Scheme of work

Why have we chosen Kapow History?

·         The scheme emphasises the importance of historical knowledge being shaped by disciplinary approaches, as shown in the diagram below* (aligned Ofsted Research review into History)

·         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

·         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

·         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

·         The Kapow scheme follows the spiral curriculum model where previous skills and knowledge are returned to and built upon

·         Each unit of lessons focuses on the key subject knowledge needed to deliver the curriculum, making links with prior learning and identifying possible misconceptions

Delivery

·         History is taught every other half term and is delivered weekly (1 hour/week)

·         Every lesson is led by an enquiry question

·         Vocabulary is a focus of each lesson, every unit contains carefully planned Tier 2 and Tier 3 words

·         Worksheets are not used unless necessary, high expectations of every child means they are encouraged to show their learning through carefully planned learning tasks

·         Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts, concepts and vocabulary- these are shared with parents at the start of each unit of learning

·         Bloom’s Taxonomy is used to ensure all children are challenged through higher level thinking skills

·         Differentiation is flexible and not aligned to core subjects.  Children are encouraged to choose their own level of challenge.

Assessment

·         Children complete a pre and post assessment task, teachers use this to pitch learning tasks and assess new learning at the end of each unit

·         Assessment for learning takes place in each lesson, enabling teachers to have high subject-specific expectations of all children

·         End of unit summative assessments are made by teachers, identifying those children who exceeded/did not meet expectations

Learning environment

·         Key vocabulary is displayed in the classroom

·         Children’s work is celebrated through displays

Enrichment

·         History in Action videos explain the careers and work of those in history and heritage-related fields. Historians, archivists, archaeologists, museum curators, teachers and heritage experts discuss their love of history, how they became interested in the subject, how they got into their jobs and what their jobs involve

·         Every child will experience at least 3 trips/special visitors linked to history by the end of Y6