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.
01
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.
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The six substantial enquiries
Humanities Across the Year
Autumn 1
Natural Disasters
Why do natural hazards become disasters?
Autumn 2
Blackpool Through Time
How and why has Blackpool changed?
Spring 1
The Holocaust
How did persecution develop and why must it be remembered?
Spring 2
Migration and Movement
Why do people move and how has migration shaped Britain?
Summer 1
Climate and Our Coast
How is climate change affecting coasts and communities?
Summer 2
Power, Protest and Change
How have ordinary people created change?
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The learning journey
Progression Through Stages
1
Stage 1
Recall and Identify
Recall key facts and identify place, time, people and sources.
Supported recognition2
Stage 2
Describe
Describe causes, events, places and features using relevant evidence.
Guided explanation3
Stage 3
Explain and Connect
Explain connections and construct supported historical or geographical accounts.
Independent application4
Stage 4
Analyse and Evaluate
Compare interpretations, assess evidence and evaluate significance.
Critical enquiry5
Stage 5
Lead and Synthesise
Lead enquiry, synthesise evidence and communicate rigorous conclusions.
Independent scholarship04
The 39-week programme
Curriculum Overview
Autumn 1
Natural Disasters
Why do natural hazards become disasters?| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 1 | Natural Disasters: Project Launch | Recognise examples of natural hazards and locate one affected place. | Describe the difference between a natural hazard and a disaster. | Explain how a hazard can affect people, places and services. | Analyse why the same hazard may produce different impacts in different places. | Frame a focused enquiry and justify the case study and evidence required. |
| 2 | Earthquakes and Tectonics | Identify major tectonic plates and earthquake zones. | Describe how tectonic plates move. | Explain how plate movement causes earthquakes. | Analyse patterns in earthquake location, depth and impact. | Evaluate tectonic evidence and communicate a rigorous explanation of earthquake risk. |
| 3 | Volcanoes | Recognise key features of a volcano. | Describe how and why volcanoes erupt. | Explain the social, environmental and economic impacts of an eruption. | Analyse why people continue to live near active volcanoes. | Evaluate risk and benefit evidence and reach a justified judgement. |
| 4 | Weather Hazards and Flooding | Recognise examples of storms and floods. | Describe causes and immediate effects of a weather hazard. | Compare atmospheric and hydrological hazards. | Analyse links between physical causes, human activity and impact. | Synthesise evidence from contrasting hazards and evaluate response effectiveness. |
| 5 | Vulnerability and Response | Recognise that some people and places are more vulnerable than others. | Describe how preparation or wealth may affect impact. | Explain differences between two places affected by hazards. | Analyse how infrastructure, governance and inequality influence outcomes. | Develop and justify a proportionate humanitarian response plan. |
| 6 | Natural Disasters Showcase | Present key facts using a supported format. | Describe causes, impacts and responses using selected evidence. | Answer the enquiry through a clear documentary, model, exhibition or briefing. | Evaluate evidence and respond to questions about the case study. | Lead a rigorous public-facing outcome and defend the final conclusion. |
Autumn 2
Blackpool Through Time
How and why has Blackpool changed?| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 7 | Blackpool Through Time: Launch | Identify important places and events in Blackpool’s history. | Place selected events in chronological order. | Develop enquiry questions about how and why Blackpool changed. | Analyse the strengths and limitations of a local source pack. | Frame a rigorous local-history enquiry and plan appropriate evidence collection. |
| 8 | From Settlement to Resort | Recognise Blackpool as a coastal settlement that grew into a resort. | Describe changes in transport, leisure and population. | Explain how transport and industrial change supported growth. | Analyse the relative importance of different causes. | Construct and defend a causal interpretation of Blackpool’s development. |
| 9 | The Tower, Pleasure Beach and Tourism | Identify major Blackpool landmarks. | Describe how a landmark attracted visitors or employment. | Explain how tourism shaped Blackpool’s identity and economy. | Evaluate the historical significance of contrasting landmarks. | Produce a sophisticated heritage interpretation supported by sources. |
