History curriculum
This page is designed for History subject leaders to:
- View the Kapow Primary History curriculum in one convenient place.
- Discover the rationale behind Kapow Primary’s History curriculum.
- Find relevant information to support leading History.
The Curriculum and Assessment Review final report has been released. We’re reviewing the recommendations and planning for future updates.
For more information, see our Curriculum updates and FAQs pages.
History scheme of work
Contains public sector information licensed under the Open Government Licence v2.0
1. Intent
This section outlines the overall History curriculum plan, including its structure, sequencing and the specific knowledge and skills pupils are expected to acquire.
Curriculum aims
Kapow Primary’s History scheme of work aims to inspire pupils to become curious and analytical thinkers with a broad understanding of the past – in other words, to think like historians. The intention is for pupils to develop the confidence to question and investigate evidence, explore different perspectives and build informed interpretations of events, people and societies.
The scheme aims to build pupils’ awareness of how History shapes identities, cultures and communities over time. The goal is to inspire them to become reflective, active citizens who can draw on historical understanding to make sense of the present and contribute thoughtfully to the future.
The scheme supports teachers in developing their subject knowledge and skills, enabling them to confidently deliver engaging, well-informed lessons. The curriculum is designed to be both accessible and ambitious, ensuring all pupils’ participation and achievement.
Statutory and non-statutory guidance
National curriculum
Kapow Primary’s standard and mixed-age schemes of work fulfil the statutory requirements for History outlined in the National curriculum (2014).
Ofsted research review
The standard and mixed-age History schemes are based on principles outlined in Ofsted’s History research review.
New research and developments
The standard and mixed-age History schemes are continually evaluated and refined through regular curriculum reviews, internal audits and feedback from subscribing schools.
Updates are informed by the latest subject-specific research, changes to National curriculum guidance and developments in pedagogy. This ensures the curriculum remains current, effective and relevant.
Broad and balanced curriculum
The five strands
Based on the aims of the National curriculum, the following five strands have been identified, which run throughout the History curriculum:
- Topic knowledge.
- Chronological awareness.
- Substantive (abstract) concepts.
- Disciplinary concepts.
- Historical enquiry.
The History curriculum has been planned with these strands running through each unit, ensuring balanced coverage of the different areas of History and both substantive and disciplinary knowledge.
Substantive knowledge
This refers to the content within History learning; the knowledge of the past. Pupils study the key events, people and ideas from a variety of historical periods.
Disciplinary knowledge
This refers to a knowledge of how historians investigate the past and how they construct historical claims, arguments and accounts.
Progression
Progression of skills and knowledge
The History: Progression of skills and knowledge document provides an overview of the skills and knowledge covered in each phase and strand. It explains how History skills and knowledge are developed to support pupils in reaching the key stage outcomes as outlined in the National curriculum.
New learning is weighted toward the start of each key stage, allowing ample opportunity for it to be revisited and applied in later years. As a result, knowledge accumulation may appear heavier in some year groups than others.
Progression of vocabulary
Kapow’s progression of vocabulary for History 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.
Spiral curriculum
Kapow Primary’s History scheme has been designed as a spiral curriculum with the following key principles in mind:
- Cyclical – pupils return to the key knowledge and skills again and again during their time in primary school.
- Increasing depth – each time a skill is revisited, it is covered with greater complexity.
- Prior knowledge – pupils build upon previous foundations rather than starting again.
Broadening horizons
The process of broadening horizons starts with familiar contexts, such as the pupils’ personal history, and then gradually expands to more distant perspectives.
This approach helps pupils build on their existing knowledge and recognise their position in broader timelines.
Types of knowledge
Types of knowledge
Knowledge is defined differently depending on the subject in question. Ofsted’s History research review helps to define History knowledge as:
- Disciplinary knowledge.
- Substantive knowledge.
Disciplinary knowledge
Ways of knowing
Pupils gain knowledge of the subject as a discipline, considering how historical knowledge (such as the substantive knowledge they study) originates through historical enquiry and interpretation.
Substantive knowledge
Knowing about
Substantive knowledge refers to the content learners gain through studying the History curriculum: the established knowledge about the past, including events, people, societies and the processes of change and continuity that have shaped them.
Wider knowledge and skills
Digital literacy
Kapow Primary’s History scheme integrates technology through digital timelines, research tasks and interactive activities.
This helps develop pupils’ ability to find, evaluate and use historical sources and information effectively.
