At Leigh Academy Milestone, we want every student to be a ‘Happy Aspirational Learner’ 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 Leigh Academy Milestone 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 meaningful fieldwork, whilst being relevant and meaningful to each student.
Scheme of Learning
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.
- 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.
Assessment
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.
- Students are ‘Happy Aspirational Learners’ within Geography, as the sound foundation of knowledge leads some to build on this knowledge beyond Leigh Academy Milestone, 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 have a responsibility to look after and protect the world they live in.
- Visits within Geography have enriched the lives of the students and they are able to discuss how the experience has 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.
Opportunities created by Cultural Capital are used to enhance the Geography curriculum through specific initiatives. The school’s existing commitment to regular visits into the local community act as a key method for enriching students’ geographical knowledge and understanding.
- Students have the opportunity to Visit sites of historical significance within the community, providing students with a tangible link between geography and history. For example: a medieval castle: exploring its strategic location, defensive features, and impact on the surrounding landscape.
- Exploring local natural landscapes enhances students’ understanding of physical geography processes and environmental issues.. For example a woodland or forest: investigating different ecosystems, biodiversity, and the importance of conservation.
- Engaging with local cultural institutions can broaden students’ perspectives and connect geography to art, history, and social studies. For example local museums: exploring exhibits related to local history, culture, or natural history. Or theatres: attending performances with a geographical or environmental theme, such as plays about migration or climate change.
- Visits to local businesses demonstrate the practical applications of geography in various sectors. For example visits to farms to support understanding of agricultural practices, land use, and the production of food.
- Specific opportunities will vary depending on the unique features and resources available in the local community. Furthermore, Leigh Academy Milestone’s commitment to transdisciplinary themes within the IB curriculum provides a framework for integrating these cultural capital experiences with other subjects. For example, a visit to a local historical landmark could be linked to history lessons, or a visit to a farm could be connected to science lessons on food production.
By taking advantage of these opportunities, Leigh Academy Milestone can create a rich and engaging Geography curriculum that connects classroom learning to the real world, fosters a sense of place and community, and develops students’ “spiritual, moral and cultural development.”
The Geography curriculum at Leigh Academy Milestone supports students to develop valuable workplace and employability skills.
Developing Transferable Skills
- The curriculum aims to instil in students a strong understanding of the world and their place within it. This broad knowledge base is valuable in many careers, as it enables individuals to understand global issues, cultural differences, and the interconnectedness of societies and economies.
- The emphasis on fieldwork, visits to different environments, and challenging learning experiences helps students build resilience and confidence. These qualities are highly sought after by employers, as they enable individuals to adapt to new situations, overcome obstacles, and work effectively under pressure.
- Students are encouraged to make informed choices regarding current environmental issues, fostering critical thinking and problem-solving skills. These abilities are essential for success in a wide range of careers, as they enable individuals to analyse information, identify solutions, and make sound decisions.
Exposure to Real-World Applications
- Trips to businesses are utilised as a way to demonstrate the real-world applications of geographical knowledge. These experiences can expose students to different career paths and help them understand how geography is relevant in various industries.
- The school invites guest speakers who are specialists in their field to share their expertise and inspire students. Engaging with professionals working in geography-related fields can provide students with insights into different career options and the skills and qualifications required for success.
Connecting Geography to Careers:
- The focus on environmental issues and the development of “knowledgeable environmental global citizens” provides the groundwork of understanding for students to pursue careers in environmental conservation, resource management, or sustainability.
- Understanding the interaction between people and their environment is crucial for careers in urban planning to improve quality of life and address environmental challenges.
- The emphasis on global citizenship and understanding different cultures helps to inspire students to aspire to work in international development, addressing issues such as poverty, inequality, and sustainable development in different parts of the world.