Useful Links

History Curriculum 2020-2021

Head of Humanities Department: Mrs. M. Timberlake
Email Address:  mtimberlake@gilbertinglefield.com 

At Gilbert Inglefield Academy we teach history to fire pupils' curiosity and imagination about the past. Through the teaching of History, we intend to prepare children in understanding the world around them (through the changes that they can see over time) and to prepare them for the next stage in their educations. With topics that focus on Britain and the wider world we allow pupils to think about how the past influences the present (in a number of contexts). Studying History at Gilbert Inglefield allows students develop a chronological framework for their knowledge of significant events and people at a personal, local, national and international level and encourages a sense of identity and an increased understanding of pupils' own position in their own community and the world.

Through the study of History, pupils are able to develop a range of skills and abilities - particularly those related to finding out about the past, explaining what happened and what people then and now think about what happened. As they move up through the school, their skills are refined and developed through more advanced source analysis and high level thinking skills. The History teaching staff also work hard to support progress in English, Mathematics and Citizenship in all lessons.

To ensure a successful post-lockdown recovery curriculum, some topics are being run simultaneously for both year groups in a Key Stage. This is to ensure adequate curriculum coverage and lessons will be adapted to suit the differing attainment levels of the children.

Year 5

History is taught as part of the Creative Curriculum in Year 5 and History topics are taught to complement the English topic. History is taught in blocks alongside Geography.

Crime and Punishment

English topic: The Highwayman

In this unit, pupils will study the theme of Crime and Punishment in England across a range of time periods. Pupils will use a range of resources to compare methods of punishment and how these have changed over time.

The Ancient Greeks

English topic: Myths and Legends

In this unit, pupils will research key features of Ancient Greek life (including, for example, Greek Gods and Goddesses, Philosophers, and City States {Athens and Sparta in particular}) to learn about an ancient civilisation.

The Victorians

English topic: Street Child

In this unit, pupils will use a range of sources to research and learn about the experience of children in Victorian society. In researching pupils of within different social classes, pupils will be able to describe the different experiences of children and compare those experiences to their own.

Year 6

Curious China

In this unit, pupils learn about the history and Geography of China whilst reading Zhang Qian in English. Pupils will use a range of resources to study and analyse the geographical and social structures in Ancient and modern China as well as researching a famous explorer from the past.

Why did people want to leave Britain in the early 1900s?

Pupil’s learning in this unit will complement their study of the Titanic’s fateful journey to American in their English lessons. In History lessons, pupils will learn about the British class system, the British Empire, the reasons for migration to America and the migrant’s experiences in the USA.

The Ancient Aztecs

In this unit, pupils study the ancient civilisation of a non-European country. Pupils use a range of sources to study and analyse the main features of Aztec society including religion, daily life and societal structures and concludes with a study of the fall of the civilisation. This unit is run in conjunction with a Geography unit on Mexico.

The Victorians (2021 only)

In this unit, pupils will use a range of sources to research and learn about the experience of children in Victorian society. In researching pupils of within different social classes, pupils will be able to describe the different experiences of children and compare those experiences to their own.

Year 7

 “1066 and all that jazz”: the Norman Invasion of 1066

In this unit, pupils gain a chronological understanding of the Norman Invasion of 1066 and analysis its historical significance. After an analysis and comparison of the four main contenders to the throne, pupils investigate the ways in which William the Conqueror established and maintained control of England; namely in regard to the Domesday Book, the Feudal System and the development of castles in England.

Medieval Life

Following on from the “1066 and all that jazz” unit, pupils study the main features of medieval life in England. Using increasingly challenging source material, pupils gain and understanding of: Medieval social structures, religious beliefs and the development of the Church, daily life, the Magna Carta, and the Black Death.

The Industrial Revolution

In this unit, pupils will study and analyse the significance of the Industrial Revolution on the history of Britain. By the end of the unit, pupils should be able to describe and explain the socio-economic  progress of the Industrial Revolution and how that influenced the British Empire.

(This will also support their learning in Geography in Year when they complete a Development unit.)

Year 8

“The Religious Roller-coaster”: religious change in Tudor England

In this unit, pupils conduct an in-depth analysis of the political and religious changes of Tudor England. Pupils develop high level source analysis skills to describe and explain reasons for the changes in religion (using historical sources) during the reigns of Henry VIII, Edward VI, and Mary I. Pupils conduct a number of source based enquires to form conclusions about this fascinating period of our history.

Elizabeth: A Golden Age

In this unit, pupils study the key political features of Elizabethan England; notably that of the Spanish Armada and the use of propaganda by Elizabeth I. Pupils will build upon the source analysis skills that were introduced in the Autumn term.

The Gunpowder Plot: were the Plotters framed?

In this unit, pupils study the changing relationship between Crown, Parliament and People under King James I. They should be able to explain how the balance of power shifted from the Monarch to Parliament, the reasons for this, the way it happened and the consequences. To do so, pupils will investigate the Gunpowder Plot and will investigate whether the plotters were framed. In doing so, pupils learn about the different social groups that existed in this period.

Black Peoples of the Americas

In this unit, pupils learn about black peoples within American society. They begin by analysis the British involvement in the Trans-Atlantic slave trade (using a range of historical sources) before considering the changing experiences of the black community, as well as changes within America as a whole, as black people moved from slavery to freedom, and towards equality. There are opportunities to examine the varied part played by black people in American life and culture, and to reflect upon the nature of ‘freedom’ in America.