Year 11 History

Curriculum Intent

We want all of our young people to become competent scholars of the past, ensuring all students develop a love and understanding of our history. We teach the fundamental skills that allow all students to understand the importance of the people that have come before us. Our students learn substantive and important facts, they develop and gain the ability to argue, and they become effective communicators. Through the concept of the trivium our schemes of learning bring established values and developing paradigms together; where knowledge and understanding sit alongside cultural capital, and where skills are interwoven with the content.

Our Vision

To both promote a curiosity about how the study of the past shapes the thinking, actions and values of young people in the present and the future. To support the development of students into confident historians.

Students will develop the ability to ask the right questions and use a range of evidence with confidence and produce beautiful work, crafted with pride. Learning will be supported by high quality teaching and modelling of historical literacy, alongside a developing understanding of a coherent, chronological narrative of Local, British and World History. Students will be provided with the knowledge and understanding to interpret the world in which they live in order to challenge or support the values of the future. In understanding their own identity, students will gain a respect for people of the past and be able to communicate their findings with clarity.

Our Purpose

A high-quality history education should enable all students to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire students’ curiosity to research the past and understand how it forms the future. Teaching should equip students to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps students to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Themes

The topics we study will be include the following themes in Key Stage Three, and these are continued into GCSE and A Level –

Religion
Societies and Culture
Government and Power
Trade, Empire and Economic Growth
Warfare

Autumn Term 1

Britain: Health and the People: C1000 to the Present Day

Grammar

This thematic study covers how medicine & public health developed in Britain over a long period of time, with causes, scale, nature and consequences of short & long term developments and their impact on British society.

Dialectic

Students ascertain and prioritise cause and consequence and an appreciation of similarity and difference. They discover importance and appreciate significance. Source analysis develops their handling of bias, evidence and interpretation

Rhetoric

Students will study the importance of the following factors:
war, superstition and religion, chance, government, communication, science and technology, the role of the individual in encouraging or inhibiting change.

In school...
How can I support this unit at home...

This thematic study gives students a coherent understanding of change and continuity across a long sweep of history. and illuminates social, political and economic change and the part played by various factors in shaping the history of Britain.

The assessment will enable students to develop their ability to apply second order concepts such as similarity, difference, change, continuity and significance to their knowledge and understanding of key features and characteristics of the period. There will also be an opportunity for them to demonstrate their ability to analyse and evaluate critically and constructively contemporary source material.

Watch bespoke History online Learning.
History is such a popular area of creative and shared leisure activity. There are well known programmes available such as the ‘Horrible Histories’ TV programmes (and a Film too!).
Many people have created their own online versions of short answers and factual documentaries about areas of history that are studied by school students. there are also TED talks and other talks and lectures available online. YouTube is the biggest library of these.

History is officially the most popular leisure activity, whether it is to uncover family ancestry, follow archaeology or to visit museums or read magazines and books dedicated to the past. BBC History magazine is eclectic and very accessible, and is one of the most popular monthly magazines published.. There are History specialist magazines for juniors, and the biggest section in any bookshop is the History section. You can join or just watch Historical recreations (the annual recreations at Kentwell Hall at Long Melford are great fun). And membership of the National Trust is a very cheap way to enjoy many historical attractions all over the country.

Autumn Term 2 and Spring Term 1

Elizabethan England – c1568-1603

Grammar

This British History study looks at Elizabeth I’s reign, focussing on major events considered from economic, religious, political, social and cultural standpoints, and arising from contemporary and historical controversies.

Dialectic

Students ascertain and prioritise cause and consequence and an appreciation of similarity and difference. They discover importance and appreciate significance. Source analysis develops their handling of bias, evidence and interpretation

Rhetoric

Students will be assessed by a combination of; low stakes testing, spoken contributions, and a variety of different written tasks. Students also have the opportunity to showcase their abilities with research work and more developed project activities

In school...
How can I support this unit at home...

This British Depth Study focuses on a particular time and people from that time who shaped the nation. Students will build a coherent understanding of the complexity of society and the interplay of different aspects within it.

