Prospect Hill Infant And Nursery School

Curriculum - The History National Curriculum and EYFS is planned for and covered in full within the EYFS and KS1  school curriculum. Whilst the EYFS and National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.

The promotion of a language rich History curriculum is essential to the successful acquisition of knowledge and understanding in history. The promotion and use of an accurate and rich historical vocabulary throughout school is planned for on the long term plans.

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. The Kapow Primary timeline supports children in developing this chronological awareness.

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 One. 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.

Through the curriculum drivers ( creative and critical thinking, well-being, outdoor learning and cultural experiences) all children will be exposed to a fully immersive history curriculum to develop their learning. (See Curriculum Drivers for History Document)

Children will be given opportunities to ask questions and explore their understanding through the explicit teaching of the key vocabulary and sticky knowledge.

Celebrating historical events will support the promotion of a language rich History curriculum

  Impact