Exploring Local Land

WALT (We Are Learning To)

Explore the landscape of our local area and describe the various ways land has been used.

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Curriculum for Excellence Reference

SOC 1-13a
Having explored the landscape of my local area, I can describe the various ways in which land has been used.

Experiences and Outcomes:

• Recognise different types of land use in the local area (e.g., residential, commercial, agricultural, recreational).
• Use maps, photographs, and fieldwork observations to identify landscape features and land uses.
• Use simple geographical vocabulary to describe locations and types of land use.

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Success Criteria

• I can identify and name different types of land use in my local area.
• I can describe how people use the land in my local community.
• I can share examples of land use using maps, pictures, or descriptions.
• I can work with my classmates to compare different locations of land use in our area.

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Lesson Structure (40 Minutes)

1. Introduction & Engage (5 minutes)

• Start with a quick discussion: “What is land? How do people use land around us?”
• Show 2-3 photos of familiar local settings (e.g., park, houses, shops, farmland).
• Ask: "What do you notice about these pictures? How is the land being used?"

2. Development – Interactive Activity (20 minutes)

Part A: Map and Photo Exploration (10 mins)

• Provide printed or projected a simple map of the local area showing zones (residential, commercial, green spaces, farmland).
• Provide dyslexia-friendly photo cards with short captions showing examples of land use in the local area. These are designed with clear text, sans-serif font, and colour overlays for contrast.
• In pairs or small groups, students match photos to the map areas and discuss the uses seen.

Part B: Class Discussion & Brainstorm (10 mins)

• Group shares findings: “Where is this land? What is it used for?”
• Record the types of land use on a large class chart under categories (Housing, Farming, Parks, Shops, Roads).
• Use simple vocabulary and repeat key terms aloud for reinforcement.

3. Independent Practice – Mini Fieldwork (10 minutes)

• If possible, take a quick supervised outdoor walk around the school grounds or view from windows to observe different land uses.
• Students use clipboards with simple task sheets (with symbols for drawing or ticking boxes) to note different land uses they observe (e.g., playground, garden, parking).

4. Plenary & Reflect (5 minutes)

• Back in class, students share one thing they noticed about land use on their mini fieldwork.
• Use sentence starters on the board:
  • “I noticed that…”
  • “The land is used for…”
• Recap what land use means and why it matters.

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Differentiation Strategies

Learner Needs	Strategies
EAL learners	Use visual supports, clear vocabulary, paired work with peers.
Learners with dyslexia	Dyslexia-friendly print materials; oral instructions; allow more time.
Learners needing scaffolding	Sentence starters; graphic organisers; adult support during group work.
Advanced learners	Extension task: Begin thinking about how land use might change in the future (development, conservation).

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Extension Activities for Advanced Learners

• Create a simple “map” of a dream local area showing how they would use the land differently (e.g., more parks, shops, farms).
• Research (with adult help) how nearby land has changed over time and present findings to the class.

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Resources Needed

• Printed/local area map with zones highlighted
• Dyslexia-friendly photo cards with captions
• Clipboards, paper, pencils
• Simple observation checklists (symbols and short sentences)
• Large chart paper or whiteboard for brainstorming

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Tips for Teachers

• Encourage active observational skills during fieldwork.
• Use inquiry questions to deepen thinking: “Why do you think this land is used for farming?”
• Celebrate all contributions; reinforce that different land uses are all important to community life.
• Provide positive and specific praise linked to success criteria.

This plan directly supports the Curriculum for Excellence SOC 1-13a by embedding hands-on observation, map skills, and descriptive language to help Year 3 pupils understand and describe land use in their local environment.