Oracy
Lessons encourage discussion, debate and presentations on history topics. This allows pupils to articulate their understanding, justify opinions and engage in collaborative learning.
Throughout the History scheme, pupils use oracy to enhance their learning by thinking aloud, questioning and discussing activities. They develop essential skills such as choosing appropriate vocabulary, organising their ideas and listening effectively.
Sustainability
The curriculum promotes awareness of social responsibility and change over time, encouraging pupils to explore key historical themes such as human rights, conflict, inequality and the impact of past decisions on the present and future.
Understanding how societies have responded to major challenges, such as war, revolution, migration, and reform, helps pupils grasp the roots of contemporary issues.
As highlighted in the Department for Education’s Sustainability and climate change strategy, educating pupils on the historical context of societal shifts is vital for informed citizenship. The guidance supports schools in creating inclusive, reflective learning environments.
Critical thinking
Pupils analyse historical evidence, compare different perspectives and evaluate sources of information.
This helps them question assumptions, understand bias and form reasoned conclusions about past events and their impact on the present.
Personal development in History
SMSC
Kapow Primary’s History scheme supports Spiritual, Moral, Social and Cultural (SMSC) development by encouraging pupils to:
- Explore different perspectives.
- Reflect on ethical issues.
- Collaborate with others.
- Appreciate cultural diversity through subject-specific content.
British values
Lessons promote British values (democracy, the rule of law, individual liberty, mutual respect and tolerance) by incorporating activities that encourage debate, respect for differing opinions and an understanding of societal structures.
Cultural capital
Kapow Primary’s History curriculum broadens pupils’ experiences by introducing them to significant individuals, historical contexts and diverse cultures and traditions.
The scheme helps ensure pupils gain the knowledge and skills needed to understand the past and engage meaningfully in society today.
Transition from EYFS to KS1
Continuity of learning
Kapow Primary’s History scheme aligns with the statutory EYFS (Reception) guidance.
Key themes and skills introduced in EYFS (Reception) are revisited and developed further in KS1, ensuring continuity and progression.
This transition is aided by the continuity of learning created by the curriculum strands, which run from EYFS (Reception) to Year 6. Subject leaders can pinpoint how knowledge develops in Reception and how this creates the foundation for learning in KS1.
Building on early experiences
Lessons build on curiosity, exploration and discussion, which are central to EYFS (Reception) learning. As pupils move into Year 1, more structured activities are gradually introduced.
In KS1, oracy, questioning and storytelling help pupils transition from informal to more formal subject-based learning.
Development of key skills
The History scheme supports the progressive development of skills, such as observation, reasoning and problem-solving, which are introduced in EYFS (Reception) and strengthened in KS1.
Adaptive teaching strategies ensure all learners are supported as they transition to more formal learning approaches.
Cross-curricular links
The History scheme aligns with the EYFS Early Learning Goals, making connections with communication and language, understanding the world and expressive arts to create a seamless transition.
It promotes independence and confidence, supporting pupils as they adapt to the expectations of KS1 learning.
Inclusion and diversity
Inclusion and diversity
Kapow Primary’s History scheme is designed to reflect a broad range of voices, experiences and perspectives.
- Units include stories of significant individuals from diverse backgrounds.
- Representation and inclusion are embedded through enquiry questions, source selection, case studies and classroom discussion.
- Where appropriate, the legacy of colonialism and its impact on historical events and narratives are explored.
- The scheme’s visual and textual content is inclusive and representative of diverse people and histories, challenging stereotypes and outdated ideologies.
- Within sensitive units, questions are included to support and reflect pupils’ lived experiences and backgrounds.
The Kapow Primary History scheme supports pupils in appreciating the complexity of people’s lives, the diversity of societies and the evolving relationships between different groups across time.
2. Implementation
This section outlines how the History curriculum is taught in the classroom – including teaching strategies, learning activities and the use of resources. It also includes details on how the curriculum can be adapted to suit your school and cohort.
Timetabling
Kapow Primary’s History curriculum is designed to be taught for one hour each week, alternating with Geography every half-term. This structure ensures that the National curriculum requirements are met.
The approach is based on market research indicating that most schools organise their curriculum in this way.
CPD
Kapow Primary supports teachers in delivering the History curriculum effectively through clear and informative CPD videos.
The videos are designed to help teachers feel confident in their role by providing guidance on key concepts, teaching strategies and best practices.
