| | | Acknowledgements | | |
| | | Bibliographical note | | |
| | | Abbreviations | | |
| 1 | | History teaching, standards and research: bridging the theory/practice divide | | 1 |
| 2 | | History teaching in a historical context: towards a definition of historical knowledge and understanding | | 15 |
| 3 | | So how do pupils learn history? History teaching, pedagogy and research | | 24 |
| 4 | | So what does it mean for us? Using research for historical knowledge, understanding and progression | | 32 |
| 5 | | Organizing, managing and planning the teaching and learning of history | | 48 |
| 6 | | Making history curious: the use of Initial Stimulus Material (ISM), questions and enquiry in history teaching | | 59 |
| 7 | | A certain subject? Evidence and interpretation in history teaching | | 72 |
| 8 | | Making history accessible: differentiation, language and communication in history teaching | | 86 |
| 9 | | Making history challenging: progression and discursive analysis in history teaching | | 101 |
| 10 | | Assessment, evaluation and examinations in history teaching | | 111 |
| 11 | | Key Skills and the use of Information and Communications Technology (ICT) in history teaching | | 127 |
| 12 | | Towards becoming a reflexive history teacher: border pedagogy, identity and critical history teaching in the twenty-first century | | 140 |
| | | References | | 159 |
| | | Index | | 177 |