• Effective teachers of history know that learning about the past is a lifelong process involving complex practices shaped by social, cultural and political influences that alter over time and change in different contexts.
• They know that their students need to be skilled in a wide range of capabilities, including historical understanding, that will enable them to participate as active, critical citizens in a democratic society.
• They develop opportunities for students to understand and respond to social, political and economic change.
• They recognise that a range of history teaching approaches affect particular groups of students differently and they adapt their teaching strategies accordingly.
• Effective teachers of history ensure that their students are attempting to learn new ways of developing historical literacy as they acquire new knowledge, skills and experiences.
• They design and implement purposeful learning tasks, monitor student progress and provide explicit feedback to each student, encouraging the development of specific learning skills necessary for historical literacy.
• They work collaboratively with students, affirming their potential as active participants in their own learning.
• They understand the vital role that home, school and community may play in the development of their students' historical literacy and seek opportunities to use this knowledge when planning for teaching.
• They understand the central role of evidence-based discussion and explanation, as well as the development of research skills and the analysis and evaluation of a range of sources.
• Effective teachers of history attempt to develop sustained, task-focussed dialogue amongst students, and between teacher and students.
• They ensure their students engage with a wide range of written, visual, aural and information technology-based media that continually extend their critical understandings of the past, themselves and the world around them.

Key Points for Practice

Am I providing the appropriate range of learning opportunities so that all students are able to achieve optimum success and recognition for their performance in learning history?

Am I making a professional attempt to connect student experience to the intellectual content encountered in my teaching

Am I ensuring that students from all social and cultural groups are guaranteed equal access to, and opportunities for, success in the full range of historical literacies? How inclusive and responsive is my approach to teaching of history to the linguistic and cultural diversity of all students?

Am I providing all students with opportunities to participate in learning about the past that is personally and culturally meaningful to them?