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Contextual Rational: Squirrel Hayes First School is located in the historical mining estate of Biddulph in an area of high social and emotional deprivation. Further afield, Stoke on Trent is known for its historical production of pottery.  Children typically start school with low starting points and the school has local reputation of good practice for children with additional needs. We foster skills of resilience, resourcefulness, reciprocity and reflectiveness as the cornerstones of emotional character to develop lifelong learning. The learning lens of diversity endeavours to create outward looking and ambitious learners through reciprocity, an understanding of diversity as interaction between people and with the physical world to give us greater choices and opportunities to enable individuals, groups and societies to become agents of change to improve life chances and outcomes.

Curriculum Rational: Geography programmes of study ‘should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Pupils [know about] diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.’ DFE (2013)

Through the learning lens of diversity, we will develop learners’ criticl thinking to understand how physical and human processes are similar and different across localities, nationally and globally. We will enable learners to explore their local area and zoom out across continents and then back into countries and significant locations to complement thematic comparisons that will enable learners to gain locational knowledge whilst developing skills of enquiry and encourage them to consider different perspectives along their learning journey. 


Cultural Capital: Through a geographical focus on physical and human diversity, we will encourage all learners to appreciate the rich tapestry of life whilst considering problems, solutions and possibilities. Through investigation of the local area and an appreciation of life beyond the local area and the United Kingdom we will enable learners to appreciate difference and recognise that their actions can make a positive change to their own lives, the lives of others and the world that they share. 



From the foundation stage and throughout their learning journey, learners will develop an understanding of graphicacy, understanding of place and people with messy maps, observation of the world around them and interactions with people that help them. During their time at Squirrel Hayes, learners will explore their local area through their experience, links with the wider world and cultural heritage. Learners will build on key locational knowledge and graphicacy as they explore scale and construct maps. Throughout their studies, learners will have opportunities for local fieldwork for greater contextual knowledge and analysis and use this as a national and global comparison as they ask questions, develop understanding and shape suggestions and explanations. To inform ongoing assessment and opportunities for overlearning, learners from Year 1 to Year 4 will complete regular learning reviews and assessment activities for transference of learning into long term memory.



Class teachers, SLT and the Geography Leader will measure the impact of curriculum planning for history through factual knowledge, skills of enquiry and conceptual understanding through learning in books, assessments and a wide range of discussion-based activities. Analysis of impact will inform ongoing curriculum planning.


If you need to know more about this subject, please don't hesitate to ask the subject lead Mrs Harris. 

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