This article argues that an understanding of disciplinary knowledge production helps to underpin a conceptual structure for the humanities curriculum. This is important as a conceptual curriculum more overtly supports knowledge production for both pupils and teachers than one that is solely focused on propositional knowledge. It can mean the difference between learning isolated bits of information for recall that hold little significance to the learner and engaging with new information for a purpose. A concept orientated curriculum places an emphasis on understanding transferable ideas and principles, one in which deeper understanding or improved capability is the focus.