Blackpool Skills Academy
Humanities Curriculum Overview
A 39-week project-based curriculum exploring people, place, change, evidence and citizenship through six substantial enquiries.
Exploring our local history
How did Blackpool become the town we know today?
Humanities helps students understand how people, places and communities change over time.
Blackpool’s development from a small coastal settlement into a major seaside resort provides a powerful local example. Transport, tourism, entertainment, employment, housing and national events have all helped to shape the town and the lives of the people who live here.
This video introduces Blackpool’s history and supports students as they begin to consider how evidence can be used to explain continuity, change and local identity.
Watch the video and consider which events, industries and landmarks have had the greatest influence on Blackpool.
Our curriculum model
Learning through substantial enquiries
Evidence-rich project-based learning
Humanities is organised around six substantial enquiries. Each half term begins with a big question and culminates in a purposeful public-facing product.
Historical and geographical knowledge is taught explicitly so that projects are evidence-rich rather than simply activity-led.
Students learn to work with maps, timelines, photographs, testimony, statistics, written sources, interpretations and local evidence.
- Chronology and change
- Place and environment
- Cause and consequence
- Historical significance
- Source analysis
- Geographical evidence
- Different interpretations
- Rights and citizenship
- Local and global perspectives
- Public-facing outcomes
Students may work collaboratively, but every group product is accompanied by identifiable individual evidence. This ensures that each student’s knowledge, reasoning and contribution can be assessed clearly.
Responsible Holocaust education
The Holocaust enquiry uses reputable, age-appropriate sources. It avoids simulation or role-play involving victims or perpetrators and retains the historical specificity of the Holocaust throughout.
The six substantial enquiries
Humanities Across the Year
Natural Disasters
Why do natural hazards become disasters?
Blackpool Through Time
How and why has Blackpool changed?
The Holocaust
How did persecution develop and why must it be remembered?
Migration and Movement
Why do people move and how has migration shaped Britain?
Climate and Our Coast
How is climate change affecting coasts and communities?
Power, Protest and Change
How have ordinary people created change?
The learning journey
Progression Through Stages
Stage 1
Recall and Identify
Recall key facts and identify place, time, people and sources.
Supported recognitionStage 2
Describe
Describe causes, events, places and features using relevant evidence.
Guided explanationStage 3
Explain and Connect
Explain connections and construct supported historical or geographical accounts.
Independent applicationStage 4
Analyse and Evaluate
Compare interpretations, assess evidence and evaluate significance.
Critical enquiryStage 5
Lead and Synthesise
Lead enquiry, synthesise evidence and communicate rigorous conclusions.
Independent scholarshipThe 39-week programme
Curriculum Overview
Autumn 1
Natural Disasters
Why do natural hazards become disasters?
During this half term, students begin their first humanities enquiry by investigating why natural hazards affect places and people differently. They explore earthquakes, volcanoes, weather hazards and flooding before considering how wealth, infrastructure and preparedness influence the impact of disasters. Throughout the enquiry, students learn to interpret geographical evidence, analyse maps and case studies, compare contrasting locations and communicate evidence-based conclusions. The enquiry culminates in a public-facing project that answers the big question using geographical evidence.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 1 | Natural Disasters: Project Launch | Recognise the difference between a natural hazard and a natural disaster, identify the enquiry question and contribute ideas during the baseline concept map. | Describe different natural hazards and explain that their impacts vary between places and communities. | Apply prior knowledge to select a case study, generate relevant enquiry questions and identify suitable sources of geographical evidence. | Analyse why similar natural hazards can have very different consequences by considering physical and human factors. | Lead enquiry planning by justifying the choice of case study, proposing research questions and identifying high-quality evidence needed for the final project. |
| 2 | Earthquakes and Tectonics | Identify the structure of the Earth, tectonic plates and major earthquake zones on a world map. | Explain how tectonic plate movement causes earthquakes using appropriate geographical vocabulary and diagrams. | Apply knowledge by interpreting tectonic maps and linking plate boundaries to earthquake distribution. | Analyse why earthquake impacts differ between locations by considering magnitude, preparedness and population. | Evaluate how scientific understanding of tectonic processes supports hazard prediction, planning and risk reduction using case-study evidence. |
| 3 | Volcanoes | Identify the main features of a volcano and recognise where volcanoes are commonly found. | Explain how volcanoes form and describe the hazards and benefits associated with volcanic environments. | Apply case-study evidence to explain why people continue to live near active volcanoes. | Analyse the balance between volcanic risks and economic or environmental benefits using geographical evidence. | Evaluate whether living near an active volcano is justified by weighing evidence, contrasting viewpoints and long-term consequences. |
| 4 | Weather Hazards and Flooding | Identify different weather hazards including storms, heatwaves, droughts and floods. | Describe how weather hazards develop and explain their effects on people and the environment. | Compare atmospheric and hydrological hazards using maps, photographs and recent case studies. | Analyse how physical geography and human activity influence the severity of flooding and weather-related disasters. | Evaluate different approaches to reducing the impact of weather hazards using geographical evidence and real-world examples. |