With Kapow Primary’s CPD videos, subject leaders can develop their expertise and, in turn, support their colleagues in delivering high-quality lessons.
Whether helping with subject knowledge, modelling effective teaching techniques or offering practical tips for the classroom, Kapow’s CPD videos ensure that every teacher has access to the support they need.
Preparing for lessons - Before the lesson
Watch
View teacher CPD videos and pupil videos in one place. The videos relate directly to the teaching and learning in the lesson or unit.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
Have ready
Prepare for each lesson using a list of the suggested presentations, materials, items or links.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
Printable resources for each lesson are grouped in this section so they can be located easily. Resources are also clearly stated at the point of use in each lesson plan.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
Teacher knowledge
View teacher knowledge at a glance relevant to the particular lesson. This includes tips on lesson organisation, common misconceptions and additional subject knowledge to help teach tricky concepts with confidence.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
Cautions
This section highlights parts of the lesson that may need careful handling or may be relevant for a particular cohort. Background information and suggested guidance are provided to help navigate lessons with potentially sensitive topics.
For illustrative purposes only – the exact ‘Before the lesson’ sections vary between lessons.
Unit structure
Unit hubs
History unit hubs contain all the necessary resources and information relevant to the unit being taught.
Information on the unit hubs corresponds to all the relevant History key documents, such as the Progression of skills and knowledge.
The unit hub also links to useful resources and key documents, suggests units that could build on knowledge or activate prior learning and outlines cross-curricular links.
Unit hubs offer a wealth of useful information including useful updates, major planning considerations, key skills and knowledge and much more.
The enquiry cycle
It is important that pupils begin to ‘think like historians’ by considering how historians question and explain the past.
Accordingly, the Kapow Primary History scheme uses an enquiry cycle to support planning fieldwork. This encourages pupils to ask questions and learn how historians reach their answers through enquiry.
Lesson structure
Recap and recall
Each lesson begins with a short activity that revisits prior learning. This helps reinforce key knowledge, activate long-term memory and create connections between past and new learning.
Recap and recall activities are varied to keep the start of the lesson engaging while still supporting active recall.
Attention grabber
A short, engaging activity designed to hook pupils into the new learning in the lesson.
This could be a thought-provoking question, a quick investigation or an interactive discussion to spark curiosity and enthusiasm for the topic.
Main event
The core part of the lesson, where pupils engage in activities that develop their understanding of the learning objective.
This includes a mixture of teacher modelling, guided practice and independent or collaborative tasks tailored to support all learners.
Wrapping up
A final reflective activity that consolidates learning.
This could involve reviewing the success criteria, discussing key learning or applying knowledge in a different context to assess understanding and encourage deeper thinking.
SEND
The Kapow Primary History scheme of work is designed to be fully adaptable for pupils with SEND. Every lesson includes an ‘Adaptive teaching’ section, providing clear guidance on how activities can be modified to meet the needs of all learners.
Children learn in a variety of ways. As such, Kapow Primary history lessons include a range of strategies to support and challenge every pupil, such as:
Scaffolding – activities are designed with flexibility in mind, allowing for additional support or challenge where needed.
Multi-sensory approaches – lessons incorporate different elements to engage all learners.
Clear instructions and structured tasks – ensuring clarity and reducing cognitive load for pupils who benefit from additional support.
Opportunities for collaborative and independent learning – allowing pupils to work at their own pace while building confidence and independence.
By embedding adaptive teaching throughout, the scheme ensures that all pupils, regardless of their starting points, can access and succeed in their learning.
In addition, the step-by-step curriculum design supports pupils with SEND, avoiding sudden jumps in complexity at transition points and allowing for steady, manageable progression.
Knowledge retention
Spiral curriculum
Kapow Primary’s History scheme incorporates a spiral curriculum model, ensuring that pupils revisit and develop their understanding of key themes and concepts as they progress. This approach allows them to make meaningful connections, reinforce their learning and achieve mastery over time.
- Revisiting key concepts – pupils encounter the same ideas multiple times throughout their education, with each revisit adding more complexity.
- Progressive depth – concepts are not just repeated but expanded upon, helping pupils to make connections and develop a richer understanding over time.
- Knowledge retention – regular exposure to key ideas strengthens memory and prevents knowledge from being forgotten.
- Skill development – pupils refine and apply their skills in different contexts, improving their ability to think critically and solve problems.
