Vision
Milestone Academy has a large catchment area that includes urban township as well as both semi-rural and green belt areas with students joining from a wide range of social and financial backgrounds. Our intent is to ensure rich experiences for all our students across all pathways and phases to inspire a thirst for learning.
Within the curriculum area of Geography, the vision is for all students to be ‘Happy Aspirational Learners’. Teaching and learning can be fluid as content and skills are taught within transdisciplinary themes or through Individual Learning Plans.
Our teaching approaches also allow for students to access learning from different pathways. Learning in Geography will develop students to become as independent as their abilities allow through investigations and fieldwork that is real and meaningful to them, allowing for connections to be made with their immediate environment and the whole world.
Curriculum
Primary – Phases 1 & 2
The Brook Pathway follows their own specialised framework. Students follow Individualised Learning Plans which are enriched by trans-disciplinary themes. These include skills outlined through the Geography curriculum, providing a range of opportunities and experiences for students’ to learn about their immediate surroundings and the world around them to ensure that learning is meaningful and relevant.
The Stream Pathway follows their own specialised framework. Students follow Individualised Learning Plans which are enriched by trans-disciplinary themes, which include skills outlined through the Geography curriculum, providing a range of opportunities and experiences to learn about students’ immediate surroundings and the world around them to ensure learning is meaningful and relevant.
Students follow age appropriate themes and content within the Geographical curriculum, but students are working through the skills documented for pre-curriculum learners to National Curriculum 1.
Content and skills taught are drawn from the National Curriculum for geography from pre curriculum learners to NC 2..
We have chosen four key strands for progression, which will support our pupils to successfully develop as geographers. The following strands of progression have been developed:
- Mapwork: using maps to navigate , using maps to describe landscapes, making maps
- Fieldwork: sketching, gathering information
- Geographical enquiry: analysing, interpreting and presenting information, providing conclusions and evaluating results
- Human and physical geography: describing and understanding vocabulary and key aspects of human and physical geography
Geography will be taught through the IB PYP programme, which allows for the flexibility of topic and skills taught to support our learners’ needs. The Waterfall pathway students’ are working on National Curriculum levels 1 to 3
Lessons are taught in a discrete manner and help to support students to achieve different targets on their Individual Learning Plans. A total communication approach is followed with signing, symbols, music and chatting sheets to support communication, throughout the school, the outdoor areas and local community. The inclusion allows for teachers to think creatively about how to deliver themes and incorporate the themes into sensory learning activities to provide depth and breadth to their curriculum. Specialist lessons and community participation, transitions to different areas of the school, as well as themed learning days provide students with opportunities to learn about their surroundings, and help them to develop their independence in different environments.
Lessons are taught in a discrete manner and help to support students to achieve different targets on their Individual Learning Plans. A total communication approach is followed with signing, symbols, music and chatting sheets to support communication, throughout the school, the outdoor areas and local community. The inclusion allows for teachers to think creatively about how to deliver themes and incorporate the themes into sensory learning activities to help provide depth and breadth to their curriculum. Specialist lessons and community participation, transitions to different areas of the school, as well as themed learning days provide students with opportunities to learn about their immediate surroundings that are relevant to them and help them to develop their independence in different environments.
In the River pathway, Students geographical knowledge is taught discretely through links to the specific transdisciplinary termly theme. Enriching, exciting materials and experiences from within school and outside expertise will be used to help learn new facts and skills as well as support the transference of these, whilst bringing learning to life.
For Geography, our main purpose is to instil a sense of awe and wonder about our world. We want to develop a sense of curiosity and fascination within our students so that they show curiosity, ask questions and develop an understanding of different environments. We want them to learn what they can do to become responsible community citizens. Learning will be achieved through use of real places, experiences and issues.
For Geography, our main purpose is to instil skills to support independence within immediate surroundings and navigating local communities. A sense of awe and wonder about our world will provide opportunities for aspirational learning within the classroom through digital imagery and visits to different environments. We want to develop a sense of curiosity and fascination within our students so that they show curiosity, ask questions and develop an understanding for different environments.
Within the Brook pathway, geography provides breadth and depth in the learning to provide opportunities for individual targets to be achieved within a new context. These are assessed as part of our ongoing daily, formative and summative assessments of student progress, which is tracked via their Individual Learning Plans. Students will gain resilience and confidence through exploration of different environments to help prepare them for new surroundings within their learning journey.
Within the Stream pathway, geography provides breadth and depth in the learning to provide opportunities for individual targets to be achieved within a new context. These are assessed as part of our ongoing daily, formative and summative assessments of student progress, which is tracked via their Individual Learning Plans.. Students will gain resilience and confidence through exploration of different environments to help prepare them for new surroundings within their learning journey.
At MIlestone Academy, Geography provides an opportunity to enrich student knowledge. Skills are embedded through enriching learning experiences offered via exciting lessons, practical activities and themed days. Students can drive their own learning through open ended investigations and fieldwork trips. The knowledge and skills empower students to support their opinions and encourage a voice. Students will gain resilience and ever growing confidence through exploration of different environments to help prepare them for new surroundings within their life learning journey.
At MIlestone Academy, Geography provides an opportunity to enrich student knowledge. Skills are embedded through enriching learning experiences offered via exciting lessons, practical activities and themed days. Students can drive their own learning through open ended investigations and fieldwork trips. The knowledge and skills empower students to support their opinions and encourage a voice. Skills taught will lead all students to achieve a level of independence and safety in their immediate surroundings and community as well as become knowledgeable environmental citizens.
Secondary – Phases 3 & 4
The Brook Pathway follows their own specialised framework. Students follow Individualised Learning Plans which are supplemented by trans-disciplinary themes, which include skills outlined through the Geography curriculum, providing a range of opportunities and experiences to learn about students’ immediate surroundings and the world around them to ensure learning is meaningful and relevant.
