory requirement of the KS1 Geography curriculum, encouraging pupils to observe and communicate their findings using geographical vocabulary.

Understanding the school layout helps children build a sense of place and belonging. It also introduces the idea of landmarks, which are essential for navigation. By moving through the space and documenting it, students begin to understand that geography is about the relationship between people and their environment. Students grasp this concept faster through structured discussion and peer explanation while standing in the locations they are describing.

Key Questions

1. Differentiate the most important landmarks within our school environment.
2. Design a simple drawing to show someone the location of the playground.
3. Evaluate factors that make certain parts of our school easy or difficult to find.

Learning Objectives

• Identify at least five distinct features within the school grounds, such as the main entrance, library, or specific play area.
• Create a simple map of a designated area of the school grounds, accurately placing at least three identified features.
• Explain why certain landmarks, like the school office or the main gate, are easier to find than others, using directional language.
• Compare the visual representation of their map with the actual school grounds, noting any discrepancies.

Before You Start

Identifying Shapes and Objects

Why: Students need to be able to recognize and name basic shapes and common objects found in their environment to identify school features.

Basic Spatial Awareness

Why: A foundational understanding of concepts like 'near', 'far', 'left', and 'right' is necessary for navigating the school grounds and creating simple maps.

Key Vocabulary

landmark	A recognizable natural or man-made feature used for navigation or identification of a place, like a distinctive building or a large tree.
map	A drawing or plan that shows the position of different places or features in a particular area.
feature	A distinctive aspect or characteristic of a place, such as a playground, a path, or a garden.
location	A particular place or position within the school grounds.

Watch Out for These Misconceptions

Common Misconception

Only big things like buildings are landmarks.

What to Teach Instead

Students might ignore a bench or a bin. Through a guided walk, show them that anything permanent that helps you know where you are can be a landmark, regardless of its size.

Common Misconception

A map of the school must show every single detail.

What to Teach Instead

Children often get bogged down drawing every brick. Use peer teaching to show that a map only needs the most important features to be useful for finding your way.

Active Learning Ideas

Gallery Walk: Landmark Photo Tour

Take photos of key school landmarks and pin them up around the hall. Students walk around in pairs with a checklist, identifying each location and discussing why that spot is important for the school community.

30 min·Pairs

Stations Rotation: Fieldwork Skills

Set up three stations: one for drawing a sketch map of the garden, one for tallying types of ground cover (grass, tarmac), and one for using a compass to find 'North' in the playground.

45 min·Small Groups

Inquiry Circle: The Best Route

In small groups, students are given a 'mission' to find the quickest way from the classroom to the library. they must draw the path on a simple school plan and present their route to the class.

25 min·Small Groups

Real-World Connections

• Urban planners use maps and site surveys to design new parks and public spaces, identifying key features like entrances, seating areas, and play equipment to make them accessible and easy to navigate.
• Delivery drivers rely on maps and landmarks to find specific addresses efficiently, distinguishing between similar streets by looking for unique buildings or signs.
• Tour guides create simplified maps and highlight landmarks for visitors to help them explore a new city or historical site, ensuring they can find their way around easily.

Assessment Ideas

Quick Check

During the fieldwork, ask students to point to and name three different features in the school grounds. For example, 'Can you show me the school library? What is that feature called?'

Exit Ticket

Provide students with a blank piece of paper. Ask them to draw a simple map of the playground, including the slide and the swings. Instruct them to label these two features. Collect these maps to check for accuracy in placement and labeling.

Discussion Prompt

Gather students in a central location. Ask: 'Imagine a new student is visiting our school for the first time. What is one important landmark they need to find to get to the classroom? Why is that landmark easy to spot?'

Frequently Asked Questions

What is the benefit of doing fieldwork in the school grounds?

Fieldwork makes geography 'real'. Instead of looking at a screen, students use their senses to identify features. This active approach helps them retain vocabulary like 'vegetation', 'boundary', and 'landmark' because they have a physical memory associated with the word.

How do I keep Year 1 students focused during outdoor geography?

Give every child a specific role, such as 'photographer', 'sketcher', or 'tally keeper'. Use clipboards and clear boundaries to make the activity feel like an important scientific mission.

What features should we look for in school grounds?

Look for both human features (fences, sheds, play equipment) and natural features (trees, flower beds, puddles). This helps meet the curriculum goal of distinguishing between the two.

How can I assess their school maps?

Focus on relative position rather than artistic skill. Can they place the playground next to the classroom? Do they use a simple key? Peer-assessment where they try to follow a friend's map is a great way to check for clarity.