What are we aiming for?

At Yardley Primary School we provide a high-quality history education which fosters our pupil’s curiosity about the past in Britain and the wider world, whilst fulfilling the aims of the National Curriculum. We achieve this by using the Kapow Primary History scheme of work and incorporating the rich local area links our school location provides. 

Kapow Primary’s History scheme of work aims to inspire pupils to be curious and creative thinkers who develop a complex knowledge of local 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. 

Through our scheme of work, we aim to build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time. History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups. Studying History allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes. Kapow Primary's History scheme aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History. We develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries. 

In order to prepare pupils for their future learning in History, our scheme aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture. 

Kapow Primary’s History scheme of work enables pupils to meet the end of Key stage attainment targets in the National curriculum and the aims also align with those set out in the National curriculum.

How do we achieve this?

Our curriculum is delivered through carefully planned units from the Kapow Primary Scheme. In order to meet the aims of the National curriculum for History and in response to the Ofsted Research review into History, we 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: 

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 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. 

We further enhance history topics by sourcing artefacts from the Birmingham Museum scheme and visiting local areas of historical interest such as Blakesley Hall, Black Country Living Museum and Cannock Chase Toy Museum.

What does success look like?

The expected impact of following the Kapow History scheme of work is that children will: 

History in the early years

In EYFS, history is taught through the specific area of learning and development; Understanding the world. This is delivered through exploration and child-initiated play. 

Pupils will develop a basic understanding of some complex social aspects. These include: an awareness and respect of the lives of others in relation to their own, the ability to make observations and comparisons between life today and life in the past and become increasingly responsive to their local surroundings.

To find out more about our early years curriculum, visit our E.Y.F.S. page here.

Curriculum Overview

Please note:  This overview outlines the approximate order of topics covered and is subject to change throughout the school year, especially as teachers assess classes and pupils.

Progression of Knowledge and Skills

The History Progression of skills and knowledge gives an overview of the skills and knowledge covered in each phase and strand and how these skills are developed in order to enable pupils to reach the end of key stage outcomes outlined in the National curriculum. Topic knowledge is covered in each of our units, helping pupils to understand the period being studied, however this knowledge is not necessarily progressive and the need to memorise this knowledge may not extend beyond the topic in question. It has not been included in these documents for this reason.

Chronological Awareness Progression of Skills and Knowledge.pdf
Substantive (Abstract) Concepts Progression of Skills and Knowledge.pdf
Disciplinary Concepts Progression of Skills and Knowledge.pdf
Historical Enquiry Progression of Skills and Knowledge.pdf

If you require any further information about this curriculum area or any other, please do not hesitate to contact us.