GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.


Welcome to our History Curriculum

At Cuddington Croft, we aim to inspire our children to be keen historians who ask inquisitive and thought-provoking questions. We equip our children to understand historical events and also their place in time as well as consider the changes that will happen in the future in an ever-changing world. We want our children to have confidence to use their key vocabulary, skills and knowledge to be able to make detailed comparisons between different time periods as well as an understanding of significant people who have shaped the world. 

Our History Intent 

In History, our intent is to provide children with an understanding of how the world was formed and how it has evolved over time. Through the key historical skills that we use to drive each of our lessons, children are provided with the opportunities to make sense of the present as well as the past whilst also developing an appreciation of how varied and complex the development of human societies is and has been. 

We aim to inspire our children to ask thought-provoking questions and equip them with the ability to discover answers to their own questions through engaging History lessons which allow our children to study a wide range of topics from the history of Britain and the wider world. We also aim to develop chronological knowledge of broad developments and historical periods by supporting them with creating and building their ‘mental timeline’ of the past. Whilst ensuring we draw and build upon children’s prior learning, where appropriate, we then encourage them to make comparisons between these developments and periods in order to make links in their learning within and across Key Stages.

Implementation - how do we plan and teach History?

The implementation of our History units comes through our thematic approach to the curriculum. We teach the National Curriculum objectives throughout our thematic approach allowing children to build on both skills and knowledge across year groups and become engaged through exciting stimuli. Throughout the year, we have thematic days which support the teaching of these key skills. 

The History units we teach provide the children with the opportunity to recap key vocabulary and knowledge from previously taught units at the beginning of each lesson in order to support them with making links between different significant time periods and significant people of the past. We sequence our learning into small steps whilst also ensuring that we provide opportunities to deepen our children’s thinking. Key vocabulary remains a focus for us throughout each unit and throughout each lesson as we use our knowledge organisers to ensure the children are introduced to appropriate new vocabulary and that they understand its meaning within the context of their current theme.

In Year 1, the children will begin to explore significant historical events, people and places in our local area of Cheam including comparing our own school setting now to what it was like in the past. They will also explore the traditions of significant celebrations and compare these to how they celebrate now. All of this allows them to link the present to the past through familiar events, settings and people making history more relevant to them.

In Year 2, the children will continue to make comparisons between our local area of Cheam in the present and the past along with comparing their home now with homes in the past but this time they will do this based on a longer significant time period: the Victorian era. Through their learning of the Victorians and their later learning of Queen Elizabeth I and II, the children will sequence significant historical events on a timeline and research significant historical figures to help them gain a better understanding of Britain’s history, particularly the history of the monarchy. The children will then progress to beginning to look at history in the wider world by exploring the history of flight over time and continents.

In Year 3, the children will begin to learn about ancient civilisations as an era of British history. Through exploring the Stone Age, the children will gain a better understanding of its three different eras and be able to explain the progression of technology and agriculture throughout these, always linking them to their understanding of technology and agriculture now. Year 3 will then progress to exploring the Roman Empire, particularly focusing on the Roman’s invasion of Britain and how it impacted the people and the land. 

In Year 4, the children’s learning will combine two significant time periods, the Anglo Saxons and the Vikings, which will allow them to continue their understanding of how significant groups of people in history invaded Britain and the changes they made to it. Year 4 will then progress to studying crime and punishment in Britain across a range of significant periods of time including medieval times and the Tudors. This theme will allow them to constantly compare a variety of punishments with how people are punished for crimes nowadays. 

In Year 5, the children will continue their understanding of Britain’s history by learning about how and why the Great Fire of London changed London so much. We feel this is an appropriate year to teach this as it allows the children to also study how the Great Plague affected London in the 17th century. Year 5 are then introduced to the idea of ancient civilisations from the wider world by exploring Ancient Greece and the Mayans and understanding what knowledge and inventions that we use today originated from each of them.

In Year 6, the children develop a deep understanding of two contrasting periods of time in history: the achievements of one of the earliest civilisations by learning about the Ancient Egyptians and the impact the Second World War had on our society. Both of these allow Year 6 to explore concepts which are far-removed from their day to day lives. 

Impact - how is progress shown?

Learning about different periods in history will improve children’s chronological knowledge of events as well as allow them to make links between different periods and comparisons with modern day. The units covered encourage children to ask questions for themselves and allow them to develop their own thinking and historical enquiry. By having themed days, it brings history to life and works well to engage the children in the themes. By looking at sources such as images and artefacts, it allows the children to develop historical enquiry skills as well as question the effectiveness and usefulness of it, encouraging debates looking at how different evidence can lead to different conclusions about the same event.

When our children leave Cuddington Croft, a good learner in History will...

Have developed a ‘mental timeline’ for the broad developments and periods of time studied throughout their time here.

Have an understanding of how Britain has changed over time due to invasions from significant groups of people in history.

Have an understanding of some ancient civilisations, including ones from the wider world, and what they discovered.

Be able to make comparisons between the present, including their own lives and localities,  and significant cultures, events and people in history.

Be able to accurately sequence significant events on a timeline for a range of history units.

Be able to ask their own questions about history based on sources of information.