• Effective teachers of history are broadly aware of, and are sensitive to, their students' diverse socio-cultural, linguistic and ethnic heritages.
• They have a broad understanding of the community to which students belong, including the cultural background of that community and how the study of history may be affected by the sensitivities of the moment.
• They are aware of, and try to incorporate, students’ prior historical learning as a way of making connections between past and present.
• Teachers of history aspire to engender engagement with the past by developing a range of activities to try and cater for their students’ different preferred learning styles and linguistic and cognitive capabilities.
• They recognise and affirm student potential and achievements. They aim to familiarise themselves with their students’ records as learners and members of the school community.
• Effective teachers of history are sensitive to the ways the individual dispositions of their students, their interactions with their peers, their engagement with schooling, their values and interests, and their aspirations and ideals affect the way they view and approach their studies of the past.

Key Points for Practice

How well do I know the individual learner and his/her capabilities?

How do I demonstrate care and concern for students in a context of fostering their historical literacy?

How well do I know and understand the communities to which the students belong and parental/community aspirations for their children?