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Book Summary
Re-discovering the Making of the... by Tim Lomas is a practical guide for educators and curriculum leaders seeking to revitalise how history is taught in primary and secondary schools. Drawing on current research and classroom experience, it offers a framework for planning, assessment and enquiry-based learning that helps teachers move beyond content coverage toward genuine historical thinking.
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About Re-discovering the Making of the...
Tim Lomas's Re-discovering the Making of the... is a professional development resource aimed at teachers and subject leaders who want to rethink their history curriculum. The book combines theoretical perspectives on historical enquiry with practical guidance on planning units, designing assessment tasks and building pupils' chronological understanding. Lomas draws on classroom evidence to show how teachers can structure lessons around key questions, use sources critically and support students in constructing evidence-based arguments. Each chapter includes reflective tasks, planning templates and examples of pupil work, making the text suitable for both individual study and collaborative departmental work. While the exact subtitle is not specified in the metadata, the content addresses the process of curriculum making in history education, offering a coherent alternative to coverage-driven approaches and helping departments align their practice with national expectations while retaining professional autonomy.
Who should read Re-discovering the Making of the...?
This book is essential reading for secondary history teachers, heads of department and curriculum leaders responsible for designing or reviewing their history provision. It will also benefit trainee teachers on PGCE and School Direct routes, as well as mentors and university tutors supporting initial teacher education. Primary teachers with responsibility for humanities or history coordination will find the planning frameworks adaptable to their phase. School leaders seeking to understand what effective curriculum making looks like in practice will gain a clear rationale for enquiry-based approaches.
Pros & Cons
Pros
- ✓ Provides a clear, research-informed rationale for enquiry-based history teaching
- ✓ Includes practical planning templates and examples of pupil work
- ✓ Supports subject leaders in reviewing and redesigning their curriculum
- ✓ Encourages reflective practice through structured tasks and questions
- ✓ Written by an experienced history educator with classroom credibility
Cons
- ✗ The metadata lacks a full subtitle, so the exact scope is not fully clear
- ✗ Some examples may feel dated to teachers working with the latest exam specifications
- ✗ Primary-phase readers may need to adapt secondary-focused content
- ✗ Limited coverage of digital and AI tools in history classrooms
- ✗ No explicit guidance on supporting students with SEND in history
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Frequently asked questions
Is this book suitable for primary teachers?
Yes, although it is written with secondary history in mind, the planning frameworks and enquiry principles can be adapted for primary humanities. Primary coordinators will find the reflective tasks useful for subject leadership.
Does the book include ready-to-use lesson plans?
It does not provide a full scheme of work, but it offers planning templates, example enquiries and pupil work that teachers can adapt to their own contexts.
Is this book aligned with the national curriculum?
The book engages with national curriculum expectations for history while encouraging departments to interpret them through an enquiry-led approach. It supports curriculum making rather than offering a prescriptive scheme.
Can it be used for departmental professional development?
Yes. The reflective tasks and discussion prompts are designed to support collaborative planning and departmental meetings, making it a useful resource for subject leaders.
Is the content still relevant for today's classrooms?
The core principles of historical enquiry remain relevant, though teachers should supplement with current exam board guidance and recent research on assessment and inclusion.
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