In order to meet the aims of the National curriculum for History and in response to the Ofsted Research review into History, we have identified the following key strands:

• Substantive concepts.
• Disciplinary concepts.
• Historical enquiry.
• Chronological awareness

The Kapow Primary scheme emphasises the importance of chronological knowledge across all strands to support the development of substantive concepts, historical skills and historical enquiry. These strands are interwoven through all our History units to create engaging and enriching learning experiences which allow the children to investigate history as historians do.

Each six-lesson unit has a focus on chronology to allow children to explore the place in time of the period they are studying and make comparisons in other parts of the world. Children will develop their awareness of the past in Key stage 1 and will know where people and events fit chronologically. This will support children in building a ‘mental timeline’ they can refer to throughout their learning in Key stage 2 and identifying connections, contrasts and trends over time.

Units are organised around an enquiry-based question and children are encouraged to follow the enquiry cycle (Question, Investigate, Interpret, Evaluate and conclude, Communicate) when answering historical questions.

Over the course of the scheme, children develop their understanding of the following

key disciplinary concepts::

• Change and continuity.
• Cause and consequence.
• Similarities and differences.
• Historical significance.
• Historical interpretations.
• Sources of evidence.

These concepts will be encountered in different contexts during the study of local, British and world history. Accordingly, children will have varied opportunities to learn how historians use these skills and will confidently develop and use their own historical skill set. As children progress through the Kapow scheme, they will create their own historical enquiries to study using sources and the skills they have developed.

Substantive concepts such as power, trade, invasion and settlement, are clearly identified in lower key stage 2 and revisited in upper key stage 2 (see Progression of skills and knowledge) allowing knowledge of these key concepts to be expanded.

These concepts are returned to in different contexts, meaning that pupils begin to develop an understanding of these abstract themes which are crucial to their future learning in History.

The Kapow scheme follows the spiral curriculum model where previous skills and knowledge are returned to and built upon. For example, children progress by developing their knowledge and understanding of substantive and disciplinary concepts by experiencing them in a range of historical contexts and periods.

Lessons are designed to be varied, engaging and hands-on, allowing children to experience the different aspects of an historical enquiry. In each lesson, children will participate in activities involving disciplinary and substantive concepts, developing their knowledge and understanding of Britain’s role in the past and that of the wider world. Children will develop their knowledge of concepts and chronology as well as their in-depth knowledge of the context being studied.

Differentiated guidance is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each pupil support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

The impact of Kapow Primary’s scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. Furthermore, each unit has a skill catcher which can be used at the end of the unit to provide a summative assessment.

After the implementation of Kapow Primary History, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education. They will be enquiring learners who ask questions and can make suggestions about where to find the evidence to answer the question. They will be critical and analytical thinkers who are able to make informed and balanced judgements based on their knowledge of the past.

The expected impact of following the Kapow History scheme of work is that children will:

• Know and understand the history of Britain, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
  • Develop an understanding of the history of the wider world, including ancient civilisations, empires, non-European societies and the achievements of mankind.
  • Develop a historically-grounded understanding of substantive concepts - power, invasion, settlement and migration, civilisation, religion, trade, achievements of mankind and society.
  • Form historical arguments based on cause and effect, consequence, continuity and change, similarity and differences.
  • Have an appreciation for significant individuals, inventions and events that impact our world both in history and from the present day.
  • Understand how historians learn about the past and construct accounts.
  • Ask historically-valid questions through an enquiry-based approach to learning to create structured accounts.
  • Explain how and why interpretations of the past have been constructed using evidence
  • Make connections between historical concepts and timescales.
  • Meet the end of key stage expectations outlined in the national curriculum for History.

At Batley Parish we form summative judgements in History based on the children’s performance against the learning objectives inn each lesson. This data is recorded and tracked on our online tracking system – Insight Tracking.