This History scheme of work video equips teachers with strategies to help pupils use historical sources to investigate the past. It defines what sources are: written, visual, oral or physical, and explains how they become meaningful evidence when used to support historical claims.
Teachers are guided on how to introduce source-based enquiry from Reception through to Year 6. Early examples include handling objects from living memory and comparing visual materials, while older pupils can work with maps, census data or archaeological finds. The video encourages progression by developing questioning skills and providing historical context so pupils can make sense of what they’re studying.
This History scheme of work video introduces pupils to the concept of historical sources: the materials we use to find out about the past. From physical objects and written documents to audio recordings and digital content, pupils learn to explore and question a wide range of source types.
The video explains the difference between primary sources (created at the time of an event) and secondary sources (created after the event, often by people who weren’t there). Pupils are encouraged to think critically about the origins of sources, their creators, and their reliability. Real examples are included, such as speeches, diary entries, artefacts and websites.
This History video introduces teachers to the key physical features of Greece and their impact on the development of ancient Greek civilisation. Understanding Greece’s geography is important substantive knowledge, as it helps children see how location, terrain, and climate shaped the way countries and societies developed. The country consists of over six thousand islands, with just over two hundred inhabited, including Crete, home to the Minoan civilisation.
This video is part of Kapow Primary’s History scheme – Greeks. It supports teachers in helping pupils identify Greece’s geographical features and link them to the development of city states. It covers how mountains, seas, and islands influenced travel, trade, and governance, and how isolation led to differences between places like Athens and Sparta. It also explains Greece’s strategic location for trade and the goods the ancient Greeks exported, providing valuable context to understand their economy and influence.
This Kapow pupil video is part of the Kapow History scheme of work. The Ancient Greeks believed in many gods and goddesses, each with different powers and personalities. They thought the gods behaved like humans, sometimes falling in love or becoming angry, and prayed to them for help and protection. If the gods were unhappy, the Greeks believed they could punish them. Temples were built to honour the gods, each one devoted to a single deity, and people brought offerings to them. Festivals and sporting events were held in their honour, with sacred sites found across Greece.
One of the most important gods was Zeus, the king of the skies. According to legend, Zeus escaped from his father Cronus, who feared being overthrown by his children. Raised in Crete by nymphs, Zeus returned to free his siblings, defeated the Titans, and shared the world with his brothers Poseidon and Hades. Twelve major gods, known as the Olympians, lived on Mount Olympus, the tallest mountain in Greece, hidden from view by clouds. Among them was Athena, goddess of battle and wisdom, who became the protector of Athens after gifting the olive tree to its people. To honour her, they built the Parthenon, a magnificent temple still standing today.
This History video introduces teachers to the key disciplinary concept of identifying similarities and differences between groups and societies. In this lesson, pupils compare the ancient Greek city-states of Athens and Sparta. The comparison focuses on geography, governance, education, military training, and the roles of boys and girls. The video supports teachers in highlighting both similarities, such as mountainous landscapes and early education for boys, and differences, such as Athens’ access to the sea versus landlocked Sparta. Teachers are encouraged to use visual tools like Venn diagrams to help pupils clearly distinguish shared and contrasting features.
This video is part of Kapow Primary’s History scheme – Greek. It helps to develop critical comparison skills across historical units. It prepares teachers to guide pupils through structured discussions about how different societies developed and functioned. Through comparing Athens’ democratic system with Sparta’s oligarchy, and their contrasting approaches to education and gender roles, children gain a deeper understanding of diversity in the ancient world. The video ensures teachers feel confident in drawing out key comparisons and embedding this vital historical concept within their lessons.
This Kapow pupil video is part of the Kapow History scheme of work. It explores the differences between two important city-states in ancient Greece: Athens and Sparta. Because Greece had lots of mountains, valleys and islands, it was hard to travel from place to place. This meant that over a thousand local city-states developed, rather than one big country. Athens was close to the sea and traded with other places, while Sparta was surrounded by mountains and had more farmland. Athens had a democracy where adult male citizens could vote, but Sparta was ruled by two kings and a small group of powerful men. Even though Sparta had an assembly, very few people could take part.
In Athens, boys went to school to learn reading, maths and music. They also trained to fight and joined the army at 18. Girls stayed at home and learned how to look after the house. In Sparta, boys trained to be soldiers from the age of seven. They lived in special schools called the Agoge and became strong warriors. Spartan girls were treated better than in other city-states. They went to school, learnt to read, and did sport to stay strong and healthy. This was because Sparta wanted strong mothers who would raise future soldiers. Although both Athens and Sparta were in the same country, they were very different places to live.
This History video introduces teachers to the key features of democracy in ancient Athens and how it contrasts with representative democracy in Britain today. It outlines how Cleisthenes’ reforms in 507 BC created the world’s first form of democracy – ‘demokratia’ – in which male citizens over twenty could vote directly on laws. The video clarifies that this was a direct democracy, where voting was both a right and duty, but only around thirty percent of the population were entitled to take part. In contrast, modern Britain uses representative democracy, where adults vote for MPs to make decisions on their behalf.
This video is part of Kapow Primary’s History scheme – Greeks. It supports teaching about democracy as a legacy of the ancient Greeks. It prepares teachers to lead a classroom debate exploring whether all ancient Greeks over eighteen should have been given voting rights. The video demonstrates how to structure the debate using group work, sticky note activities and a class vote, helping pupils practise historical reasoning while comparing ancient and modern political systems.
This Kapow pupil video is part of the Kapow History scheme of work. In this video, you’ll learn how some ancient Greek cities were ruled by democracy, while others had very different systems of power. Athens was the world’s oldest democracy, where citizens voted on decisions using pebbles. It developed over 2,500 years ago and inspired how some countries, like Britain, are ruled today. But Athenian democracy was different – only free men born in Athens could vote, and decisions were made directly by citizens rather than elected representatives.
In Athens, citizens gathered to vote in assemblies, helped make laws through a council chosen by lottery, and even took part in court cases as jurors. They believed that freedom of speech and fairness were essential. However, many people – including women, enslaved people and foreigners – had no rights. Some city-states copied democracy from Athens, while others, like Sparta, used oligarchy, where only a few held power. These differences led to war. Even though Athens’ democracy ended when it lost to Sparta, its ideas lived on and continue to shape how people are governed today.
This Kapow pupil video is part of the Kapow History scheme of work. It explores how the ancient Greeks began to think differently about the world, asking big questions that are still discussed today.
Greek philosophers like Pythagoras, Socrates, Plato and Aristotle wanted to understand life using reason instead of myths and superstition. Pythagoras worked with numbers and created a famous maths rule. Socrates asked lots of questions to help people think deeply, while his student Plato wrote books about what is right and wrong. Aristotle studied nature and invented the idea of scientific thinking. These philosophers believed that asking questions and looking carefully at the world could help people understand how to live wisely. Their ideas have helped shape how we learn and think today.
