Geography · Year 2

Active learning ideas

Locating Kenya and its Capital Nairobi

Active learning works well for this topic because Year 2 children need hands-on experiences to build accurate mental maps. Moving, touching, and comparing materials helps them move beyond distorted map representations to true understanding of scale and location.

• National Curriculum Attainment Targets
• KS1: Geography - Locational Knowledge
• KS1: Geography - Place Knowledge

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Hundred Languages
• 35 min · Small Groups

Map Scavenger Hunt: Kenya Quest

Provide large world maps and globes. In small groups, students hunt for Kenya using clues like 'east of UK, in Africa'. They mark it with stickers and note Nairobi. Groups share findings with the class.

Can you find Kenya on a world map?

Facilitation Tip

During the Capital Labelling Game, pair students so they can check each other’s labels before sharing with the group.

What to look for

Give each student a small world map. Ask them to circle Kenya and label its capital city, Nairobi. Then, ask them to draw an arrow pointing from the UK to Kenya and write 'East' or 'South East' to describe its general direction.

• Understand
• Apply
• Create
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Hundred Languages
• 25 min · Pairs

Size Overlay: UK vs Kenya

Print outline maps of UK and Kenya to same scale. Students cut out and overlay them on a large map, discussing size differences. They draw and label Nairobi on Kenya's map.

What do you notice about the size of Kenya compared to the United Kingdom on a map?

What to look for

Hold up a globe or large world map. Ask students to point to Kenya. Then ask: 'What continent is Kenya on?' and 'What is the name of Kenya's capital city?' Observe which students can accurately locate the country and recall its capital.

• Understand
• Apply
• Create
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Hundred Languages
• 20 min · Small Groups

Globe Relay: Locate and Name

Set up stations with globes. Teams relay to spin globe, locate Kenya, point to Nairobi, and shout 'Capital!'. Rotate roles for all to practise.

What is the capital city of Kenya?

What to look for

Display a map showing both Kenya and the UK. Ask students: 'Looking at this map, which country appears larger, Kenya or the UK? What do you notice about their shapes?' Encourage them to discuss why maps can sometimes be tricky when comparing sizes.

• Understand
• Apply
• Create
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Hundred Languages
• 30 min · Pairs

Capital Labelling Game

Display blank world maps. Individually or in pairs, students label Kenya and Nairobi using atlases. Check with peer review and class projection.

Can you find Kenya on a world map?

What to look for

Give each student a small world map. Ask them to circle Kenya and label its capital city, Nairobi. Then, ask them to draw an arrow pointing from the UK to Kenya and write 'East' or 'South East' to describe its general direction.

• Understand
• Apply
• Create
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teachers should model multiple map types to show how projections distort reality, then use concrete comparisons to build understanding. Avoid relying on a single map view, as this reinforces misconceptions. Research shows that children learn location best when they move between globes, atlases, and flat maps, so plan transitions between these resources.

Successful learning looks like students confidently locating Kenya on different maps, describing its position relative to the UK, and correctly identifying Nairobi as the capital. They should also articulate how real sizes compare to map sizes through discussion and comparison.

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Watch Out for These Misconceptions

• During Map Scavenger Hunt, watch for students who circle Kenya but then say it is smaller than the UK because it takes less space on the page.

  Use the Size Overlay sheets immediately after to let students physically compare the traced shapes side by side, discussing how map scale affects size perception.

• During Capital Labelling Game, watch for students who place Nairobi near the center of Kenya.

  Have partners use the atlas to check Nairobi’s position in the south-west, then mark it on their own maps before sharing with the class.

• During Globe Relay, watch for students who say Africa is next to Europe on every map they see.

  Turn the globe so students see Europe from above and Africa from below, then ask them to rotate it to confirm Africa’s position south of Europe.

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Methods used in this brief

• Hundred Languages