| 5 | Vulnerability and Response | Recognise that communities have different levels of vulnerability to natural disasters. | Explain how wealth, infrastructure, planning and emergency services affect disaster impacts. | Apply evidence from contrasting countries to compare preparedness, response and recovery. | Analyse why disasters often affect poorer communities more severely by considering social, economic and environmental factors. | Evaluate humanitarian responses and long-term recovery strategies, recommending the most effective approaches using evidence from case studies. |
| 6 | Natural Disasters Showcase | Present key facts from the enquiry using simple geographical vocabulary and evidence. | Explain how the chosen case study answers the big enquiry question using appropriate terminology. | Produce a structured documentary, exhibition, model or briefing supported by accurate geographical evidence. | Analyse evidence from across the enquiry to justify conclusions and respond confidently to questions. | Deliver a professional-quality presentation that synthesises evidence, evaluates differing viewpoints and answers the enquiry question with confidence and geographical accuracy. |
Autumn 2
Blackpool Through Time
How and why has Blackpool changed over time?
During this half term, students investigate how Blackpool developed from a small coastal settlement into one of Britain's best-known seaside resorts. Using historical sources, maps, photographs, census information and local case studies, they explore the impact of transport, tourism, industry, war and regeneration on the town and its communities. Students develop historical enquiry skills by interpreting evidence, identifying causes and consequences, evaluating change over time and communicating well-supported historical conclusions through a public-facing project.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 7 | Blackpool Through Time: Launch | Recognise that Blackpool has changed over time, identify the enquiry question and locate key events on a simple timeline. | Describe key periods in Blackpool's development using maps, photographs and historical vocabulary. | Apply historical enquiry skills by selecting relevant sources, asking appropriate questions and identifying evidence about local change. | Analyse how different sources reveal changes to Blackpool over time, recognising similarities, differences and reliability. | Plan an independent local history enquiry by selecting appropriate evidence, justifying research questions and proposing a suitable final project. |
| 8 | From Settlement to Resort | Identify how Blackpool changed from a small settlement into a seaside resort. | Explain how transport, industry and leisure contributed to Blackpool's growth using historical evidence. | Compare Blackpool before and after the arrival of the railways using maps, photographs and written sources. | Analyse the importance of transport, industrialisation and tourism in shaping Blackpool's development. | Evaluate which factors had the greatest impact on Blackpool's transformation, supporting conclusions with historical evidence. |
| 9 | The Tower, Pleasure Beach and Tourism | Identify major Blackpool landmarks and recognise why they were developed. | Explain how attractions such as Blackpool Tower and the Pleasure Beach changed tourism and the local economy. | Compare different tourist attractions, explaining how they influenced visitors, employment and local identity. | Analyse how tourism shaped Blackpool's reputation, economy and national importance over time. | Evaluate the significance of Blackpool's landmarks by considering their historical, economic and cultural impact. |
| 10 | Work, Housing and Communities | Identify different types of work and housing found in Blackpool during different periods of history. | Describe how everyday life changed for workers, families and communities using historical sources. | Compare living and working conditions across different time periods using census records, photographs and local evidence. | Analyse how employment, housing and social change affected different groups within the community. | Evaluate how economic and social changes influenced the lives of Blackpool residents, using evidence from multiple historical sources. |
| 11 | Blackpool at War | Identify how the Second World War affected Blackpool and its local community. | Explain Blackpool's role during wartime using local historical examples and evidence. | Compare everyday life in Blackpool before, during and after the war using a range of historical sources. | Analyse how war changed local communities, employment, tourism and daily life. | Evaluate the significance of wartime experiences in shaping Blackpool's history, supporting conclusions with well-selected evidence. |
| 12 | Blackpool Today and Tomorrow | Identify ways Blackpool has changed in recent years through regeneration and redevelopment. | Explain why regeneration projects have taken place and describe their intended impact. | Compare historical Blackpool with the modern town using evidence from maps, photographs and local developments. | Analyse the successes and challenges of regeneration by considering economic, environmental and community perspectives. | Evaluate future priorities for Blackpool by balancing historical understanding with current evidence and community needs. |
| 13 | Local History Showcase | Present key facts about Blackpool's history using simple historical evidence. | Explain how Blackpool has changed over time using accurate historical vocabulary and sources. | Produce a structured museum panel, podcast, exhibition or guided tour supported by appropriate evidence. | Analyse historical evidence confidently when presenting conclusions and responding to questions. | Deliver a professional local history project that synthesises historical evidence, evaluates change over time and answers the enquiry question with confidence and historical accuracy. |
Spring 1
The Holocaust
How did prejudice become persecution, and why must the Holocaust be remembered?
