This Design and Technology video introduces pupils to the technique of pinking in textiles. It explains that pinking refers to cutting a zigzag or scalloped edge using pinking shears, which can be used as a decorative design feature. The video highlights the importance of cutting through both sides of the fabric for best results and includes a reminder to handle the shears carefully.
This video is part of Kapow Primary’s Design and Technology Textiles resources. It supports teachers in helping pupils develop decorative fabric techniques safely and confidently.
Our art specialists Lucy Roff and Suzanne Booth present engaging ideas and activities to get involved with this year’s Big Draw festival. Find more information here.
Find the accompanying slides here.
This History teacher video introduces the concept of continuity and change, a key historical concept from the National Curriculum. It explains how children should identify what has stayed the same and what has changed over time, rather than looking at events in isolation. Teachers are guided to support pupils in comparing historical periods—either with the present or with other points in history—and in understanding the reasons behind continuity and change.
The video demonstrates how to use tools like the Kapow Primary timeline and highlights examples from the curriculum, such as comparing the Stone Age to the Iron Age in lower key stage two, or exploring ancient Greece in upper key stage two. It supports teachers in helping pupils build chronological awareness and make meaningful historical comparisons.
This History teacher video introduces the concept of teaching chronology, an essential foundation for developing pupils’ understanding of historical concepts such as cause, effect, continuity, and change. It explains how children progress from sequencing simple events in the Early Years to organising historical events on timelines through Key Stage 1.
The video explores practical strategies for teaching chronology, including sorting artefacts, using story-based picture timelines, and creating physical timelines such as washing lines or human timelines. It emphasises the use of time vocabulary and questioning to check understanding. Teachers are encouraged to regularly revisit and build upon timelines to help children develop a strong sense of historical sequence and support deeper learning across the history curriculum.
This History teacher video explores the importance of enquiry questions in structuring effective history teaching. It explains how the Kapow Primary scheme uses overarching enquiry questions to shape each unit, with individual lessons addressing smaller, related questions. These questions support pupils in developing their investigative and critical thinking skills by encouraging multiple interpretations rather than single answers.
The video offers guidance on using both open and closed questions to assess understanding and promote deeper thinking. Teachers are shown how to support children in generating and refining their own questions and how to revisit and reflect on them throughout the unit. Practical examples are shared, along with ideas for encouraging curiosity through visitors, artefact analysis, and local history inquiries.
This History teacher video explores how archaeological sources support children’s understanding of the past. It introduces archaeology as the study of human history through the excavation and analysis of physical remains like tools, buildings, and pottery. These artefacts are presented as primary sources that offer a direct link to the period being studied.
The video explains how archaeologists and historians use such evidence to interpret the past, highlighting the value and limitations of these sources. It includes practical classroom strategies such as sand tray digs in Key Stage 1 and reconstructing broken artefacts in Key Stage 2 to simulate real archaeological work. Teachers are encouraged to help pupils question, sort, and analyse objects to build historical understanding, especially during studies of prehistory, ancient civilisations, or the local area.
This History teacher video focuses on helping children identify similarities and differences when comparing sources, time periods, and perspectives. In Key Stage 1, children begin by exploring how aspects of life, such as homes, toys, and celebrations, have changed or stayed the same over time, using photographs and artefacts before progressing to written sources.
In Key Stage 2, pupils work with a wider range of materials—including portraits and written accounts from different viewpoints—to understand how context, purpose and perspective influence the information sources provided.
This History teacher video introduces the concept of interpreting historical sources, focusing on how to identify both explicit and implicit information. Children are taught to consider the viewpoint of the source’s creator, the reason it was produced, and how this affects its reliability and potential bias. They explore how language, tone and content can influence how a source is interpreted, and develop strategies to infer meaning when information isn’t clearly stated.
This History teacher video focuses on the concept of historical significance—how historians decide what is important from the past and why. It explains that significance can vary depending on time, context, and perspective, and should not be confused with fame. The video encourages pupils to explore the reasons why people, events, or ideas are remembered, and to consider both positive and negative impacts.
Part of Kapow Primary’s History teacher skills series, the video provides strategies for introducing significance from Key Stage 1, where children learn about people who changed the lives of others, through to Key Stage 2, where significance is explored through more complex historical events. It includes practical examples, such as contrasting views on Christopher Columbus, and guidance on helping children evaluate achievements, impact, and differing perspectives to think critically about the past.
