Introducing the RSE and PSHE scheme of work
This downloadable guide is intended for parents and carers to understand what their children will learn each term by following the Kapow Primary condensed RSE and PSHE scheme of work.
The guide provides a summary of each unit within the RSE & PSHE scheme, outlining what children will learn in their lesson plans each term from EYFS (Reception) to Year 6.
Subscribing schools may share this guide on their websites or through other communication channels, ensuring parents and carers are well-informed about the R&W skills and knowledge their children will acquire throughout the school year.
Introducing the Religion and worldviews scheme of work
This downloadable guide is intended for parents and carers to understand what their children will learn each term by following the Kapow Primary condensed Religion and worldviews scheme of work.
The guide provides a summary of each unit within the R&W scheme, outlining what children will learn in their lesson plans each term from EYFS (Reception) to Year 6.
Subscribing schools may share this guide on their websites or through other communication channels, ensuring parents and carers are well-informed about the R&W skills and knowledge their children will acquire throughout the school year.
Introducing the Religion and worldviews scheme of work
This downloadable guide is intended for parents and carers to understand what their children will learn each term by following the Kapow Primary mixed-age Religion and worldviews scheme of work.
The guide provides a summary of each unit within the R&W scheme, outlining what children will learn in their lesson plans each term from EYFS (Reception) to Year 5/6.
Subscribing schools may share this guide on their websites or through other communication channels, ensuring parents and carers are well-informed about the R&W skills and knowledge their children will acquire throughout the school year.
This History video introduces teachers to the use of key inquiry questions in the Kapow Primary History scheme, which lead to sub-questions in each lesson to support children’s investigations. Closed questions can be useful for testing recall and assessing understanding, while open questions promote curiosity and deeper thinking. From Key Stage 1, it is important for pupils to have opportunities to ask their own questions, using the five W’s and one H to guide them. These can be extended with prompts like what if, when did, or where would to encourage more effective questioning.
This video is part of Kapow Primary’s History scheme – questions. It supports teachers in helping pupils understand how questioning develops historical thinking. Questions such as “When did it happen?” build chronological awareness, while “Why did it happen?” and “What was the result?” develop understanding of cause and consequence. In this lesson, pupils interview an older visitor to learn about the past through oral history. Teachers should prepare the visitor, help children plan questions, and record the interview to avoid pupils losing focus while writing notes. The recording can then be revisited in lesson five to extend learning and analysis.
This Kapow pupil video is part of the Kapow History scheme of work. A timeline is a line that shows events in the order they happened, helping us see the passing of time. The word past describes events that have already happened, while present is what is happening now. We always start by looking at now at the end of the timeline, then look backwards to see the past. Because the past is so long, we can’t fit it all on a timeline, so we use an arrow to show it continues.
To create a timeline of your life, begin with your date of birth at the start. Then add important events, such as when you started school, got a new pet, or moved into Year 1. By placing these events in order, you can see how your life has progressed from the past to the present
This Kapow pupil video is part of the Kapow History scheme of work. In this video, Fahim shares the story of his favourite childhood toy – a small beagle given to him by his parents when he was just nine months old. As a child, he carried it everywhere, walking it around the flat, sitting with it, and playing with its tail. The toy became a constant companion, sparking his love for beagles.
Now an adult, Fahim has a real beagle called Bella, who is two years old. Full of energy and affection, Bella is everything he imagined when he dreamed of owning a dog. This connection between a much-loved childhood toy and a real-life pet shows how the things we treasure when we are young can inspire our dreams for the future.
This Kapow pupil video is part of the Kapow History scheme of work. In this video, Robert shares the story of his beloved teddy bear, given to him by his grandfather in 1950 when Robert was just two years old. Now over seventy years old, Teddy has been part of countless childhood adventures, travelling with Robert during school holidays to his grandfather’s nursery and horticultural business in Lincoln. Teddy even bears a special repair on his arm made from a piece of tights, revealing he was stuffed with straw.
Robert recalls how his grandfather created a playful tale about Teddy’s dirty feet, imagining that Teddy had climbed down the drainpipe at night to visit a pig in the nearby pigsty. According to the story, Teddy and the pig would sit and talk before Teddy returned to bed, ready for the next day. This special friendship was captured in a poem written by Robert’s grandfather, showing how treasured toys can inspire creativity, family stories, and lasting memories.
