Shaping lesson conclusions as an iterative process in improving historical enquiries

Reflecting on her efforts to improve her trainee’s lesson conclusions, Paula Worth decided to brush up her own. A journey of self-evaluation led her to revisit the Cambridge Conclusions Project. Through its lens, she judged her own lesson conclusions wanting. Worth examines the way in which the final episode of a history lesson needs to do a great deal more than ensure thorough recap or recall. She explains how planning strong lesson conclusions can be both cause and consequence of better enquiry questions and better planned enquiries.