We believe that History helps children understand who they are, where they come from and how the world has changed over time. Inspired by our mustard seed vision, we nurture pupils’ curiosity about the past so that small questions grow into deep understanding, critical thinking and historical insight. 

What we want children to learn

We use Kapow Primary’s History scheme as the basis for our teaching. Our curriculum is ambitious and inclusive, designed to inspire pupils to become curious and thoughtful historians who develop a secure understanding of local, national and global history. 

We aim for pupils to: 

• Develop curiosity about the past and a desire to ask questions 

• Think critically and analyse historical evidence 

• Build a secure understanding of chronology and how events connect over time 

• Learn about significant people, events and periods in history 

• Understand how historians study the past and construct historical accounts 

Pupils are introduced to key substantive concepts such as power, invasion, settlement and migration, civilisation, empire, religion, trade, achievements of humankind, society and culture. These concepts are revisited across different historical contexts to support secure understanding. 

In EYFS, learning supports children in working towards the Understanding the World Development Matters statements and Early Learning Goals, providing strong foundations for future historical learning in Key Stage 1. 

How learning happens

History is taught through the Kapow Primary History scheme, which provides a carefully sequenced and progressive curriculum from EYFS to Year 6. Learning builds year-on-year through a spiral curriculum, allowing pupils to revisit and deepen their knowledge and understanding over time. 

Chronology is a key focus throughout the curriculum. In EYFS, children begin by reflecting on their own lives and experiences, helping them understand that everyone has a personal history. As pupils move into Key Stage 1, they learn where people and events fit in time, supporting the development of a ‘mental timeline’ that is built upon in Key Stage 2. The Kapow Primary timeline supports this chronological understanding. 

In Key Stages 1 and 2, units are organised around enquiry-based questions. Pupils follow an enquiry cycle: 

• Question 

• Investigate 

• Interpret 

• Evaluate and conclude 

• Communicate 

Across the curriculum, pupils develop their understanding of key disciplinary concepts: 

• Change and continuity 

• Cause and consequence 

• Similarities and differences 

• Historical significance 

• Historical interpretations 

• Sources of evidence 

Lessons are varied, engaging and hands-on, giving pupils opportunities to explore historical sources, discuss interpretations and deepen their understanding of Britain’s past and that of the wider world. 

What children achieve

Assessment is ongoing and purposeful, using both formative and summative approaches to monitor progress and identify gaps in learning. Unit skill catchers and knowledge quizzes support retrieval and provide evidence of secure understanding. 

By the end of their primary education, pupils will: 

• Know and understand the history of Britain and how it has been shaped by and influenced the wider world 

• Develop an understanding of world history, including ancient civilisations, empires and non-European societies 

• Securely understand key historical concepts such as power, invasion, migration, civilisation, trade and society 

• Construct historical arguments using cause, consequence, continuity, change, similarity and difference 

• Understand how historians use evidence to construct and interpret accounts of the past 

• Ask historically valid questions and communicate their learning clearly 

• Make connections across time periods and historical contexts 

• Meet the Early Learning Goals in EYFS and the end of key stage expectations in the National Curriculum for History 

As a result, pupils leave  believing in their ability to question and analyse, growing in historical knowledge and understanding, and succeeding as thoughtful, informed learners ready for the next stage of their education.