Introduction to key vocabulary

Kapow’s progression of vocabulary for History does not include all the words that children encounter in their lessons; instead it focuses on the essential words and terms for understanding the subject. These words are carefully selected to help pupils grasp concepts and ideas outlined in the Kapow Primary History curriculum.

History vocabulary is categorised under four curriculum strands: Chronological awareness, Substantive (abstract) concepts, Historical enquiry and Disciplinary concepts.

Topic knowledge vocabulary does not appear in this document because priority is given to transferable historical vocabulary. This approach encourages a deeper understanding of historical concepts and enables pupils to apply them in different contexts.

Consolidating these keywords enables teachers to focus on the vocabulary outlined for each year group, ensuring a strong understanding of which words pupils should already be familiar with and those they will encounter in future years.

Receptive vs expressive vocabulary

Some vocabulary is intentionally used in lessons earlier than indicated in this document. For example, ‘age’ and ‘date’ are used in KS1 but appear as key vocabulary in Year 3. Pupils often understand vocabulary receptively before they can confidently use it expressively.

Lesson plans guide teachers to model new vocabulary before it is explicitly taught and before pupils are expected to use it themselves. At times, the teacher may model the use of new words while pupils use synonyms.

The year groups listed in this document indicate when pupils are expected to retain the vocabulary and begin to actively use it in appropriate contexts. The focus is on when vocabulary is used expressively, making it easier for teachers to assess.

Active use of new vocabulary does not necessarily imply complete mastery of each word or concept as understanding continues to evolve and deepen over time.

Teaching key vocabulary

The ‘three-tiers framework’ (Beck, McKeown & Omanson, 1987) has been used to select the words to include in the vocabulary progression. This framework advises focusing instruction on tier 2 vocabulary for the most productive gains.

Tier 1 words have not been included in the progression unless they take on a more specialised meaning (and would therefore be classed as tier 2 or tier 3 words) within the context of History. For example, words like ‘power,’ ‘defend’ and ‘past’ might be familiar to pupils in everyday use but are included in the progression because understanding their specific meanings in the context of History is important.

Tier 3 vocabulary

These words are rarely used in conversation and are often subject-specific. Textbook glossaries usually focus on tier 3 words, as they can be abstract and require explicit teaching and contextualisation.

Tier 2 vocabulary

These words are more frequently used and appear across the school curriculum and in written texts. Although explicit teaching of tier 2 words is often not planned, this area can be the most productive for vocabulary instruction.

Tier 1 vocabulary

These are the most basic words that typically appear in conversation and are encountered by pupils from an early age. They rarely require explicit teaching, as most pupils are already familiar with them.