Problem: Mike Jones, student history teacher, is half-way through his PGCE year. He is making unusually good progress in his knowledge, understanding and practice with regard to the use of sources in history. He also appears to have no difficulty with classroom management and relationships with pupils. He easily creates a good working atmosphere in his lessons. He has therefore been receiving some glowing reports on his lessons, particularly from his non-specialist senior school tutor. However, Mike still feels that his work with historical sources lacks focus. Despite lessons that seem to be well-structured and tasks that appear to engage and challenge the pupils, he is aware that the pupils' written and oral responses are disappointing.