- Adaptive learning – by building on prior knowledge, the curriculum meets pupils at their current level and supports all learners, including those who need extra reinforcement and those who are ready for greater challenges.
Knowledge organisers
Kapow Primary’s Knowledge organisers are a structured document designed to support pupils’ learning by clearly outlining the key knowledge, vocabulary and concepts covered in a unit of work.
It serves as a reference tool for both teachers and pupils, helping to consolidate learning and support knowledge retention.
- Essential knowledge at a glance – summarises the most important facts, concepts and skills that pupils need to learn for a particular unit.
- Key vocabulary – provides a list of subject-specific terms with definitions to develop pupils’ language and understanding.
- Clear and visual layout – organised in a way that makes information easy to digest and revisit, often using diagrams, timelines or key images.
- Support for retrieval practice – helps pupils engage in self-assessment, recall activities and revision, reinforcing long-term memory.
- Teacher and pupil-friendly – acts as a quick reference for teachers when planning lessons and an accessible learning aid for pupils to develop independence in their studies.
Recap and recall
- Activates prior knowledge – helps pupils make connections between new and existing learning, reducing cognitive overload.
- Strengthens memory pathways – retrieval practice has been shown to improve retention more effectively than passive review.
- Identifies gaps in understanding – teachers can quickly assess what pupils remember and address misconceptions before introducing new content.
- Builds confidence – regular recall activities reassure pupils that they can remember key concepts, improving engagement and motivation.
- Promotes spaced learning – revisiting prior learning at regular intervals supports long-term retention, rather than cramming information into a single lesson.
Additional adults
Support for additional adults
Kapow Primary recognises that teaching assistants play a vital role in many classrooms and that in some schools, they may be responsible for delivering lessons.
Accordingly, anyone teaching Kapow Primary’s History lessons can be issued with a login. While the scheme is primarily designed for teachers, the clear lesson structure, step-by-step guidance and adaptive teaching strategies ensure that lessons can also be taught by teaching assistants.
Schools without additional adults
Due to budget constraints and varied staffing structures, it is not always possible to have classroom support from additional staff.
Kapow Primary’s History lessons are designed with this in mind, providing resources and explanations that allow teachers to deliver high-quality lessons independently without necessarily relying on additional adults.
If additional support is suggested in a lesson, it is clearly marked within the Have ready part of the lesson plan.
Adapting the History scheme
Mixed-age
For schools with mixed-age classes, Kapow Primary offers structured long-term plans that ensure a coherent and progressive History curriculum.
These plans avoid content repetition while ensuring all pupils cover the full curriculum.
Condensed
Kapow Primary’s History curriculum is designed to be taught on a termly basis, alternating with Geography. As a result, the scheme is already condensed while still fully meeting the requirements of the National curriculum.
Local history
The Kapow Primary History curriculum deliberately includes local history, allowing schools to incorporate local sources and contexts while preserving progression in substantive and disciplinary knowledge.
Cross-curricular learning
Kapow Primary’s History scheme of work supports cross-curricular learning by making clear connections between subjects, helping pupils develop a broader understanding of key concepts and skills.
Cross-curricular links are explicitly highlighted: each unit includes identified cross-curricular connections, detailed in the unit hub and long-term plans. These allow teachers to integrate learning across different subjects.
In addition, each lesson has a Cross-curricular links section showing the links to the National curriculum in subjects other than History.
3. Impact
This section outlines how the History curriculum checks what pupils know, understand and are able to do.
Assessment
Formative
Kapow Primary History lessons include ongoing assessment opportunities, such as questioning, retrieval practice and interactive activities.
These enable teachers to assess understanding in real time and adapt their teaching accordingly.
Summative
Each unit provides an Assessment quiz and Knowledge catcher, which allow teachers to measure pupils’ understanding at key points.
These tools help gauge how well pupils have retained key knowledge and skills over time.
Evidencing progress
Written outcomes
Pupils demonstrate their learning and provide tangible evidence of progress through a variety of activities, including structured written work, annotated diagrams and creative responses.
Pupil voice
Lessons encourage discussion, reflection and verbal explanations. This allows teachers to capture pupils’ understanding through questioning, class discussions and recorded responses, supporting a broader view of progress beyond written work.
Assessment spreadsheet
The Assessment spreadsheet helps to track pupils’ History attainment over time.
This tool allows teachers to record progress against learning objectives and assessment statements, making it easier to monitor development and identify areas for support.