| 10 | Work, Housing and Communities | Recognise examples of work, housing and community life. | Describe everyday life for a selected resident or period. | Use census, photographic or oral-history style evidence to explain change. | Compare experiences across periods or social groups. | Synthesise varied evidence into a nuanced account of community change. |
| 11 | Blackpool at War | Identify ways Blackpool contributed during wartime. | Describe one local wartime change or experience. | Explain how war affected residents, visitors, work or services. | Analyse the significance of Blackpool’s wartime role. | Evaluate local evidence and communicate a carefully supported historical account. |
| 12 | Blackpool Today and Tomorrow | Recognise examples of continuity and change in modern Blackpool. | Describe one regeneration challenge or opportunity. | Compare past and present evidence and suggest a realistic improvement. | Evaluate regeneration choices from different stakeholder perspectives. | Produce and defend an evidence-based recommendation for the town’s future. |
| 13 | Local History Showcase | Present selected facts and images about Blackpool’s past. | Describe important changes using a supported product. | Produce a museum panel, walking-tour guide, podcast or exhibition answering the enquiry. | Evaluate sources and respond to questions about interpretation. | Lead a polished public-facing outcome and justify the overall historical conclusion. |
Spring 1
The Holocaust
How did persecution develop and why must it be remembered?| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 14 | Holocaust: Enquiry Launch | Recognise the Holocaust as a specific historical event. | Describe the broad chronology and use appropriate terminology. | Develop an enquiry question using a supported timeline and source set. | Analyse how chronology and context are essential to understanding persecution. | Frame a rigorous enquiry and explain the ethical responsibilities of studying the Holocaust. |
| 15 | Jewish Life Before the Holocaust | Recognise the diversity of Jewish people and communities before the Holocaust. | Describe aspects of family, work, culture and community life. | Use sources to construct an account of Jewish life before persecution. | Analyse how focusing only on victimhood can distort historical understanding. | Synthesise evidence into a nuanced account that restores individuality and diversity. |
| 16 | From Prejudice to Persecution | Recognise examples of prejudice, propaganda and discriminatory law. | Describe how persecution intensified over time. | Explain links between antisemitism, propaganda, law and exclusion. | Analyse escalation and the role of institutions and state power. | Construct a rigorous explanation of how prejudice developed into systematic persecution. |
| 17 | Choices and Responsibilities | Recognise that people made different choices during persecution. | Describe the roles of perpetrators, collaborators, bystanders and rescuers. | Explain how circumstances, belief, pressure and opportunity influenced actions. | Analyse choices without oversimplifying responsibility or context. | Evaluate interpretations of responsibility using precise and sensitive evidence. |
| 18 | Testimony, Memory and Holocaust Memorial Day | Recognise testimony as evidence from an individual experience. | Describe what testimony can reveal about the past. | Use testimony carefully to explain experience and remembrance. | Analyse the value and limitations of testimony and commemoration. | Evaluate how testimony and memorial practice shape historical understanding and responsibility. |
| 19 | Holocaust Enquiry Outcome | Present key facts using respectful and accurate language. | Describe how persecution developed and why remembrance matters. | Construct a sourced account answering the enquiry. | Evaluate evidence, significance and the responsibilities of remembrance. | Communicate a rigorous, historically specific conclusion and respond thoughtfully to questions. |
Spring 2
Migration and Movement
Why do people move and how has migration shaped Britain?| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 20 | Migration and Movement: Launch | Recognise that people move for different reasons. | Describe a push factor and a pull factor. | Develop an enquiry question about migration and Britain. | Analyse how terminology and source choice can shape understanding. | Frame a balanced enquiry and establish appropriate evidence and language. |
| 21 | Migration Through British History | Identify examples of migration into and within Britain. | Describe one historical migration and its causes. | Explain continuity and change across different periods. | Compare the causes, experiences and impacts of selected migrations. | Synthesise evidence into a long-term interpretation of migration in British history. |
