At Shawley Community Primary Academy, our History curriculum is driven by an enquiry based approach where children develop the confidence to question, investigate, interpret, evaluate and conclude and communicate their reasoning as historians. As our History curriculum develops pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries, each History unit is launched with a ‘big enquiry question’. This is a question where the answer is unknown at the beginning of the unit, but one that the children will be able to answer by the end.


Our History curriculum is from the Early Years through to Year 6 and in Year 6 we prepare them for the transition to Key Stage 3. We do this through Kapow’s Primary’s History scheme of work which inspires our children to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world. Through our scheme of work, we build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time. Our History curriculum also supports children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups of people.


Our approach to History supports 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.

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

We encourage first hand experiences through handling real artefacts and wherever possible arranging school trips to relevant sites of historical interest in the region or bringing in specialists for in-school workshops.

After completing a learning walk or book/planning scan, a FADE form is filled in with what is going well and what targets to put into place. Feedback is given promptly to all staff and CPD can be put into place if necessary. This is either via an external provider, a staff meeting or via individual or year group/phase meetings. On the next monitoring cycle, subject leaders reflect back on the previous EBI’s to ensure they have been met or evidence that they are working towards meeting these.

History Curriculum Overview