Church Rd, Bedfordshire MK45 2AU

01525 402286

mauldenoffice@mauldenlower.com

Maulden Lower

Geography

Subject Intent Statement

Our aim is to nurture children ‘towards a better life’ by providing a richly inspiring curriculum, suitable for all. They will be motivated by their school experience to achieve their personal potential in readiness for the next chapter in their lives. We challenge children to strive for academic, creative, sporting and personal accomplishment within a broad and balanced curriculum. Our twelve core Values underpin everything we do within our inclusive school, where diversity is celebrated and children are taught to be members of the local, national and international community.

At Maulden Lower School we provoke and provide answers to questions about the physical and human aspects of the world. Pupils are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. We aim to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. We seek to inspire in pupils a curiosity and fascination about the world and its people; to promote the pupils’ interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

 Geography Curriculum Implementation

Geography is a foundation subject and part of our creative curriculum. We maintain strong links to the National Curriculum guidelines (DfE 2014) and ensure all aspects, knowledge and skills of Geography are being taught across all year groups.

We use a Geography curriculum progression and skills map to ensure there are clear skills, knowledge and vocabulary progression throughout school. Children experience 3 alternate half-terms of Geography each year, this allows them to build upon knowledge and skills, whilst develop recall skills which will ensure that learning is embedded in their long term memory.

Teachers are encouraged to consider opportunities available to use the school grounds and the local area for fieldwork. We are passionate about developing knowledge, understanding and skills through children being outside and enjoying the Geography around them. Educational visits are also encouraged to enable children to gain real-life experiences and apply skills practically. Children are given opportunities to learn about Geography using a variety of reference books, and materials which are accessible through the use of technology.

We will use assessment for learning to ensure all lessons are relevant and will help to plan for next steps. Geography is assessed at the end of each topic stating whether children are working towards, at or exceeding age-related expectations. This is then used to make sure all children are continuing to make progress so intervention can be addressed accordingly.

 Click here for our full Geography Curriculum Map and Skills Progression Document

Geography Curriculum Impact

The Geography curriculum provides contextual opportunities for the development of SMSC (Spiritual, Moral, Social and Cultural) learning objectives. In addition, the subject actively promotes the fundamental British values through knowledge that Geography can contribute to the culture, creativity and wealth of our nation. We nurture creativity, imagination and a growth mindset within pupils which has benefits across the school curriculum. Children apply PSHE learning objectives whilst reflecting and evaluating their work and works of others.

We seek to inspire a curiosity and fascination about the world and its people so that it will promote the pupils’ interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

 

We measure the impact of our the Geography Curriculum through:

  • teacher assessment of pupils' achievement
  • pupil surveys and pupil voice activities
  • parent surveys
  • learning walks
  • monitoring pupils' work
  • curriculum reviews
  • behaviour and attendance
  • interest in extra curricular activities

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