The historic environment is embedded within this depth study. This approach promotes coherent understanding of the relationship between the historic environment and the historical events and developments contained in the depth study. Students will be able to make connections and evaluate how the specified site has shaped or has been shaped by the historical events and developments of the time.

The assessment will give students the opportunity to demonstrate their ability to apply second order concepts such as causation, change and consequence to their knowledge and understanding. Students will also analyse and evaluate interpretations to make their own historical claims.

So Many Different Histories!
We are all living through history, every day. Understanding and appreciation of what is happening now is a very good way to put our lives into historical context as well as helping with the language and vocabulary that students may find challenging at school.

There are many facets to history – apart from the well-known classic areas of the past such as the Romans, The Tudors, The Victorians and The Nazis, there are other branches and types of History. Political History for example, that focuses on power, and those who seek it, use it and at times, misuse it. Economic history helps us to understand those drivers of change, that created empires, dynasties, fortunes and fools. Social history is about the ordinary people from the past who we can still touch through the legacies of what they did and how it shaped us today. Black history, LGBTQ history, Women’s history, Landscape history, Archaeology, Family history, Military history, Transport history, Sporting history, Scientific history and so many more – there is always something that can ignite a passion for history amongst students and their friends and families – and investigating what you like and where you can find it locally is a good way to start. As Chairman Mao, founder of the People’s Republic of China said in 1949 ‘Even the World’s longest journey begins with the first small step’.

Spring Term 2 and Summer Term 1

Revision

Grammar

Students revise knowledge & understanding of key features and characteristics, & explain, analyse events and periods using second-order historical concepts.
They analyse, evaluate and use sources & interpretations to make substantiated judgements.

Dialectic

Students develop the correct use of second order historical concepts, including continuity, change, cause, consequence, significance, similarity & difference, and their understanding of the marking expectations for spelling, punctuation and grammar.

Rhetoric

Students will practise through a combination of; low stakes testing, spoken contributions, and a variety of different written tasks.

In school...
How can I support this unit at home...

Studying history is important because it allows us to understand our past, which in turn allows us to understand our present. If we want to know how and why our world is the way it is today, we have to look to history for answers. People often say that ‘history repeats itself,’ but if we study the successes and failures of the past, we may, ideally, be able to learn from our mistakes and avoid repeating them in the future. Studying history can provide us with insight into our cultures of origin as well as cultures with which we might be less familiar, thereby increasing cross-cultural awareness and understanding. Whenever questions are asked about what we can learn from history, it invariably leads to philosopher George Santayana’s oft-quoted aphorism: ‘Those who cannot remember the past are condemned to repeat it’. Studying history enables us to develop better understanding of the world in which we live. Building knowledge and understanding of historical events and trends, especially over the past century, enables us to develop a much greater appreciation for current events today. And if we heed Santayana’s warning, then remembering history – and learning important lessons from it – should help us to avoid previous mistakes and prevent previous misdeeds from happening again.’

Take a walk
Colchester is one of the most historic towns in the world! It is Britain’s oldest town and one of the few places that has been the Capital of England. It has huge Celtic importance, with its dykes and ditches and earthworks still in evidence (go to Gosbecks!). The Roman Circus at Abbey Fields is one of the most important and significant finds in Northern Europe for Roman history and there is a magnificent museum at its edge run by the Colchester Archaeological Trust. There is evidence of two thousand years of History all over Colchester, with Roman and Medieval town walls, the harbour at the Hythe, wonderful medieval churches, chapels and the ruins of a Priory. And Colchester played a notable part in the English Civil War, coming under siege. The more modern industrial heritage can be seen in the great buildings on the High Street, and all around the town. And the old Garrison which is still preserved through buildings, walls and its parks remains to show us the 200 year history that Colchester has played in the military history of this country. And nearby there are still relics from modern Wars – deserted airfields and pill box gun emplacements, and memorials in every village to those from these parts who lost their lives.

Skip to content