Jacob Olivey set out to design enquiries which would enable his pupils to reconstruct, using evidence, the perspectives of people in the past. In this article he shares in detail the planning and outcomes of two enquiries: one for Year 7 and one for Year 8. Olivey offers a example of 'the curriculum as the progression model', considering how to…

In "Teaching History 157, Assessment Edition," a number of different teachers shared the ways in which their departments were approaching the assessment and reporting of students' progress in a "post-levels" world. This article adds to those examples, first by illustrating how teachers from different schools in the Bristol area…

In this article, Lindsay Cassedy, Catherine Flaherty and Michael Fordham draw upon their empirical research to assess what understandings their students had of historical interpretations at the end of their compulsory education in history. They found that most students operated with an underlying epistemological model that did not reflect the way…