Improving learning

This part of the website contains guidance aimed at helping primary and secondary history teachers to improve pupils' learning in specific aspects of history.

Currently, there are sections on developing pupils' chronological understanding at key stages 1 to 3, and teaching about interpretations at key stages 1 to 3.

How to develop pupils' chronological understanding at key stage 1 and 2

How to develop pupils' chronological understanding at key stage 3

Whilst pupils' detailed knowledge and understanding of specific events, individuals and episodes in history are not in doubt, their ability to put these within the broader historical context of British, European and world history is not always as secure. This section aims to provide general guidance for teachers on developing pupils' chronological understanding through all key stages and includes several models for planning and assessing this aspect of the history curriculum along with examples of classroom activities, and links to existing resources that support good practice.

How to teach about interpretations at key stages 1 to 3

Since the national curriculum in history was introduced in 1991 there has been a requirement to teach about interpretations of the past at all key stages. This requirement has led to some of the most exciting and imaginative work in school history. It has also been an area of some confusion and uncertainty. This section aims to clarify some of the issues relating to interpretations and to describe some practical ways that teachers can address interpretations in the classroom.