• Effective teachers of history keep in mind in their planning the connections between curriculum, assessment and historical pedagogy. Informed by their knowledge of class dynamics and the needs of individual students, they develop both student educational goals and teacher instructional goals in ways that ensure all students have the opportunity to engage in the purposeful and challenging development of historical literacy.
• When planning for learning, effective teachers of history draw on their familiarity with current curriculum policies, a wide and flexible inventory of instructional practices and an extensive knowledge of resources, including information and communication technology resources.
• They are discriminating in their selection of resources, developing and adapting materials to meet curriculum requirements and strive to provide their students with challenging history-based experiences.
• They re-evaluate and adapt their plans to take account of the impact of new knowledge on the changing historical literacy needs of their students.
• Their planning recognises that both the school community and wider society provide valuable resources that extend the historical abilities of their students.
• They work with colleagues, parents and other members of the community constructively to incorporate such resources into the curriculum.

Key Points for Practice

How do I plan to assess the development of historical literacy in my students

How do I ensure that my planning reflects continuing dialogue with students about learning goals, processes, content and outcomes?

Am I drawing on a wide range of history teaching strategies?

Am I drawing on a wide range of curriculum materials, resources and technologies when planning for teaching and learning in history?