History

• Qualified and enthusiastic teaching staff • Help, guidance and support • Quality first teaching designed to challenge, inspire and ensure progression • An interesting and relevant course for the future

We do regular film screening across KS3 and KS4. Do have a look at our Curriculum Map in 'What we teach and when we teach it' for more Enrichment Activities that we offer.

At DVHS, we aim to deliver a rich, knowledge-based history curriculum that builds securely upon prior learning, embeds key skills, and deepens both substantive knowledge and disciplinary concepts. We teach young historians to appreciate the world through the complexity of human experience, developing the ability to question simple explanations, evaluate evidence in multiple forms, and offer insightful, well-expressed interpretations. By engaging in comparative examinations of past and contemporary societies and cultures, students gain a deeper understanding of the breadth and diversity of human history. Our programmes of study enrich and extend the content knowledge developed at KS2, ensuring relevance and coherence throughout. Assessments are designed as progressive ‘stepping stones’ that consolidate mastery, strengthen recall, and prepare students for the independence of thought demanded at GCSE and A-level. At all stages, students engage actively with both primary sources and a wide range of historical interpretations, enabling them to analyse how evidence is used and contested. Our curriculum develops and extends pupils’ knowledge and understanding of key events, periods, and societies in British and wider world history, while also fostering the analytical and evaluative skills essential to historical scholarship. We recognise that students only have one opportunity to study History at DVHS, and our philosophy is to demand the very best from them, making every lesson purposeful and impactful. Student need is always central to our planning. We are committed to delivering an innovative and inspirational curriculum that challenges and supports in equal measure. Higher-order thinking skills are embedded across all key stages, underpinned by personalised and differentiated support that allows every learner to develop their unique talents and historical perspective. Our high academic standards are grounded in the development of precise analytical, evaluative, and evidential skills. We promote rich academic language that enables students to articulate sound, well-reasoned conclusions both orally and in writing. In doing so, our students acquire the substantive knowledge to understand historical contexts and the disciplinary concepts to think critically about the past—preparing them to become informed, engaged, and thoughtful citizens.

At KS3, we offer an enquiry-based approach to learning, built around compelling key questions such as “How did the Silk Roads connect the world?” and “How and why did the Holocaust happen?”. These enquiries bring the past to life and encourage students to think critically, make connections, and see history as an interconnected story rather than a list of events. Our curriculum also incorporates local and site studies, enabling students to explore the development of Blackburn and the surrounding area, and to understand how major historical events have shaped the local landscape as well as the wider world. We aim to inspire students with the richness of both British and global history, developing their cultural awareness while instilling the core skills and habits of mind needed to think like a historian. To deepen their understanding, we also offer enriching experiences beyond the classroom, such as trips to Belgium and France. These visits allow students across year groups to explore key battlefields including Ypres, the Somme, and the Menin Gate, connecting classroom learning to real-world historical sites. In Year 7, we consolidate and extend students’ chronological knowledge, beginning with the Silk Roads. This builds on KS2 studies of the ancient world, offering an early opportunity to examine a non-European civilisation and to engage with the work of historians. We then explore the development of, and struggles between, church, state, and society in Medieval Britain—examining how people in the past understood their world. By studying lives very different from their own, students are encouraged to reflect on their own diverse identities and cultures. The Norman Invasion of 1066 reveals England as a melting pot of civilisations and practices, while the contrasting study of Medieval Mali provides a broader global perspective. Another pivotal topic is Henry VIII’s Break with Rome, which offers a more complex look at the role of royal women—building on previous work on medieval queens. Figures such as Katherine of Aragon and Anne Boleyn are presented as active agents in history, challenging the idea that women in the past were passive observers. Our final Year 7-unit, Migration, invites students to view the medieval period from a different angle by examining the movement of people. This helps students recognise that migration has been a constant feature of human history for centuries, not just a modern phenomenon—providing valuable citizenship lessons and fostering a deeper understanding of contemporary society. In Year 8, students explore early modern history through investigations into how innovation, reform, and conflict have shaped the world we recognise today. We examine the shifting nature of political power, the growth of industry, and the expansion of empire, considering their profound impact on British society and culture. By engaging with this transformative period, students gain a deeper appreciation of how significant people, movements, and ideas have influenced the social and political fabric of our country and its traditions. The Industrial Revolution is studied both on a national scale and through focused local history. A visit to Quarry Bank Mill enables students to see industrial change in action, deepening their understanding of working conditions, technological advancements, and their effects on communities. This is followed by an exploration of the outbreak of the Great War, where students trace the experiences of ordinary people from Blackburn with Darwen, making clear links between national events and their own local heritage. As part of this, we conduct a detailed local study of the First World War, culminating in a depth investigation of the Battle of the Somme. This allows students to examine military strategy, human experience, and historical interpretation through a combination of archival evidence, personal testimonies, and site-based learning. We also engage with social history by studying The Five by Hallie Rubenhold, which gives voice to the women murdered by Jack the Ripper. This study challenges preconceptions, confronts the biases of historical narratives, and ensures the perspectives of often-overlooked individuals are heard. Through these enquiries, students develop the skills to connect local and global narratives, recognise the interplay between societal change and lived experience, and understand how Britain’s path towards modernity has been shaped by innovation, conflict, and the voices of those too often forgotten by history In Year 9, students explore the formation of the modern world, focusing on key political ideologies such as democracy, communism, and fascism. We examine how these ideas shaped global events and tensions, with particular attention to international diplomacy and relations in the inter-war period. During the year, students explore the Inter – War years and the Second World War, where students analyse its key events, causes, and consequences, as well as its profound impact on both combatants and civilians. A significant part of the curriculum is dedicated to the Holocaust, approached with historical rigour and deep respect. Students engage with survivor testimonies, hearing first-hand accounts that bring human experiences to the forefront of study. One such narrative is the story of Leon Greenman, whose personal journey from life before the war, through the horrors of Auschwitz, to his post-war mission to educate others, provides a deeply personal and poignant insight into the realities of genocide. After this, there is an examination of the Civil Rights Movement in America, tracing its roots, key figures, and landmark achievements while reflecting on its enduring relevance today. Our trips to Kraków, Poland, offer an unparalleled opportunity for experiential learning. Visiting sites such as Auschwitz-Birkenau provides students with a sobering reminder of the scale and human cost of mass genocide, reinforcing the importance of remembrance, critical inquiry, and standing against prejudice in all its forms.

