Exploring Our Local Area

Overview

In this first lesson of the eight-part unit Mapping My World, students begin to read a simple map of the area around their school. They identify and describe familiar landmarks, building from their knowledge of the local environment and using photographs, symbols, and map language.

Learning intentions

• WALT identify key landmarks in our local area.
• We are learning to use a simple map to find familiar places.
• We are learning to describe why local landmarks are important.

Success criteria

• I can recognise and name at least three local landmarks.
• I can find a landmark on a simple map.
• I can describe one feature of a landmark or explain why it is important.
• I can use a picture or symbol to help me understand a map.

Curriculum links

• Geography — using simple maps of immediate surroundings to identify school and playground features and discuss why they are important.
• Geography — using simple geographical terms to describe the local landscape and observations.
• Geography — practising spatial tools and mapping.
• Communication and participation — sharing observations, listening to others, and contributing to a group discussion.

Lesson structure (45 minutes)

1. 0–5 min · Hook and connection. Teacher displays the opening question and local-area image and asks, “If a visitor came to our school, which places would we show them first?” Students think quietly, then share a familiar place with a partner and explain why they chose it.

2. 5–12 min · Introduce the learning. Teacher shares the WALT and success criteria using the learning intention and success criteria slides, then introduces landmark as “a place or feature that helps us recognise where we are”. Show a simple map of the school and nearby area, pointing out the map title, land, buildings, roads, and symbols. Students repeat and use the words map, landmark, near, far, next to, and between.

3. 12–20 min · Landmark matching. Teacher places prepared landmark flashcards showing familiar features such as the school gate, playground, library, sports field, road, or stream beside the map. Model matching one photograph to its position and thinking aloud: “I can see the playground next to the school building.” Students work in four pairs to match the remaining cards, checking their choices against the map and discussing their reasons.

4. 20–32 min · Guided map investigation. Teacher gives each pair the dyslexia-friendly local landmark map worksheet and models the first task. Read each prompt aloud and use the visual symbols rather than relying on text alone. Students locate and circle or colour at least three landmarks, then draw a line from each landmark to its matching picture or word. Pairs use sentence starters such as “I found ___ next to ” and “ is important because ___”. The teacher circulates, asking, “What helped you find it?” and “How do you know this is the right place?”

5. 32–40 min · Share and describe. Teacher returns to the map discussion and sharing slides and invites pairs to place their finger on one landmark on the class map. Students name the landmark and describe its location or importance. Record student ideas, for example, “The playground is behind the classroom” or “The school gate is important because it is where we enter.” Clarify that maps show places from above and use pictures or symbols to represent real features.

6. 40–45 min · Review and exit check. Teacher revisits the recap and exit-question slide and asks students to name three landmarks without looking at their worksheet. Students tell a partner one landmark, where it is, and why it matters. Collect worksheets or make a quick note of each student’s response against the success criteria.

Resources

• the local-area mapping slide deck
• the dyslexia-friendly local landmark map worksheet
• Local area map displayed or enlarged
• Landmark flashcards with photographs and simple labels
• Whiteboard and markers
• Pencils, colouring pencils, and highlighters
• Large sticky notes or reusable markers for the class map

Assessment

• Listen during pair matching for accurate recognition and naming of landmarks, noting students who rely on visual clues or need prompting.
• Check worksheets for at least three correctly identified landmarks and evidence that students can locate them on the map.
• During the exit check, record whether each student can name three landmarks and describe one location or reason the landmark is important.

Differentiation

• Provide visuals and simplified text for students who find reading difficult. Use photographs, clear symbols, large print, strong contrast, and a dyslexia-friendly sans-serif font on the worksheet.
• Read all instructions aloud, offer a word bank, and use sentence starters: “I found…”, “It is next to…”, and “It is important because…”.
• Pair students thoughtfully so they can discuss and point together; allow students to answer orally, point, draw, or use colour instead of writing full sentences.
• Reduce the number of landmarks for students needing additional support, beginning with two familiar features before moving towards three. Offer a quiet working space and extra processing time where needed.

Extension

• Challenge advanced learners to create a simple label for each landmark on their worksheet, using a clear word or map symbol.
• Invite them to add one further local feature and explain its position using beside, between, in front of, or behind.