Whole-school development
Teacher confidence
The Kapow History scheme is designed to boost teacher confidence and support whole-school improvement by providing high-quality, accessible resources that empower teachers to deliver engaging and effective lessons.
The scheme supports teacher confidence using:
- Clear lesson plans and subject knowledge support – step-by-step guidance ensures teachers feel well-prepared, even if they are not subject specialists.
- CPD videos – short, expert-led training videos help subject leaders develop their expertise and support their colleagues.
- Unit overview videos – outlining what is taught, core concepts, common misconceptions and how the learning builds.
- Adaptive teaching strategies – practical suggestions for differentiation ensure that teachers can confidently meet the needs of all learners.
School improvement
The scheme supports school improvement using:
- Consistent, high-quality teaching – a structured scheme ensures a coherent approach across year groups, supporting curriculum progression.
- Assessment and evidence tracking – built-in assessment materials help teachers monitor progress and demonstrate impact.
- Alignment with Ofsted expectations – the scheme supports personal development, broadens pupils’ horizons and ensures a knowledge-rich curriculum, helping schools meet inspection criteria.
By reducing workload, building teacher expertise and ensuring high teaching standards, Kapow Primary contributes to a confident teaching staff and a well-structured, effective curriculum that supports whole-school improvement.
Support with inspections
A well-structured and progressive curriculum
- Clear learning sequences ensure knowledge builds over time.
- Lessons are aligned with the National curriculum.
Evidence of pupil progress
- Assessment materials (e.g. Unit quizzes, Knowledge catchers and the Assessment spreadsheet) can be used to provide information about pupil progress.
- Written outcomes and pupil voice show engagement, understanding and the ability to recall knowledge.
Support for subject leadership
- Key documents and CPD videos help subject leaders confidently discuss the History curriculum.
- Knowledge organisers and lesson plans provide details of what has been taught and learned.
- The Adaptive teaching section in each lesson provides an opportunity to discuss inclusivity and demonstrate how all learners are supported.
A broad and balanced curriculum
- The scheme broadens pupils’ horizons, develops critical thinking and promotes British values, contributing to Ofsted’s personal development and well-being criteria.
- Lessons integrate real-world connections and cultural capital, showcasing a rich learning experience.
CPD
- Equips subject leaders to articulate intent, implementation and impact – CPD videos provide clear explanations and subject knowledge to help leaders confidently discuss the curriculum with inspectors.
- Builds teacher confidence and consistency – ongoing training ensures all staff understand the curriculum structure and feel prepared to deliver high-quality History lessons across the school.
Kapow Primary History scheme FAQs
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Vocabulary is purposefully planned, taught and revisited across the scheme.
The History: Progression of vocabulary document lists when key substantive and disciplinary terms should first be used expressively by pupils.
Each lesson has a vocabulary section with child-friendly definitions, covering the year group’s key words and other lesson-specific words.
Vocabulary is embedded in retrieval tasks, modelling, discussions, lesson outcomes and assessment, ensuring repeated practice and secure understanding.
The History: Progression of skills and knowledge document outlines how pupils develop:
- Topic knowledge (e.g. people, events, societies).
- Key substantive concepts (e.g. empire, migration, trade, monarchy, civilisation).
- Chronology from Reception to Year 6.
Each History unit is built around an enquiry question. Pupils follow a historical enquiry cycle: asking questions, gathering and examining evidence, interpreting findings and justifying conclusions.
Throughout KS1 and KS2, pupils regularly work with diverse sources (e.g. artefacts, images, original historical documents, oral histories, digital recreations), learning to evaluate their usefulness, reliability and perspective.
Working with historical sources is a core element of disciplinary learning. The scheme gives pupils regular opportunities to encounter and work with historical sources across all year groups.
Through an enquiry-based approach, pupils examine a wide range of evidence (e.g. artefacts, photographs, documents, census records, oral histories and archaeological sources) to answer historical questions.
Kapow Primary’s in-house History team collaborates closely with historians, curators and archivists to select high-quality sources. Examples include:
- Artefacts from Vindolanda and Sutton Hoo.
- Oral histories from WW2 evacuees and members of the Windrush generation.
- Historical documents such as Tudor inventories and census forms.
Where necessary, the appropriate rights and permissions have been obtained to use images and materials within lessons.
The History scheme explicitly teaches pupils how to interpret, question and evaluate sources. This process helps them understand reliability, context and perspective, which enhances their disciplinary knowledge and skills.
