St Jude's C of E Federation follows the Cornerstones curriculum for History.

Intent:
At St Jude’s School Federation we intend for all children to experience a broad, aspirational, relevant and rich history curriculum which gives them a thirst to find out more about the past.  It is our aim that are children will be able to ask and answer historical questions, to investigate artefacts, use sources to gather information and immerse themselves in the past through engaging lessons, school trips and workshops. Children should leave St Jude’s not only with a secure historical knowledge base but also with a range of skills that will support them in their further studies and everyday life.

Implementation:
Across KS1 and KS2, we use Cornerstones as a tool to support the teaching of history through a project-based approach. This follows the knowledge and skills stated in the National Curriculum 2014 and Early Years Framework, 2021. The projects have been carefully planned to ensure coverage and progression of skills, as well as allowing for children to build upon their disciplinary knowledge, year on year. Within Key Stage 1 and 2, children work on a rolling 2-year programme. However, pupils are always taught to reflect on their prior learning to help them link events in history. Our curriculum is carefully structured, so, even with mixed age classes, children are taught at an appropriate level and knowledge and prior learning are recapped. Because of the way our curriculum is structured, children gain an understanding into the local area and local history as well as core curriculum aspects. We have strong links with Egham Museum with their curators regularly enhancing our curriculum offer with their local historical knowledge.

Chronology should be at the heart of all history lessons. In some classes, due to the mixed-age nature, it is not possible to teach time periods chronologically. To counteract this, teachers place an importance of developing an understanding of chronology within all history lessons – ensuring children see links and are able to compare between periods studied.  

History is taught as part of a termly project in the Autumn and Summer term. To add depth to each history study, texts within our English lessons, where possible, compliment the history era being studied. In addition, some art and DT units take their inspiration from the history topic being studied (each with their subject-specific learning intentions and skills progression). For example, the project Dynamic Dynasties is taught alongside the art and design project Taotie to give children a better all-round understanding of ancient Chinese arts and culture.

Our project-based curriculum is designed to ensure that children remember more in the long term.

Where possible, each project starts with a ‘wow launch’ hooking children in with a memorable experience - this is the 'engage' The idea of the launch is to set the scene for learning and provide a context for the children, provoking curiosity and interest.  ‘Develop’ allows for core teaching over a 5-6 week period, teaching for knowledge, depth and understanding. Opportunities will be created for making and doing, enabling imaginative scenarios that foster creative thinking, whilst allowing the children to develop new skills.  ‘Innovate’ tasks will then encourage enterprise and independent ideas, putting into practice what has been learnt.  . For example, children in Y1/2 find out about various important historical figures and then write non-chronological reports about the impact they have had and children in Y3/4 discover a new burial site and write up their findings as archaeologists.  Finally, the learning is shared with parents, where appropriate, as part of ‘Express’. This may be through a Sharing Morning, Class assembly or Exhibition. In addition, children complete a quiz which draws together all that has been learned. Teachers use this assessment  information to plan in a cycle of retrieval learning over the following months as well as making adaptations for next year’s learning.

In EYFS, we provide children with the opportunity to discuss the changes in their own lives and the lives of others. Children also learn about events in the distant past and learn to use simple vocabulary to describe the passing of time.

In KS1, the children are provided with opportunities to develop an understanding of how past events have influenced life today. With KS1 they compare Childhood today to the 1950s.This project is enhanced by trip to Eton Museum and looking at artefacts provided by Chertsey Museum. They also focus on the achievements of individuals who have helped shape the world in which we live.

In KS2, the pupils continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. Through their thinking about the cause and consequences of people and past events on Britain and the world today, they answer historical questions using a variety of sources and their historical interpretation and enquiry of these. They use their organisation and communication skills to share their knowledge and understanding.  

Impact:
Children at St Jude’s are enthusiastic about history and show they are curious to know more about the past. This is demonstrated through the work presented, displays seen around the school, excitement in the lessons and pupil voice. Children are able to make links to local, national and world history. They know how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. They understand historical concepts such as cause and consequence, comparison and significance, and use them to make connections, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.