During this half term, students undertake a carefully structured historical enquiry into the Holocaust. They investigate how discrimination developed into systematic persecution, explore the lives of Jewish communities before the Holocaust, examine the choices made by individuals and governments, and consider the importance of testimony and remembrance. Learning is evidence-led, using reputable historical sources and survivor testimony. Students develop historical interpretation, source evaluation and ethical reasoning whilst producing a thoughtful enquiry outcome.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 14 | Holocaust: Enquiry Launch | Recognise the enquiry question, identify the historical period and understand the importance of using respectful, reliable historical evidence. | Describe what the Holocaust was and identify the main focus of the enquiry using appropriate historical vocabulary. | Apply historical enquiry skills by selecting relevant questions, examining introductory sources and identifying key themes. | Analyse how historians investigate the Holocaust using different types of evidence and historical interpretation. | Lead the enquiry by selecting appropriate evidence, justifying research questions and recognising the responsibilities involved in studying sensitive history. |
| 15 | Jewish Life Before the Holocaust | Identify aspects of everyday Jewish life before the Holocaust using photographs, artefacts and written sources. | Describe the diversity of Jewish communities, culture and daily life before persecution began. | Explain how primary sources help historians understand the lives of individuals and communities before the Holocaust. | Analyse how evidence challenges stereotypes by presenting the richness and diversity of Jewish life. | Evaluate the importance of understanding pre-war Jewish life in developing an accurate historical understanding of the Holocaust. |
| 16 | From Prejudice to Persecution | Recognise examples of prejudice, discrimination and persecution within historical sources. | Explain how prejudice developed into organised discrimination using appropriate historical evidence. | Apply chronological understanding to explain how government policies increasingly restricted people's rights and freedoms. | Analyse the social, political and legal changes that enabled persecution to develop over time. | Evaluate how prejudice became institutionalised by weighing historical evidence and considering multiple contributing factors. |
| 17 | Choices and Responsibilities | Identify that individuals made different choices during the Holocaust, including helping, resisting, collaborating or remaining bystanders. | Describe examples of individual actions using historical case studies. | Explain how circumstances influenced the choices people made during this period. | Analyse the moral complexity of historical decision-making using evidence from multiple perspectives. | Evaluate historical choices carefully and respectfully, recognising complexity whilst supporting conclusions with reliable historical evidence. |
| 18 | Testimony, Memory and Holocaust Memorial Day | Recognise the importance of survivor testimony and remembrance. | Explain why testimony provides valuable historical evidence about the Holocaust. | Apply evidence from survivor testimony to deepen historical understanding and challenge misconceptions. | Analyse how testimony, memorials and museums contribute to historical understanding and remembrance today. | Evaluate the importance of remembrance in preserving historical accuracy, challenging prejudice and promoting informed citizenship. |
| 19 | Holocaust Enquiry Outcome | Present key historical facts using appropriate vocabulary and evidence from the enquiry. | Explain the enquiry question using accurate historical knowledge and selected sources. | Produce a structured museum panel, documentary, podcast or presentation supported by reliable historical evidence. | Analyse historical evidence confidently, responding to questions and justifying conclusions with reference to multiple sources. | Deliver a rigorous enquiry outcome that synthesises historical evidence, evaluates interpretations and answers the enquiry question with maturity, accuracy and respect. |
Spring 2
Migration and Movement
Why do people move, and how has migration shaped Britain?
