Intent

Our intent at St Clement’s is to offer a range of learning topics which allow children the opportunity to develop skills and knowledge through a growing understanding of events from the past. In doing so, children are equipped with a greater understanding of the world that we live in today and how the past has shaped our lives.

Through following the Kapow Primary curriculum, the children cover a range of topics in each year group that expose them to times in the past that can capture their imagination, developing their understanding of our national history and history of the world. Kapow Primary’s History scheme of work aims to inspire pupils 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 as well as examine sources in a range of different formats.

Implementation

At St Clement's we use Kapow Primary’s History scheme of work which enables pupils to meet the end of Key stage attainment targets in the National curriculum and the aims also align with those set out in the National curriculum. History is taught in blocks throughout the year, so that children achieve depth in their learning. The key knowledge and skills that children acquire and develop throughout each block have been mapped to ensure progression between year groups throughout the school. At the beginning of each new history topic, teachers refer to Kapow timelines to develop children’s understanding of chronology. Each topic is introduced with reference to the chronology of previous topics (including those from previous years).

History is delivered in Reception through the ‘Understanding of the World’ element of the Early Years goals where they learn about the past and present.

In Key Stage 1 and Key Stage 2, History is taught every other half-term, on rotation with Geography.

Knowledge Organisers underpin children’s understanding of subject specific language, remind children of previous knowledge and provide visual and summative information on key knowledge to be learnt. They support children by engaging in independent tasks. These are placed in books and are used as a reference point as needed. In addition, they are used for pre-teaching, to support home learning and also as a part of daily review.