“History is who we are and why we are the way we are.”
David McCullough ( Author and Historian)
Intent
The Kapow Primary scheme emphasises the importance of historical knowledge being shaped by
disciplinary approaches. The strands are interwoven through all our History units to create engaging and enriching learning experiences which allow the children to
investigate history as historians do.
Each six-lesson unit has a focus on chronology to allow children to explore the place in time of the
period they are studying and make comparisons in other parts of the world. In EYFS, children explore
the concept of history by reflecting on key experiences from their own past, helping them understand
that they each have their own histories. Then, they engage in activities to compare and contrast
characters from stories, including historical figures, deepening their understanding of how individual
lives fit into broader historical narratives. Children will further develop their awareness of the past in
Key stage 1 and will know where people and events fit chronologically. This will support children in
building a ‘mental timeline’ they can refer to throughout their learning in Key stage 2 and identifying
connections, contrasts and trends over time. The Kapow Primary timeline supports children in
developing this chronological awareness.
Implementation
The Kapow Primary scheme emphasises the importance of historical knowledge being shaped by
disciplinary approache. The strands are interwoven through all our History units to create engaging and enriching learning experiences which allow the children to
investigate history as historians do. Each six-lesson unit has a focus on chronology to allow children to explore the place in time of the period they are studying and make comparisons in other parts of the world. In EYFS, children explore the concept of history by reflecting on key experiences from their own past, helping them understand that they each have their own histories. Then, they engage in activities to compare and contrast
characters from stories, including historical figures, deepening their understanding of how individual
lives fit into broader historical narratives. Children will further develop their awareness of the past in
Key stage 1 and will know where people and events fit chronologically. This will support children in
building a ‘mental timeline’ they can refer to throughout their learning in Key stage 2 and identifying
connections, contrasts and trends over time. The Kapow Primary timeline supports children in
developing this chronological awareness.
There are two EYFS units focused on each of the history-related Development matters
statements. These units consist of a mixture of adult-led and child-initiated activities
which can be selected by the teacher to fit in with Reception class themes or topics. In Key
stage 1 and 2, units are organised around an enquiry-based question and children are
encouraged to follow the enquiry cycle (Question, Investigate, Interpret, Evaluate and
conclude, Communicate) when answering historical questions.
Over the course of the scheme, children develop their understanding of the following key disciplinary
concepts:
• Change and continuity.
• Cause and consequence.
• Similarities and differences.
• Historical significance.
• Historical interpretations.
• Sources of evidence.
These concepts will be encountered in different contexts during the study of local, British and world
history. Accordingly, children will have varied opportunities to learn how historians use these skills to
analyse the past and make judgements. They will confidently develop and use their own historical
skill set. As children progress through the Kapow scheme, they will create their own historical
enquiries to study using sources and the skills they have developed.
Substantive concepts such as power, trade, invasion and settlement, are introduced in Key stage 1,
clearly identified in Lower key stage 2 and revisited in Upper key stage 2 (see Progression of skills
and knowledge) allowing knowledge of these key concepts to grow. These concepts are returned to
in different contexts, meaning that pupils begin to develop an understanding of these abstract
themes which are crucial to their future learning in History.
The Kapow scheme follows the spiral curriculum model where previous skills and knowledge are
returned to and built upon. For example, children progress by developing their knowledge and
understanding of substantive and disciplinary concepts by experiencing them in a range of historical
contexts and periods.
History in Action videos explain the careers and work of those in history and heritage-related fields.
Historians, archivists, archaeologists, museum curators, teachers and heritage experts discuss their
love of history, how they became interested in the subject, how they got into their jobs and what
their jobs involve.
Lessons are designed to be varied, engaging and hands-on, allowing children to experience the
different aspects of an historical enquiry. In each lesson, children will participate in activities
involving disciplinary and substantive concepts, developing their knowledge and understanding of
Britain’s role in the past and that of the wider world. Children will develop their knowledge of
concepts and chronology as well as their in-depth knowledge of the context being studied.
Guidance for how to adapt the teaching is available for every lesson to ensure that lessons can be
accessed by all pupils and opportunities to stretch pupils’ learning are available when required.
Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by
encouraging recall of key facts, concepts and vocabulary.
Strong subject knowledge is vital for staff to be able to deliver a highly-effective and robust history
curriculum. Each unit of lessons focuses on the key subject knowledge needed to deliver the
curriculum, making links with prior learning and identifying possible misconceptions. Kapow has
been created with the understanding that many teachers do not feel confident delivering the History
curriculum and every effort has been made to ensure that they feel supported to deliver lessons of a
high standard.
Impact
The impact of Kapow Primary’s scheme can be constantly monitored through both formative and
summative assessment opportunities. Each lesson includes guidance to support teachers in
assessing pupils against the learning objectives. Furthermore, each unit has a skill catcher and
knowledge assessment quiz which can be used at the end of the unit to provide a summative
assessment.
After the implementation of Kapow Primary History, pupils should leave school equipped with a
range of skills to enable them to succeed in their secondary education. They will be enquiring
learners who ask questions and can make suggestions about where to find the evidence to answer
the question. They will be critical and analytical thinkers who are able to make informed and
balanced judgements based on their knowledge of the past.
The expected impact of following the Kapow History scheme of work is that children will:
● Know and understand the history of Britain, how people’s lives have shaped this nation and
how Britain has influenced and been influenced by the wider world.
● Develop an understanding of the history of the wider world, including ancient civilisations,
empires, non-European societies and the achievements of mankind.
● Develop a historically-grounded understanding of substantive concepts - power, invasion,
settlement and migration, civilisation, religion, trade, achievements of mankind and society.
● Form historical arguments based on cause and effect, consequence, continuity and change,
similarity and differences.
● Have an appreciation for significant individuals, inventions and events that impact our world
both in history and from the present day.
● Understand how historians learn about the past and construct accounts.
● Ask historically-valid questions through an enquiry-based approach to learning to create
structured accounts.
● Explain how and why interpretations of the past have been constructed using evidence.
● Make connections between historical concepts and timescales.
● Meet the relevant Early Learning Goals at the end of EYFS (Reception) and the end of key
stage expectations outlined in the National curriculum for History at the end of Key stage 1
and 2.