During this half term, students investigate the causes and consequences of migration across different periods of British history. Through historical sources, maps, personal accounts and contemporary evidence, they explore why people migrate, the experiences of migrants and the ways migration has influenced Britain's culture, economy and identity. Students learn to challenge misconceptions using reliable evidence whilst developing balanced historical and geographical judgements through a substantial enquiry project.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 20 | Migration and Movement: Launch | Recognise the enquiry question, identify reasons why people move and contribute ideas to a baseline concept map using simple push and pull factors. | Describe different reasons for migration using appropriate geographical vocabulary and familiar examples. | Apply prior knowledge to generate enquiry questions, identify suitable evidence and select a focus for the project. | Analyse how migration has shaped Britain by considering different historical periods and types of movement. | Lead the enquiry by proposing research questions, selecting high-quality sources and justifying how evidence will answer the enquiry question. |
| 21 | Migration Through British History | Identify examples of migration during the Roman, Viking, Empire and modern periods using timelines and maps. | Explain how migration has changed over time using evidence from different historical periods. | Compare different waves of migration, identifying similarities, differences and reasons for movement. | Analyse continuity and change in migration across British history using historical evidence and thematic connections. | Evaluate which periods of migration had the greatest impact on Britain, supporting conclusions with balanced historical evidence. |
| 22 | Empire, Commonwealth and Windrush | Identify the British Empire, Commonwealth and the arrival of the Windrush generation using maps and historical sources. | Explain the historical links between Britain, the Commonwealth and post-war migration. | Apply evidence from historical sources to explain the experiences and contributions of the Windrush generation. | Analyse how migration influenced Britain's economy, culture and communities whilst recognising discrimination and inequality. | Evaluate the significance of the Empire, Commonwealth and Windrush generation in shaping modern Britain using a balanced range of historical evidence. |
| 23 | Refugees and Asylum | Recognise the meaning of the terms refugee, asylum seeker and migrant using accurate definitions. | Explain why people may become refugees and seek asylum using contemporary and historical examples. | Apply humanitarian evidence and international case studies to explain forced migration. | Analyse the challenges faced by refugees by considering legal, social and humanitarian perspectives. | Evaluate responses to refugee movements using balanced evidence, international responsibilities and humanitarian principles. |
| 24 | Migration, Culture and Place | Identify ways migration has influenced food, music, language, sport and local communities. | Explain how migration contributes to cultural diversity within Britain. | Compare different examples of cultural influence using local and national case studies. | Analyse how migration has shaped communities over time by considering cultural, economic and social evidence. | Evaluate the contribution of migration to British society using balanced historical and geographical evidence. |
| 25 | Migration Debate and Product | Identify evidence that supports different viewpoints about migration. | Explain different viewpoints respectfully using reliable facts and evidence. | Produce a balanced museum panel, podcast or briefing using accurate historical and geographical evidence. | Analyse competing viewpoints by evaluating source reliability, evidence quality and common misconceptions. | Produce a professional enquiry outcome that presents balanced arguments, challenges misconceptions and answers the enquiry question using well-selected evidence. |
| 26 | Migration Project Review | Recall the key knowledge developed during the migration enquiry and reflect on personal learning. | Explain how evidence helped answer the enquiry question and identify strengths within the completed project. | Apply enquiry skills by evaluating the quality of research, sources and project outcomes. | Analyse how different types of evidence contributed to historical understanding and identify improvements for future enquiries. | Evaluate the completed enquiry critically, demonstrating sophisticated source evaluation, balanced historical judgement and confident reflection on the enquiry process. |
Summer 1
Climate and Our Coast
How is climate change affecting coasts and communities?
