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At Milestone Academy, we want every student to be ‘Happy Aspirational Learners’ and eager to achieve their very best in order to fulfil their considerable potential.   We believe that Geography helps create and answer questions about the natural and human world and it is an investigative subject, which will develop an understanding of concepts, knowledge and skills.

  • Our principal aim is that students leave Milestone Academy with a greater understanding and knowledge of the world, as well as their place in it.  Skills from the National Curriculum are driven through PYP-friendly vehicles that enhance a child’s awareness of their own abilities and strengths as a learner; thus ensuring that students see learning in Geography as an on-going process not a one-off event and a subject that develops knowledge and skills which are transferable and promote their spiritual, moral and cultural development.
  • We intend to inspire a curiosity and fascination about the world and its people which will remain with our students for the rest of their lives, equipping them robustly through relevant and meaningful learning experiences.
  • Students will work towards the National Curriculum expectations in Geography, which will be taught by highly-qualified, enthusiastic staff who will adapt the learning so that concepts inspire enthusiasm and interest in the subject, which will also help develop aspects of independence.
  • Through the IB curriculum transdisciplinary themes, opportunities will exist for students of all ages to experience learning beyond the classroom, interleaved with other areas of the curriculum and international-mindedness. In tandem with this approach, cultural capital opportunities will allow learners to enrich their knowledge as they learn about (and make visits to) areas of significant geographical interest such as places in the local communities that will help develop independence.
  • Students will understand how British Values relate to Geography.
  • The Geography curriculum is designed to ensure that we equip students with knowledge about diverse places, people, resources and environments, along with understanding of the Earth’s key physical and human processes and conduct
  • The subject leader for Geography will meet the senior leadership team and representatives from the Trust on a regular basis to evaluate provision in order to ensure that teaching and learning in Geography is outstanding. Where necessary, staff will receive coaching and training in Geography.
  • Carefully designed, interleaved learning in Geography ensures consistency and progress of all learners.  
  • The vehicles which drive learning throughout the term is the central idea and associated lines of inquiry. Therefore, Geography is taught through these vehicles. Other ways of learning include themed activity days, guest speakers who are specialists in their field, trips to businesses, fieldwork to relevant places of interest, innovative use of technology such as GPS mapping systems, to name but a few.
  • Clearly defined end goals are set in order to guide Students to achieve their potential. This ensures work is demanding and matches the aims of the curriculum while still fulfilling the requirements of a PYP approach.  Geographical knowledge and skills are experienced to fulfil individual learning plan targets and are also  progressive and sequenced to deepen growing knowledge about the world.
  • High quality input from experts and educational resources complement the delivery of specialist learning admirably. Students understand how Geography is used in the wider world including careers.
  • Students are ‘Happy Aspirational Learners’ within Geography, as the sound foundation of knowledge leads some to build on this knowledge beyond Milestone Academy, through further education, social interest or employment.
  • Through Geography, students deepen their appreciation of their faith and fulfil their potential. As part of the global community, they understand that they are called to look after and protect the world given to them.
  • Visits within Geography have enriched the lives of the students and they are able to discuss how the experience impacted their knowledge and understanding, helping them to prepare for independence.  
  • Clear outcomes focus and guide all Geography development plans and drive improvement.
  • Fundamental British Values are evident in Geography and students understand how it can celebrate differences.  The knowledge and skills empower students to support their opinions and encourage a voice.
  • Students will gain resilience and confidence through exploration of different environments to help prepare them for new surroundings and achieve a level of independence in a safe manner through real-life lessons.  They experience a wide range of learning challenges within the subject and know appropriate responses to them, such as making informed choices regarding current environmental issues e.g. limiting the use of plastics ensuring they become knowledgeable environmental global citizens.

Our PYP approach is underscored by the National Curriculum. It allows for appropriate sequencing and aims to secure long-term memory as well as the enjoyment of learning a geography. The progression of skills in geography is mapped on the links below.

Phase 1

Phase 2

Phase 3

Each lesson will include live marking (as per the Marking and Feedback Policy). Homework is not formally set in Geography.

High quality teaching responds to the needs of Students. Spiral learning is a key focus of all formative and summative assessment with teachers actively marking work in lessons in order to identify misconceptions early and address in the moment.  An assessment grid is used to formally record an overview of progress of each child.