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A high-quality History curriculum should inspire pupils’ curiosity to know more about the past. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups. It also helps children gain a sense of their own identity within a social, political, cultural and economic background. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
History at Lark Hill
At Lark Hill we use Kapow's scheme of work which 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.
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.
Types of 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.
We support all learners
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.