| 22 | Empire, Commonwealth and Windrush | Recognise the connection between Britain, empire and Commonwealth migration. | Describe the experiences or contributions of the Windrush generation. | Explain historical connections, contribution and discrimination. | Analyse policy, experience, identity and public memory. | Evaluate interpretations of Windrush using historical and personal evidence. |
| 23 | Refugees and Asylum | Recognise that some people are forced to leave their homes. | Describe the difference between a refugee, asylum seeker and migrant. | Explain causes and experiences of forced migration using a case study. | Analyse legal, geographical and humanitarian perspectives. | Communicate a balanced, evidence-led account that avoids stereotypes and misinformation. |
| 24 | Migration, Culture and Place | Recognise examples of cultural influence linked to migration. | Describe how migration may affect food, music, language, work or community life. | Explain how migration changes places and identities. | Analyse exchange, adaptation, continuity and tension. | Synthesise evidence into a nuanced account of cultural and geographical change. |
| 25 | Migration Debate and Product | Identify a supported fact and a misconception. | Describe contrasting viewpoints using respectful language. | Use evidence to create a fact-checked museum panel, podcast or briefing. | Evaluate sources and competing interpretations. | Lead a balanced public-facing product and respond rigorously to challenge. |
| 26 | Migration Project Review | Identify an important fact and personal contribution. | Describe what the project shows about migration. | Answer the enquiry and evaluate source use and teamwork. | Analyse the strength of the final argument and evidence. | Defend the project conclusion and identify sophisticated areas for refinement. |
Summer 1
Climate and Our Coast
How is climate change affecting coasts and communities?| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 27 | Climate and Our Coast: Launch | Recognise weather, climate and coastal features. | Describe a possible climate-related coastal issue. | Develop an enquiry question using Blackpool coast evidence. | Analyse stakeholders, available evidence and possible geographical scales. | Frame a rigorous enquiry and assign purposeful research roles. |
| 28 | Weather, Climate and Evidence | Recognise the difference between weather and climate. | Describe a pattern in a simple climate graph. | Interpret long-term evidence and explain a trend. | Analyse variation, uncertainty and competing interpretations. | Evaluate climate evidence and communicate what it does and does not prove. |
| 29 | Coastal Processes and Flood Risk | Recognise erosion, deposition and coastal flooding. | Describe how waves and storms affect the coast. | Explain processes using a model and local risk map. | Analyse physical processes alongside human exposure and vulnerability. | Synthesise process and risk evidence into a rigorous local explanation. |
| 30 | Human Impact and Inequality | Recognise human activities that contribute to climate change. | Describe how impacts may differ between places and groups. | Explain causes and unequal consequences using contrasting case studies. | Analyse responsibility, vulnerability and capacity to respond. | Evaluate climate inequality and communicate a balanced judgement about responsibility. |
| 31 | Managing the Coast | Recognise examples of hard and soft coastal management. | Describe an advantage and disadvantage of a management approach. | Compare options using cost, impact and effectiveness. | Evaluate options from different stakeholder perspectives. | Lead a stakeholder decision and justify a sustainable coastal-management strategy. |
| 32 | Climate Project Outcome | Present a supported recommendation for a coastal community. | Describe the problem and selected response using evidence. | Create a council briefing, model, campaign or presentation with a justified recommendation. | Evaluate costs, benefits, uncertainty and stakeholder impact. | Defend a sophisticated, evidence-led and realistic coastal strategy. |
Summer 2
Power, Protest and Change
How have ordinary people created change?| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 33 | Power, Protest and Change: Launch | Recognise an example of protest or campaigning. | Describe the aim of a selected movement. | Develop an enquiry question linking action and change. | Analyse criteria for judging effectiveness and significance. | Frame a rigorous enquiry and justify the movement, sources and outcome selected. |
