ABSTRACT
This chapter discusses opportunities for interthinking as children engage in historical enquiries and consider the range of talk that supports the development of their historical understanding. It also discusses three case studies, which provide examples of how different teachers developed strategies to support children in exploring a variety of representations and interpretations of the past. The National Curriculum identifies reading 'to gain knowledge across the curriculum' and a main aim in Years 3 and 4 has a comprehension focus that requires children to 'ask questions' of what they have read and to retrieve and interpret the information presented. Propaganda posters, linked with the World War II, provided opportunities for children to consider audience and to develop their awareness of hidden messages within the text. They had also learned the purpose of introductory paragraphs, to introduce key ideas, and how to write a concluding paragraph, to summarise their point of view.
