ABSTRACT
This chapter considers the different elements of chronological understanding that young people need to develop in order to get better at history. It also considers the status and role of chronology in the 2014 English National Curriculum as a case study in government-designed curricula, and the importance of chronology in helping develop pupils' understanding of other 'second order' historical concepts. The chapter explores a little more closely the importance of chronology in helping pupils to develop their understanding of key 'second order' concepts. Judgments about who or what is historically significant, and what makes something or someone historically significant, might well vary, depending on who is making them, and when and where they are making them. In many respects this is how work studying 'historical interpretations' and 'historical significance' can be interrelated. Just as 'historical interpretations' can vary over time so too can the ascribing of 'historical significance'.