During this half term, students investigate the relationship between climate change, coastal processes and the people who live and work along Britain's coastline. Using Blackpool and other coastal communities as case studies, they examine weather, climate, erosion, flooding, inequality and coastal management through geographical evidence, maps, graphs and stakeholder viewpoints. Students develop increasingly sophisticated geographical enquiry skills before presenting evidence-based recommendations for a coastal community.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 27 | Climate and Our Coast: Launch | Recognise the enquiry question, identify coastal features and locate Blackpool and other UK coastal communities on a map. | Describe why coasts are important to people, wildlife and the economy using geographical vocabulary. | Apply prior knowledge to develop enquiry questions, identify suitable evidence and select a focus for the project. | Analyse how climate change may affect different coastal communities by considering physical and human geography. | Lead the enquiry by selecting appropriate evidence, proposing lines of investigation and justifying how findings will answer the big question. |
| 28 | Weather, Climate and Evidence | Identify the difference between weather and climate using simple examples and observations. | Explain how long-term climate data differs from daily weather conditions using graphs and maps. | Interpret climate graphs, temperature records and rainfall data to identify geographical patterns. | Analyse climate evidence from different locations, recognising trends, anomalies and reliability. | Evaluate climate evidence critically by comparing multiple sources and justifying conclusions using geographical data. |
| 29 | Coastal Processes and Flood Risk | Identify erosion, deposition, transportation and flooding using diagrams and photographs. | Explain how coastal processes change coastlines over time using geographical terminology. | Apply knowledge to explain how storms, tides and wave action increase flood and erosion risk. | Analyse why some coastal communities are more vulnerable than others by considering physical and human factors. | Evaluate flood and erosion risks using evidence from maps, case studies and geographical data to recommend priorities for action. |
| 30 | Human Impact and Inequality | Recognise that climate change affects people differently around the world. | Explain why some communities are more vulnerable to climate change than others. | Compare contrasting places by examining environmental, economic and social evidence. | Analyse how wealth, infrastructure and geography influence resilience and recovery from climate-related hazards. | Evaluate the unequal impacts of climate change using balanced geographical evidence and contrasting case studies. |
| 31 | Managing the Coast | Identify examples of hard and soft engineering used to protect coastlines. | Explain how different coastal management strategies reduce erosion and flooding. | Compare hard and soft engineering by considering effectiveness, cost and environmental impact. | Analyse stakeholder viewpoints when deciding how a coastline should be managed. | Evaluate coastal management options by balancing environmental, economic and community needs using geographical evidence. |
| 32 | Climate Project Outcome | Present key geographical facts using appropriate maps, diagrams and evidence gathered during the enquiry. | Explain how evidence answers the big enquiry question using accurate geographical vocabulary. | Produce a structured council briefing, presentation, campaign or model supported by reliable geographical evidence. | Analyse evidence confidently, responding to questions and justifying recommendations using data and case studies. | Deliver a professional enquiry outcome that evaluates evidence critically, recommends realistic actions and answers the enquiry question with confidence and geographical accuracy. |
Summer 2
Power, Protest and Change
How have ordinary people created change throughout history?
During this final enquiry, students investigate how individuals and communities have challenged injustice and influenced change throughout history. Using historical and contemporary case studies, they examine democracy, protest, civil rights and local activism, evaluating how different methods have shaped society. Students bring together the historical and geographical enquiry skills developed throughout the year by interpreting evidence, evaluating competing viewpoints and presenting a substantial public-facing humanities project.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 33 | Power, Protest and Change: Launch | Recognise the enquiry question, identify examples of protest and rights movements and contribute ideas to the baseline timeline. | Describe different ways ordinary people have influenced change using historical examples and appropriate vocabulary. | Apply prior knowledge to select a movement or campaign, develop enquiry questions and identify suitable historical sources. | Analyse how protest movements have influenced political and social change by considering different historical contexts. | Lead the enquiry by selecting an appropriate case study, justifying research questions and identifying high-quality historical evidence. |
| 34 | Democracy and Protest | Identify lawful ways people can influence decisions, including voting, petitions, campaigning and peaceful protest. | Explain how democratic participation and protest have changed political rights over time. | Compare different methods of creating change by evaluating their aims, actions and outcomes. | Analyse why some forms of protest have been more successful than others using historical evidence. | Evaluate the effectiveness of different methods of democratic participation and protest, supporting conclusions with balanced historical evidence. |
| 35 | Civil Rights Case Study | Identify the aims of a selected civil rights movement and recognise key individuals involved. | Describe the actions, opposition and outcomes of the movement using historical evidence. | Explain how evidence from primary and secondary sources helps historians understand civil rights campaigns. | Analyse the causes, methods and impact of the movement by comparing different historical perspectives. | Evaluate the significance of the case study by judging its long-term impact on rights and equality using well-selected historical evidence. |
| 36 | British Social Change | Identify an important campaign in British history, such as suffrage, labour, disability or LGBTQ+ rights. | Explain why the campaign developed and describe its main achievements. | Compare two campaigns by considering their aims, methods and outcomes. | Analyse the significance of different campaigns by evaluating their impact on British society over time. | Evaluate which campaign has had the greatest long-term influence on modern Britain, justifying conclusions with balanced historical evidence. |
| 37 | Local Voices and Community Change | Identify a local issue and recognise ways individuals can contribute to positive community change. | Explain how local people, organisations and councils influence community decisions. | Apply enquiry skills to investigate a local issue using stakeholder views and reliable evidence. | Analyse different solutions by considering community needs, evidence and possible consequences. | Evaluate realistic proposals for local change by balancing competing viewpoints and supporting recommendations with evidence. |
| 38 | Humanities Exhibition | Present key findings from the enquiry using appropriate historical and geographical evidence. | Explain how the enquiry answers the big question using accurate subject vocabulary. | Produce a structured exhibition, documentary, campaign archive or presentation supported by reliable evidence. | Analyse evidence confidently whilst responding to questions and justifying conclusions. | Deliver a professional public-facing exhibition that synthesises evidence, evaluates historical significance and communicates balanced, well-supported conclusions. |
| 39 | Final Humanities Review | Recall the key historical and geographical knowledge developed throughout the year. | Explain how the six enquiries have developed understanding of people, places and societies. | Apply knowledge confidently by making links between different enquiries and supporting ideas with evidence. | Analyse recurring themes including change, power, community, migration and environmental responsibility across the curriculum. | Evaluate personal learning across the Humanities curriculum, demonstrating mature historical and geographical thinking, secure evidence handling and readiness for further study. |
How progress is recognised
Assessment Approach
Baseline Concept Maps
Students establish prior knowledge, misconceptions and starting points at the beginning of each enquiry.
