History
The history education provided at TIBHS will help pupils gain a coherent and vast knowledge and understanding of Britain’s past and that of the wider world. It will inspire pupils’ curiosity to know more about the past as pupils make connections with the present and can see how the world narrative connects. Pupils will be able to ask perceptive questions, think critically, weigh evidence, examine arguments, and develop perspective and judgement. All skills that are critical in life and transferable in many professions. History helps pupils 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 compared to those faced by their ancestors.
The history education provided at TIBHS will help pupils gain a coherent and vast knowledge and understanding of Britain’s past and that of the wider world. It will inspire pupils’ curiosity to know more about the past. Pupils will be able to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. All skills that are critical in life and transferable in many professions. History helps pupils 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 compared to those faced by their ancestors.
Pupils study History through the posing of key topics as an enquiry. Pupils are equipped to formulate their own answer to the enquiry and be able to justify their stance. The inquiries posed are genuine historical debates amongst academic historians. Pupils learn historical concepts that are revisited regularly in different periods of time, locations and people allowing pupils to gain a deeper understanding and fluency in use. Alongside this, pupils learn to be historians developing their disciplinary knowledge understanding methods of historical enquiry, how evidence is used and where it comes from to make historical claims and understand why there are different interpretations of the past.
Starting in KS3 pupils explore historical enquiries that span the iron age through to the 100 years’ war. This includes historical enquiries that consider was the ‘How did the Romans establish rule in England after failing twice?’ and ‘Invaders and did the Normans bring the most trouble to England by 1066?’ As well as ‘Six truces, five kings, two dynasties, one throne: what was the Hundred Years War?’
pupils move through early modern Britain into the Industrial era under the Hanoverians and then Victorian era. During these periods the transatlantic slave trade and growth of the British empire is explored along with the explosion in industry this enabled. Pupils also learn about ‘Dark satanic mills’ or ‘progress and improvement’ – which better describes the Industrial Revolution?
Pupils continue their KS3 journey progress through history into the origins and impacts of both world wars before finishing their history studies on the Final Solution and Holocaust.
During Key Stage 3 pupils also undertake a historical enquiry on the local area. The start point for this is a Blackburn in the Domesday book followed by Helmshore Mill and the growth of factories. Pupils explore the Blackburn and Lancashire of yesterday and today looking at continuity and change.
| Pearson Edexcel |
Pupils study a period study focusing on superpower relations and the Cold War. This covers the origins of the Cold War crises, attempts to reduce tension between the East and West, the many uprising and proxy wars that took place ranging from those in Eastern Europe to Afghanistan and finally to the collapse of the Soviet Union on Christmas Day 1991. An ever growing in importance topic for those who want to understand the current world political situation.
As Year 9 progresses the young historians will move onto the modern depth study where pupils learn about the USA: Conflict at home and abroad, 1954–75. This covers the Vietnam war, Civil Rights movement and how the two became inextricably entwined.
This study will continue into Year 10 followed by As a British depth study that will explore the life of one of English histories most notorious kings, Henry VIII. They will focus on the King, government and religion, challenges to Henry’s reformation, and Early Tudor society along with his continual wars with France and Scotland.
Year 10 pupils will then take a thematic study in crime and punishment in Britain 1000-present. This explores ideas about the nature of what causes crime and what was considered a crime, approaches to catching a criminal, punishing criminals and how to find their innocence or guilt in the first place at trails. The thematic study covers Medieval England, Early Modern and Renaissance in England, Industrial Britain during the 18th and 19th century, and Modern Britain to the present day. As a Historic environment study pupils explore Whitechapel during the late 19th Century and the prolific acts of the so-called Jack the Ripper.
