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Allens Croft Primary School and Resource Base

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What are we aiming for?


At Allens Croft Primary School and Resource Base, we aim 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. Through our scheme of work, we aim to build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time. History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups. Studying History allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes. Kapow Primary's History scheme aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History. We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries.

In order to prepare pupils for their future learning in History, our scheme aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture.



Through use of the KAPOW Primary Scheme pupils are supported in reaching the end of key stage attainment targets in the National Curriculum.



How do we achieve this?


Our curriculum is delivered through carefully planned units from KAPOW Primary Scheme Curriculum, bespoke to our children’s needs and interests. To meet the aims of the National Curriculum for history  and in response to the Ofsted Research review into history we have identified the following key strands:




Kapow Primary’s History scheme emphasises the importance of historical knowledge being shaped by disciplinary approaches, as shown in the diagram above. These strands are interwoven through all our History units to create engaging and enriching learning experiences which allow the children to investigate history as historians do.

The Kapow Primary scheme that we follow here at  Allens Croft Primary School is a spiral curriculum. 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. 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 in Key stage 2 and identifying connections, contrasts and trends over time.


The Kapow Primary timeline supports children in developing this chronological awareness. Units are organised around an enquiry-based question and children are encouraged to follow the enquiry cycle (Question, Investigate, Interpret, Evaluate and conclude, Communicate) when answering historical questions.


What does success look like?

The expected impact of following KAPOW Primary Scheme is that children will: 


  • Know and understand the history of Britain, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.


  • Develop an understanding of the history of the wider world, including ancient civilisations, empires, non-European societies and the achievements of mankind.


  • Develop a historically-grounded understanding of substantive concepts - power, invasion, settlement and migration, civilisation, religion, trade, achievements of mankind and society.


  • Form historical arguments based on cause and effect, consequence, continuity and change, similarity and differences.


  • Have an appreciation for significant individuals, inventions and events that impact our world both in history and from the present day.


  • Understand how historians learn about the past and construct accounts.


  • Ask historically-valid questions through an enquiry-based approach to learning to create structured accounts.


  • Explain how and why interpretations of the past have been constructed using evidence.


  • Make connections between historical concepts and timescales.


  • Meet the end of key stage expectations outlined in the National curriculum for History.


  • Understand how their local area has been shaped and influenced by history.



History in the Early Years

In EYFS, history is taught through the specific area of learning and development; Understanding the world. This is delivered through exploration and child-initiated play.


Pupils will develop a basic understanding of some complex social aspects. These include: an awareness and respect of the lives of others in relation to their own, the ability to make observations and comparisons between life today and life in the past and become increasingly responsive to their local surroundings. To find out more about our early years curriculum, visit our EYFS Curriculum Page. 


Curriculum Overview


The KAPOW Primary Scheme was introduced in January 2024. Due to this the overview for the remainder of the 2023 – 2024 academic year is as follows:



From September 2024 the curriculum overview will be as follows:


Please note:  This overview outlines the approximate order of topics covered and is subject to change throughout the school year, especially as teachers assess classes and pupils.


Progression of Knowledge and Skills

The History Progression of skills and knowledge gives an overview of the skills and knowledge covered in each phase and strand and how these skills are developed in order to enable pupils to reach the end of key stage outcomes outlined in the National curriculum. Topic knowledge is covered in each of our units, helping pupils to understand the period being studied, however this knowledge is not necessarily progressive and the need to memorise this knowledge may not extend beyond the topic in question. It has not been included in these documents for this reason.


If you require any further information about this curriculum area or any other, please do not hesitate to contact us.