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Stanford Infant School


Our Statement of Intent

As geographers at Stanford Infant School, the children will develop a curiosity and fascination about the world around them and the people in this diverse community. The children will explore geography through a holistic approach with many cross curricular links as geography is at the forefront of many of our learning journeys. We strive to provide the children with an engaging creative geography curriculum so the knowledge that they gain with us and the skills they develop will continue throughout their lives. We intend to bring the subject to life through a variety of school trips providing them with first-hand field work experiences. We encourage home and community links as we value the impact learning about people’s own experiences and cultures have. The children are provided with a secure and in depth curriculum focusing closely on the main aspects in geography. In EYFS the children grasp a good understanding of the world through looking closely at their immediate and local environment, then through KS1 the children consider their link to the larger community of the UK and then build on this by making comparisons to different global locations. We strive to help the children develop a sense of care for the world and for its diverse community as global citizens. We want the children to leave Stanford Infants asking geographical questions about the world with an increasing thirst to discover more about it.

Understanding the World - Statutory Framework for the Early Years Foundation Stage EYFS 2021

Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.

Purpose of Study – National Curriculum 2014

A high-quality geography education 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. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.