History education stakeholders in England have consistently judged that some students find formal historical writing prohibitively difficult due to the demands of constructing an extended argument. While policy makers have agreed students need support in their historical writing, recurring themes in centralised resourcing have been wastage,…

This article discusses the increasing emphasis on using pictorial sources in teaching, learning and assessment in history and asserts that pedagogies for interpreting visual imagery need to be purposefully aligned in relation to the particular media or production contexts under study. Expecting students to be able to glean meaning from images…