
- Established a common "gold standard" for history in school
- Used research based models of progression to identify how students could make conceptual progress towards this gold standard - picking out key misconceptions to overcome through teaching and feedback
- Developed outline enquiries which would be based around developing students' conceptual understanding as well as their substantive knowledge
- Tied these to enquiry-specific assessments with task-specific mark-schemes. Each mark scheme outlines the broad areas in which a student might demonstrate understanding of a particular task.