Retrieval
Frequent recall strengthens essential chronological, geographical and conceptual knowledge.
Source and Data Analysis
Students interpret photographs, maps, testimony, written evidence, statistics and historical interpretations.
Project Checkpoints
Regular checkpoints assess research quality, individual contribution, accuracy and progress towards the enquiry outcome.
Public-Facing Outcomes
Exhibitions, podcasts, documentaries, museum panels and briefings assess communication and audience awareness.
Presentation and Evaluation
Students answer questions, justify conclusions and evaluate evidence, teamwork and personal progress.
What progress looks like
Progression Expectations
Stage 1
Students recognise significant people, places, events and geographical features whilst developing the confidence to ask questions and interpret simple historical and geographical evidence. They identify basic information from maps, photographs, timelines and sources, contribute to discussions with support and begin making simple connections between people, places and events.
Stage 2
Students describe historical events, geographical processes and different viewpoints using appropriate subject vocabulary and evidence. They explain causes, consequences and key features of people and places whilst using maps, timelines and historical sources with increasing confidence to support their ideas.
Stage 3
Students apply historical and geographical knowledge independently through structured enquiries and project work. They interpret a range of sources, construct evidence-based explanations, compare places, events and interpretations and communicate well-supported conclusions using appropriate disciplinary vocabulary.
Stage 4
Students analyse historical interpretations, geographical evidence and competing viewpoints to explain how and why societies, environments and communities change over time. They evaluate the reliability of sources, justify conclusions using balanced evidence and make thoughtful connections between local, national and global issues.
Stage 5
Students consistently demonstrate the knowledge, skills and behaviours of successful historians and geographers by leading independent enquiries, synthesising evidence from multiple sources and communicating rigorous, balanced conclusions. They evaluate significance, challenge misconceptions, present persuasive evidence-based arguments and demonstrate the critical thinking, research and communication skills expected for further education, apprenticeships and employment.
The purpose of the programme
Curriculum Intent
The Humanities curriculum develops curious, informed and thoughtful young people who understand how people, places and events have shaped the modern world. Through a series of carefully sequenced historical and geographical enquiries, students investigate significant local, national and global issues whilst developing the ability to think critically, interpret evidence and communicate balanced conclusions.
Students follow a project-based curriculum that combines history, geography and civic understanding through substantial enquiry questions. They investigate natural disasters, the history of Blackpool, the Holocaust, migration, climate change and power, protest and social change. Each enquiry develops disciplinary knowledge alongside the skills of historical interpretation, geographical analysis, source evaluation, map interpretation, data analysis and evidence-based argument.
Knowledge and enquiry skills are revisited throughout the curriculum, enabling students to strengthen their understanding of chronology, causation, place, human and physical geography, significance and interpretation. Learning progresses from recognising historical and geographical features to constructing sophisticated enquiries that evaluate competing evidence and justify conclusions using reliable sources.
The curriculum prepares students to become informed, responsible citizens who understand the complexity of the world around them. By the end of the programme, students demonstrate the confidence to investigate important questions independently, evaluate historical and geographical evidence critically, communicate balanced judgements and apply their understanding of people, places and societies to contemporary local, national and global issues.