Progression in historical interpretations at Key Stage 2 – How the past is represented and interpreted in different ways, and to give reasons for this

Beginning of Key Stage

Children can identify differences between versions of the same event e.g. the video gives a different view to what we have just read e.g. version of a Greek myth.

• Children give a simple reason why we might have more than one version: e.g. No-one there recording the event; lost in translation.

• Children see that there are often different interpretations because the gaps in the evidence are so large they have to be filled by imaginative reconstruction. This is particularly true of events from the remote past e.g. We have no pictures showing what Boudicca really looked like so historians and artists work from written sources and come up with different views.

• Children realise that history is continuously being rewritten; if we find more we have to rewrite the past e.g. following discovery of Mary Rose, Rosetta Stone, Yorvik, Fishbourne.

• Children understand that people create different versions of the past for different audiences and therefore might give a different emphasis e.g. novel about evacuation was written with a different purpose and audience in mind.

• Children understand that some interpretations might be more accurate and reliable than others, by use of their own

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