Schools are encouraged to enrich learning by incorporating local sources from museums, archives or libraries, helping pupils connect national history to their own community.
Most KS1 and all KS2 units include the following assessment tools:
- A Skills catcher to assess disciplinary knowledge (used at the start and end of the unit)
- A Knowledge catcher to assess substantive knowledge (used at the end of the unit).
- An Assessment quiz and answer sheets.
- An Assessment spreadsheet to record progress.
Yes. Where appropriate, Kapow Primary’s History scheme includes answer sheets, model responses and example interpretations to support teacher confidence.
Many History activities involve open-ended enquiry and source analysis, meaning some tasks do not have a single ‘correct’ answer. In these cases, teacher guidance and discussion prompts are provided to help teachers support pupils’ reasoning while maintaining historical accuracy.
In EYFS and KS1, units are built chronologically within themes (e.g. explorers, local history, significant individuals), gradually developing an understanding of the past, present and future.
In KS2, the British history units are sequenced chronologically in both the standard and mixed-age schemes. It is recommended that schools follow this sequence.
World history units are taught thematically or conceptually rather than chronologically. However, every unit contains strong links to chronology to help pupils connect their learning over time.
Chronological understanding is an integral element of every history unit.
The interactive Kapow Primary timeline is a unique resource that spans all of the periods studied in KS1 and KS2. It is used frequently to help pupils place events and societies in order. A printable version of the timeline is also available.
Additionally, pupils regularly build, refer to, or annotate timelines relevant to the period they are studying within lessons.
Lastly, units explicitly teach chronological frameworks, supporting pupils to identify change over time and make connections across periods.
Kapow Primary’s History curriculum has been carefully designed to meet the requirements of the National curriculum for History, ensuring coverage of:
- A clear chronological framework of British history.
- A study of ancient civilisations.
- Significant individuals, events and societies.
- Local history.
- A global historical perspective.
Within these requirements, periods and topics have been selected to ensure:
- Strong progression in both substantive and disciplinary knowledge.
- Diversity of stories and perspectives.
- Age-appropriate content that builds on prior learning.
- Chronological coherence, allowing pupils to make meaningful connections across time.
- Engaging enquiries that spark curiosity and critical thinking.
Optional units offer additional flexibility, enabling schools to tailor the curriculum to their local community while maintaining a structured progression.
Kapow Primary’s History scheme offers flexibility, allowing it to be adapted to reflect the unique history of a particular local area.
Several units already include opportunities for schools to explore local stories, including:
- The Y2 How was school different in the past? unit examines how schooling has changed over time, providing a natural link to local archives, photos or community stories.
- The whole-school Remembrance collection encourages pupils to investigate local war memorials, helping them connect national events to the experiences of their own community.
- The Y6 What can the Census tell us about local areas? unit encourages a local area enquiry, using census records, maps and local archives to examine changes to the community.
Teachers are encouraged to supplement Kapow Primary lessons with material from local museums, libraries, archives or heritage sites to deepen pupils’ understanding of place and identity.
Yes. The first lesson in the Y3 unit What was important to ancient Egyptians? provides an overview of ancient civilisations.
Kapow Primary provides a fully sequenced mixed-age History pathway, ensuring:
- Strong progression across both year groups.
- Chronological coherence.
- Adaptations (if necessary) to meet statutory requirements.
The Year 6 optional History units give schools flexibility while maintaining curriculum coherence. Schools may choose an optional unit to broaden the diversity of content, link with local history or respond to school-wide themes without disrupting progression.
The units are designed to fit into the overall progression of the scheme, ensuring pupils consolidate their substantive knowledge and disciplinary skills before they transition to KS3. They are fully resourced, with the same lesson materials, CPD videos, and assessments as the core units.
Kapow Primary’s History scheme provides frequent opportunities for pupils to engage in practical, hands-on learning that deepens their understanding of historical concepts and contexts. For example, pupils:
- Make a section of wattle and daub wall when learning about Anglo-Saxon settlements.
- Learn Latin army commands and practise marching in formation when learning about Roman Britain.
Pupils demonstrate their learning in various ways, including written, oral and practical activities. For example, across the curriculum, pupils:
- Present and record podcasts about Anglo-Saxon Christian missionaries.
- Create a Tudor inventory.
- Write in the role of a witness to a Tudor Progress.
- Design a visual timeline of the suffrage movement.