At KS4 we follow the AQA specification, and our schemes of work are designed to engage students with key issues promoting an understanding of factors that drives change and how past influences and actions directly impact on the present. The history GCSE is an exciting amalgamation of topics for today’s world that resonate with students, helping them new insights into the world around them. Building on skills and topics at Key Stage 3, our GCSE equips students with essential skills to prepare them for further study. The course is inclusive of modern world developments such as the Period Study, Democracy and Dictatorship and the Depth Study of the wider world 1918-1939. We have provided opportunities for all students to visit Berlin, Germany to discover the fascist past and the legacies it has impressed upon modern-day Germany and wider Europe. Our GCSE also includes a Thematic Study which examines how medicine and health have shaped our nation. It enables students to understand change and continuity across a long sweep of history. Our British Depth Study of Elizabeth I allows students to develop an understanding of the complexities of a society and the interplay of different aspects within it. The British element also includes the examination of a historical site, chosen to enrich students’ understanding of Elizabethan England. It enables students to study the relationship between a place and historical events and developments. The subject content for GCSE History requires students to follow a coherent and substantial study of history in which elements are reasonably balanced.

Key Stage 5 At KS5 we follow the AQA specification. Students study two exam units: 1F – Industrialisation and the People: Britain c1783-1885 and 2O – Democracy and Nazism: Germany 1918-1945. Students also complete a Non-Examined Assessment, worth 20% of the final grade. Our schemes of work enable students to engage with a wide range of historical debates and evaluate both historical interpretations written by modern scholars as well as primary evidence which reflects attitudes of the time period being studied. A-Level History builds on the historical skills and knowledge that students have gained across KS3 and KS4, as the wider context of past events helps underpin the two topics studied in years 12 and 13. The British Breadth Study allows students to develop a deeper understanding of the changing political landscape of the period, including the reduction of the power of the monarch, extension of the franchise as well protest movements such as the Chartists. It also enables students to develop an understanding of the social and economic changes of the time, including industrialisation, which is particularly relevant to the local history of Blackburn with Darwen. The Depth Study of Germany 1918-1945 includes the aftermath of World War One on Germany, with the introduction of a new democratic system with the Weimar government, as well as the rise of Hitler and the Nazi Party. Students study the impact of wider world events, such as the Wall Street Crash, and how the fortunes of America are intrinsically linked with the changing nature of German politics and economy. A-Level History requires students to be able to work independently to complete their own research and reading to enhance their own knowledge and understanding of the wider context of the time periods studied.