English: Well, that is one of the strengths of the old curriculum, in my view, because it gave a central role to the interpretation of history, and from the very start, pupils had to understand that they had to interpret history in different ways. And then, you would move that up, stage by stage, until you could understand that there were different versions of history, that there were strengths and weaknesses to all of them, and to find your way through that. And the descriptions of the current level do demonstrate how you take pupils through that process, stage by stage. And that's part of the curriculum that causes most difficulty to teachers. Discussing interpretations of history is part of the assessment scheme at GCSE and A-level at the moment, and it does cause difficulties, because it's very difficult to assess how a pupil discusses various interpretations of history without knowing how much training that they've received in the mechanical way of comparing sources and comparing different interpretations of history. But if you ask them to develop their own interpretation independently, then you do move them through the process of starting to think like historians, because that is one of the fundamentals of being a historian - realising that there are sources from the past, and that some are more reliable than others, and that the effective use of evidence is an important part of developing any interpretation or any version of history. Because, otherwise, unless you nurture those skills in dealing with evidence and various versions of history, then you are essentially teaching propaganda more than history, because you're not providing pupils with the skills to look objectively and to assess what they're learning about the past.
Welsh: Wel, dyna beth yw un o gryfderau'r hen gwricwlwm, yn fy marn i, achos rhoddwyd lle canolog i ddehongliadau o hanes, ac o'r cychwyn cyntaf, roedd rhaid i blant sylweddoli bod modd cynrychioli neu ddehongli hanes mewn dulliau gwahanol. Wedyn, roeddech chi'n symud hwnna lan, fesul cam, nes eich bod chi'n gallu sylweddoli bod yna wahanol fersiynau o hanes, bod yna gryfderau a gwendidau iddyn nhw, a ffeindio'ch ffordd chi trwyddynt. Mae disgrifiadau'r lefel bresennol yn nodi fel ŷch chi'n symud ymlaen, cam wrth gam. A dyna'r rhan o'r cwricwlwm a oedd yn peri'r mwyaf o anhawster i athrawon. Mae trafod dehongliadau hefyd yn rhan o'r cynllun asesu yn TGAU ac yn lefel A ar hyn o bryd, ac mae'n peri anawsterau, oherwydd mae'n anodd iawn asesu sut mae disgybl yn trafod gwahanol ddehongliadau heb wybod faint o hyfforddiant maen nhw wedi cael i wneud pethau'n weddol fecanyddol - eto, cymharu ffynonellau a chymharu dehongliadau. Ond os ŷch chi'n gofyn iddyn nhw ddatblygu eu dehongliadau eu hunain, yn annibynnol, rŷch chi'n eu symud nhw trwy'r broses o feddwl fel haneswyr, achos dyna beth yw un o hanfodion bod yn hanesydd - sylweddoli bod yna wahanol fersiynau o'r gorffennol, a bod rhai yn fwy dibynadwy na'i gilydd, a bod defnyddio tystiolaeth yn effeithiol ac yn glir yn rhan bwysig o ddatblygu unrhyw ddehongliad, unrhyw fersiwn o hanes. Achos, fel arall, os nad ŷch chi'n meithrin y sgiliau trafod tystiolaeth a thrafod gwahanol fersiynau o hanes, rŷch chi'n dysgu propaganda yn fwy na hanes, oherwydd dŷch chi ddim yn rhoi'r sgiliau i ddisgyblion ac i fyfyrwyr edrych yn wrthrychol ac asesu'r hyn maen nhw'n ei ddysgu am y gorffennol.