We aim to inspire pupils to be curious and creative thinkers who develop a complex knowledge of local Cornish and national history and the history of the wider world. We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence.
We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries.
Kapow’s scheme of work enables pupils to meet the end of key stage attainment targets outlined in the national curriculum.
In order to meet the aims of the national curriculum for history and in response to the Ofsted Research review into History, Kapow Primary have identified the following key strands:
The Kapow Primary scheme emphasises the importance of historical knowledge being shaped by disciplinary approaches, as shown in the diagram above. These 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. Children will 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.
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.
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.
Differentiated guidance 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.
Useful documentation to support implementation:
Kapow Primary’s national curriculum mapping document shows which of our units cover each of the national curriculum attainment targets and aims, as well as showing cross-curricular links available.
Kapow Primary’s Progression of skills and knowledge shows the skills and key knowledge that are taught within each year group and how these skills develop year on year to ensure attainment targets are securely met by the end of the key stage.
At Gerrans Primary School, we alternate between geography and history on a half-termly basis. Therefore, three units of each are taught during the year. This allows for effective coverage of the national curriculum over the two-year rolling programme. Further to this, children are given sufficient time to really get to grips with a topic and its new learning. We find that outcomes are higher as a result of this approach. Children are given the opportunity - in both key stages - to find out about the history of our locality.
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 end of key stage expectations outlined in the National curriculum for hstory.