| 34 | Democracy and Protest | Recognise lawful ways people can seek change. | Describe voting, petitioning, campaigning and protest. | Explain how political rights and participation have changed. | Compare methods of change and evaluate effectiveness. | Synthesise evidence into a judgement about democratic action and protest. |
| 35 | Civil Rights Case Study | Identify the aims and key people in a selected movement. | Describe actions, opposition and outcomes. | Explain cause, action and impact using evidence. | Analyse strategy, opposition, leadership and historical context. | Evaluate the movement’s effectiveness and historical significance. |
| 36 | British Social Change | Recognise a UK campaign for social or political change. | Describe its aims and methods. | Explain how the campaign contributed to change. | Compare it with another movement and evaluate significance. | Construct a sophisticated comparative interpretation of social change. |
| 37 | Local Voices and Community Change | Recognise a local issue and people affected by it. | Describe a lawful way local people could participate. | Research stakeholders and create an evidence-based action proposal. | Analyse feasibility, competing priorities and possible consequences. | Develop and defend a realistic, ethical and well-evidenced community proposal. |
| 38 | Humanities Exhibition | Contribute selected facts, sources or images. | Produce a supported account of a movement or campaign. | Create a clear exhibition, documentary, archive or presentation. | Evaluate interpretation, source use, significance and audience impact. | Lead production of a rigorous public-facing account and defend its interpretation. |
| 39 | Final Humanities Review | Recall important people, places and events from the year. | Describe a connection between two humanities enquiries. | Explain how evidence has developed understanding of people, place and change. | Evaluate progress in source use, interpretation and communication. | Synthesise learning across geography, history and citizenship and present a rigorous final reflection. |
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How progress is recognised
Assessment Approach
01
Baseline Concept Maps
Students establish prior knowledge, misconceptions and starting points at the beginning of each enquiry.
02
Retrieval
Frequent recall strengthens essential chronological, geographical and conceptual knowledge.
03
Source and Data Analysis
Students interpret photographs, maps, testimony, written evidence, statistics and historical interpretations.
04
Project Checkpoints
Regular checkpoints assess research quality, individual contribution, accuracy and progress towards the enquiry outcome.
05
Public-Facing Outcomes
Exhibitions, podcasts, documentaries, museum panels and briefings assess communication and audience awareness.
06
Presentation and Evaluation
Students answer questions, justify conclusions and evaluate evidence, teamwork and personal progress.
06
What progress looks like
Progression Expectations
1
Stage 1
- Recall key facts and vocabulary.
- Identify place, time, people and source type.
- Engage with supported maps, timelines and evidence.
2
Stage 2
- Describe causes, events, places and features.
- Use selected evidence to support statements.
- Communicate through structured writing or presentation.
3
Stage 3
- Explain causes, consequences and connections.
- Construct supported historical and geographical accounts.
- Complete independent research and project tasks.
4
Stage 4
- Compare evidence and interpretations.
- Evaluate significance, reliability and limitations.
- Respond thoughtfully to complexity and competing perspectives.
5
Stage 5
- Lead sustained historical or geographical enquiry.
- Synthesise evidence from varied sources.
- Communicate rigorous and nuanced conclusions.
- Defend interpretations while acknowledging uncertainty and limitation.
The purpose of the programme
Curriculum Intent
The Humanities curriculum develops students’ understanding of people, place, change, evidence and citizenship through substantial historical and geographical enquiries.
Students build secure knowledge while learning to ask worthwhile questions, interpret sources, analyse cause and consequence, compare perspectives and evaluate historical and geographical significance.
The curriculum connects global issues with local experience. Blackpool’s history, coast, communities and future provide meaningful contexts through which students can understand wider processes of change, identity, environment and civic participation.
Across the year, students progress from recognising important facts and features towards leading enquiry, synthesising evidence and producing rigorous public-facing conclusions.