At Heathfields and Wilnecote Junior Academy, it is our aim to instil in our children a love of history. We aim to provide a history curriculum with appropriate subject knowledge, skills and understanding as set out in the National Curriculum History Programme of Study.
Our scheme of work aims to inspire pupil to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world. We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence.
Through our scheme of work, we aim to build an awareness of significant event and individuals in global, British and local history and recognise how things have changed over time. History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups. Studying History allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes. Kapow Primary's History scheme aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History. We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries. In order to prepare pupils for their future learning in History, our scheme aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture.
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: Disciplinary concepts Substantive concepts Historical enquiry Chronological awareness Topic knowledge Substantive knowledge strands Disciplinary strands Historical knowledge.
The Kapow Primary scheme emphasises the importance of historical knowledge being shaped by disciplinary approaches, as shown in the diagram above. 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.
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 to analyse the past and make judgements. They 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 introduced in Key stage 1, 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 grow. 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.
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 relevant Early Learning Goals at the end of EYFS (Reception) and the end of key stage expectations outlined in the National curriculum for History at the end of Key stage 1 and 2.