Why do we learn geography?
Geography is not only up-to-date and relevant, but also one of the most exciting, adventurous and valuable subjects to study today. So many of the world’s current problems boil down to geography, and [we] need the geographers of the future to help us understand them.
—Michael Palin (Former Director of the Royal Geographical Society)
In supporting this view, Geography at Franklin aims to inspire pupils to understand the dynamic and interconnected world around them, while also showing them their place in it and fostering values of global citizenship.
Our Franklin Geography curriculum has been written to ensure its relevance to our local context, interests, expertise and pupils, and it builds and links pupils’ geographical knowledge over time. It empowers our pupils to take a look at the world in which they live and provides an opportunity to investigate the physical and human characteristics of the world and understand the close links between the human population and the natural environment. By organising and connecting information and ideas about people, places, processes, and environments and working with more complex information about the world, they begin to make greater sense of the world and develop a sense of winder geographical concepts such as place, space, belonging and identity.
Our approach
Geography at Franklin develops from the Early Years Foundation Stage (EYFS), where children delve into geographical concepts through the 'Understanding the World' component of the curriculum. From the early years, our pupils gain a wide general knowledge and awareness of the world and more specific locational detail about where they live. Progressing through the key stages, our pupils develop a progressively more detailed and widening locational framework, examining areas in increasing depth and at a range of scales, becoming progressively adept at locating places they are studying.
Similarly, from the early years, our pupils are guided to make sense of their physical world and their community before going on to secure their grasp of human and physical geography processes and the interaction between them.
Additionally, our curriculum places significant importance on the pupils’ knowledge of map construction, including the spatial representation of data, and of the role of fieldwork. Pupils systematically learn the fundamental components of fieldwork, encompassing the skills to methodically collect, present, and analyse data. All pupils undertake a Geography field trip once per year where emphasis is placed on cultivating our pupils' ability to formulate and evaluate conclusions based on the data gathered.
Year 1
| Autumn 1 | Autumn 2 |
|---|---|
| History unit | History unit |
| Spring 1 | Spring 2 |
|---|---|
|
Map skills, fieldwork and locational knowledge Locate and identify the United Kingdom, its countries and capital cities Understand and use four compass directions Map and fieldwork in the school grounds |
Human and physical geography Seasons and weather |
| Summer 1 | Summer 2 |
|---|---|
| History unit | History unit |
All Year 1 subjects Next Year 1 Subject - Religious Education
Year 2
| Autumn 1 | Autumn 2 |
|---|---|
| History unit | History unit |
| Spring 1 | Spring 2 |
|---|---|
|
Human and physical geography Examine the location and physical features of Serrekunda Compare the climate of Serrekunda to the UK Study the transport options in Serrekunda Examine the issue of pollution in Serrekunda Consider how homes in Serrekunda differ to London Discuss why tourists might visit Serrekunda |
Map skills, fieldwork and locational knowledge Name and locate the continents and main oceans Identify and locate the hot and cold areas in the world Create simple plans and maps Create, use and recognise symbols on a map Recognise locations using aerial images Fieldwork trip: Queens Park |
| Summer 1 | Summer 2 |
|---|---|
| History unit | History unit |
All Year 2 subjects Next Year 2 Subject - Religious Education
Year 3
| Autumn 1 | Autumn 2 |
|---|---|
| History unit | History unit |
| Spring 1 | Spring 2 |
|---|---|
|
Human and physical geography Describe the different parts of a river Identify rivers in the UK Describe how humans engage with rivers Examine a river from source to mouth (Danube) Explain how mountains form Describe how humans live on mountains Explain how Everest is climbed by humans |
Map skills, fieldwork and locational knowledge Name and locate the countries and capital cities in Europe using maps and globes Name and locate key physical features in Europe using maps and globes Recognise, locate and describe the seven wonders of the natural world Fieldwork trip: Regents Park |
| Summer 1 | Summer 2 |
|---|---|
| History unit | History unit |
All Year 3 subjects Next Year 3 Subject - Religious Education
Year 4
| Autumn 1 | Autumn 2 |
|---|---|
| History unit | History unit |
| Spring 1 | Spring 2 |
|---|---|
|
Human and physical geography Understand the structure of the earth and the movement of tectonic plates Investigate the detection and preparation of earthquakes Understand the human and physical impact of earthquakes Examine an earthquake (Christchurch) Understand how volcanos are created Describe the advantages and disadvantages of living near a volcano Examine a volcanic eruption (Mount Vesuvius) |
Map skills, fieldwork and locational knowledge Name and locate the countries and capital cities in North and South America using maps and globes Name and locate key physical features in the Americas using maps and globes Recognise, locate and describe the seven wonders of the modern world Fieldwork trip: Hampstead Heath |
| Summer 1 | Summer 2 |
|---|---|
| History unit | History unit |
All Year 4 subjects Next Year 4 Subject - Religious Education
Year 5
| Autumn 1 | Autumn 2 |
|---|---|
| History unit | History unit |
| Spring 1 | Spring 2 |
|---|---|
|
Map skills, fieldwork and locational knowledge Use four-figure grid references on OS maps Recognise, locate and describe the seven wonders of the ancient world Design and undertake fieldwork in Hyde Park that measures and compares human activity in a local area Report on and reflect on results from fieldwork Name and locate counties and cities of the UK using atlases Identify key human and physical characteristics in the UK including land-use patterns |
Human and physical geography Examine how weather varies around the world (Climate Zones) Consider the types of biome and their location Examine the challenges of biomes Consider how humans live in a biome (deciduous forest) Compare and contrast the biomes of Europe Examine the vegetation belt of an area of the UK |
| Summer 1 | Summer 2 |
|---|---|
|
History unit |
Human and physical geography Identify the physical geography and features of Paris Recognise and describe cultural attractions in Paris. Know the types of transport in Paris and the extent effect of air pollution. Understand what a typical school day in Paris entails. Describe the typical diet of Parisian children Answer how living in Paris as a child differs to living in London. |
All Year 5 subjects Next Year 5 Subject - Religious Education
Year 6
| Autumn 1 | Autumn 2 |
|---|---|
| History unit | History unit |
| Spring 1 | Spring 2 |
|---|---|
|
Human and physical geography Describe the Amazon Rainforest Understand the life that resides within the Amazon Rainforest Describe the reasons why the rainforest is being cut down Consider the impact of deforestation on animals and wildlife Consider the impact of deforestation on humans Identify steps that are being taken to protect the rainforest |
Map skills, fieldwork and locational knowledge Use six-figure grid references on OS Maps Design and undertake survey and interview-based fieldwork in Richmond Park Report on and reflect on findings from fieldwork Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle Apply knowledge of time zones |
| Summer 1 | Summer 2 |
|---|---|
| History unit |
Human and physical geography Examine features of different settlements Understand different types of land use Describe the different sectors of our economy Understand the distribution of energy resources across the world Discuss where our food comes from |
All Year 6 subjects Next Year 6 Subject - Religious Education