History Curriculum 2019-2020
Head of Humanities Department: Mrs. M. Timberlake
HOD Email Address: email@example.com
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.
History is taught as part of the Creative Curriculum in Year 5: details can be seen on the Creative Curriculum page.
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.
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.
Invasion and Settlement: the Celts, Anglo-Saxons, Vikings and Romans (Britain before 1066)
In this KS2-KS3 bridging unit, pupils conduct a study of the main invaders and settlers to Britain before the Norman Invasion of 1066. Pupils study the four main groups (the Celts, Anglo-Saxons, Vikings and Romans) of people in Britain and suggest reasons for the invasion and/or settlement in Britain before comparing the features of each cohort of people. Pupils use a range of historical sources to support their learning.
“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.
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 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 had an effect on the British Empire.
(This will also support their learning in Geography in Year when they complete a Development unit.)
“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, Mary I, and Elizabeth I. Pupils also study the key political features of Elizabethan England; notably that of the Spanish Armada and the use of propaganda by Elizabeth I.
“Cromwell: Hero or Villain”: the Stuarts and Civil War
In this unit, pupils study the political unification of Britain and 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. Pupils will also learn about the different social groups that existed in this period and the differences (in regard to their way of life, religion, etc.) and their views of the Monarchy (e.g. the Gunpowder Plot).
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.