The Stream Pathway follows their own specialised framework. Students follow Individualised Learning Plans which are supplemented by trans-disciplinary themes, which include skills outlined through the Geography curriculum, providing a range of opportunities and experiences to learn about students’ immediate surroundings and the world around them to ensure learning is meaningful and relevant.
Students follow age appropriate themes and content within the Geographical curriculum, but students are working through the skills documented for pre-curriculum learners to National Curriculum 2.
Content and skills taught are drawn from the National Curriculum level 1 through to Level 4 for geography.
We have chosen four key strands for progression, which will support our pupils to successfully develop as geographers. The following strands of progression have been developed:
- Mapwork: using maps to navigate , using maps to describe landscapes, making maps
- Fieldwork: sketching, gathering information
- Geographical enquiry: analysing, interpreting and presenting information, providing conclusions and evaluating results
- Human and physical geography: describing and understanding vocabulary and key aspects of human and physical geography
Geography will be taught through the IB PYP programme, which allows for the flexibility of topic and skills taught to support our learners’ needs.
Lessons are taught in a discrete manner and help to support the students to achieve different targets on their Individual Learning Plans. A total communication approach is followed with signing, symbols, music and chatting sheets to support communication, throughout the school, the outdoor areas and local community. The inclusion allows for teachers to think creatively about how to deliver themes and incorporate the themes into sensory learning activities to help provide depth and breadth to their curriculum. Specialist lessons and community participation, transitions to different areas of the school, as well as themed learning days provide students with opportunities to learn about their immediate surroundings that are relevant to them and help them to develop their independence in different environments.
Lessons are taught in a discrete manner and help to support the students to achieve different targets on their Individual Learning Plans. A total communication approach is followed with signing, symbols, music and chatting sheets to support communication, throughout the school, the outdoor areas and local community. The inclusion allows for teachers to think creatively about how to deliver themes and incorporate the themes into sensory learning activities to help provide depth and breadth to their curriculum. Specialist lessons and community participation, transitions to different areas of the school, as well as themed learning days provide students with opportunities to learn about their immediate surroundings that are relevant to them and help them to develop their independence in different environments.
In River pathway, Students geographical knowledge is taught discretely through links to the specific transdisciplinary termly theme. Enriching, exciting materials and experiences from within school and outside expertise will be used to help learn new facts and skills as well as support the transference of these, whilst bringing learning to life. The curriculum is designed to ensure skills are revisited through a variety of key concepts to enable students to consolidate these skills and make connections with existing and new knowledge, scaffolding students’ confidence to enable them to become independent. Community participation and learning how to use public transport to travel locally is vital to students in the River pathway.
For Geography, our main purpose is to instil a sense of awe and wonder about our world. We want to develop a sense of curiosity and fascination within our students so that they show curiosity, ask questions and develop an understanding for different environments. We want them to learn what they can do to become responsible global citizens. Learning will be achieved through use of real places, experiences and issues
For Geography, our main purpose is to instil skills to support independence within immediate surroundings and navigating local communities. A sense of awe and wonder about our world will provide opportunities for aspirational learning within the classroom through digital imagery as well as visits to different environments to provide opportunities to use a variety of maps, practical learning and field trips.. We want to develop a sense of curiosity and fascination within our students so that they show curiosity, ask questions and develop an understanding for different environments. Students will experience learning about the wider world and global issues, they will also begin to understand abstract terms that would have been built upon through the different themes. Students will learn about physical processes and be able to form opinions on the effects these are having on the environment with the aid of human interventions. They will understand what human and physical features are whilst exploring their locations and characteristics.
Within the Brook pathway, geography provides breadth and depth in the learning to provide opportunities for individual targets to be achieved within a new context. These are assessed as part of our ongoing daily, formative and summative assessments of student progress, which is tracked via their Individual Learning Plans. Students will gain resilience and confidence through exploration of different environments to help prepare them for new surroundings within their learning journey.
Within the Stream pathway, geography provides breadth and depth in the learning to provide opportunities for individual targets to be achieved within a new context. These are assessed as part of our ongoing daily, formative and summative assessments of student progress, which is tracked via their Individual Learning Plans.. Students will gain resilience and confidence through exploration of different environments to help prepare them for new surroundings within their learning journey within school and in their immediate environment as well as develop a sense of being a good citizen.
At Milestone Academy, Geography provides an opportunity to enrich student knowledge. Skills are embedded through enriching learning experiences offered via exciting lessons, practical activities and themed days. Students can drive their own learning through open ended investigations and fieldwork trips. The knowledge and skills empower students to support their opinions and encourage a voice. Skills taught will lead all students to achieve a level of independence and safety in their immediate surroundings and community as well as become knowledgeable environmental citizens. Real life lessons within the immediate surroundings that are developed into learning how to use public transport as well as being safe when completing life skill activities will help develop students to be independent and good community citizens. The knowledge and skills empower students to support their opinions and encourage a voice.
At Milestone Academy, Geography provides an opportunity to enrich student knowledge. Skills are embedded through enriching learning experiences offered via exciting lessons, practical activities and themed days. Students can drive their own learning through open ended investigations and fieldwork trips. The knowledge and skills empower students to support their opinions and encourage a voice.
Our hope is for our curriculum through links with IB transdisciplinary themes allows opportunities for our students to become future Geographers, if they choose to by having a sound foundation of skills to build upon in life beyond Milestone through further education, social interest or employment. Skills taught will lead to all students to achieve a level of independence throughout their immediate surrounding and develop these skills to support them when out in the community and also become knowledgeable global citizens.