The purpose of enrichment is to provide extended learning opportunities that branch out from the academic, technical and vocational, it gives pupils the opportunity to study concepts with greater depth, breadth and complexity, while also helping pupils to pursue their own areas of interest and strengths, developing skills and attributes that can be used in future career pathways. In history pupils’ studies in History do not end once year 9 begins, Furthermore, there was many tips outside of the classroom to provide a tangible experience in history, these include:
- Skipton castle
- Liverpool slavery museum
- Helmshore Mill
- Whitechapel London
- Leeds Royal Armouries
- Pontefract Castle
History is highly sort after qualification, because it involves:
- Learning about people and society: how they interact, the motives and emotions that can tear people apart into rival factions or help them to work together for a common cause even when the odds are against them. This is great for team building.
- Learning about countries, societies and cultures. This means many pupils are able to make links to many of today’s conflicts and alliances which have their roots in the past; how can you negotiate with, trade successfully with, or report on a country if you know nothing of its history and the likely links they shared with Britain be they positive or negative?
- Learning to locate and sift facts can never be underestimated as the ability to identify truth and recognise myth, propaganda and downright lies would benefit any employer.
- Presenting what you’ve learned in a way that makes sense to others is a sometimes underestimated skills whether in graphs, essays or illustrated reports furthermore having the confidence to defend your findings.
All these skills are valuable in a whole range of jobs. So instead of only looking at ‘careers in history’ pupils should also consider careers where it will help a lot if they have studied history.
Studying history can lead to a great number of excellent careers as diverse as the media, government, heritage organisations, conservation, teaching, archives, museums and galleries, the police and law.
Pupils with SEND are offered a wide, aspirational and ambitious curriculum across all subject areas through the All Stars Succeed strategy which emphasises the importance of Quality First Teaching. Every teacher has been trained on the understanding of pupil needs and implementation of high-impact adaptive strategies to enable pupils with SEND to make excellent progress, such as the use of High 5 strategies (informed by research conducted by the EEF) to create an inclusive environment in their teaching spaces. Moreover, the subject-specific All Stars Succeed charters allow for the implementation of subject-specific support in the classroom to help pupils overcome their barriers.
Collaboration between Learning Support Assistants (LSAs) and classroom practitioners on MS Teams before, during and after a lesson is a pivotal mechanism to ensure there is a coordinated approach towards support for pupils with SEND. This is evidenced with a purple pen in student books.
Star Maps are created in collaboration with the SENCO, class teachers, pupils and parents advising on strategies to help break down any barriers to learning. Strategies include adaptive teaching methods that are specific to a particular need as well as subject-specific adaptive teaching methods for subjects in which a pupil may find additional challenge due to his need. Star Maps are reviewed on a termly basis strategies by teachers, parents and pupils. These meetings are led by members of the senior leadership team. Star Maps support pupils with a variety of needs including, visual impairment, cognition and learning difficulties, physical disabilities, speech, language and communication difficulties, autistic spectrum disorder, dyslexia, and social, emotional and mental health difficulties.
Ancillary aids and assistive technologies are also utilised to enhance provision and ensure access. Learning aids are deployed to specific pupils with SEN, particularly those with visual impairments and difficulties with writing. Pupils are provided with a mobile learning device to aid research, independent working and innovative approaches to learning. Pupils are also given access to a Virtual Learning Environment through Microsoft Teams and Microsoft
OneNote to access resources and complete learning at school and at home with a device.
Specialist careers advice is provided by New Directions to prepare pupils with SEND for further education and transition to adult life.
History offers great potential for leadership be that through teamwork in lessons whether that be studying artifacts or analysing propaganda and exploring the topic being studied outside the classroom on many extracurricular visits that brings history to life. This is finalised by stepping up to present the groups findings or the completion of projects later in the year and taking ownership by presenting to the class.
History Learning Journey 2023-24
In your son’s exercise book, you will find a number of key documentation:
Visual Learning Journeys – An overview of the key knowledge he will study from Y7-11 (vertical) and in your son’s specific year for each subject (horizontal).
Lesson specific Learning Journey – You will also be able to access a learning journey in your son’s exercise book which will allow him to articulate the bigger picture and make links between topics and lessons. This document includes the lesson outcome/s and key knowledge components for each lesson in the half term. This will serve as the reference point for all key learning and revision topics for the given half term whilst helping him to know more and remember more over time.