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.

1. Definitions
2. Interpretations in the classroom
3. Learning about the work of historians and archaeologists
4. A wider world of interpretations
5. Making sense of differences between interpretations
6. Organising work around key questions
7. Links with other aspects of history
8. Ways of introducing pupils to historical interpretations
1. Making use of pupils' own interpretations
2. Using play at key stage 1
3. Using story
4. Pictures, portraits and written accounts
5. Producing interpretations in role
6. Moving from reflections on pupils' work to reflections on adult interpretations
7. Choosing interpretations to study with pupils
8. Identifying differences between interpretations
9. Explaining how interpretations are produced and how differences come about
10. Evaluating whether interpretations are reliable


9. Progression in work on interpretations
10. Developing pupils' ability to communicate their knowledge and understanding of history