Retheorising national assessment of the narrative mode for historical causal explanation in England

In history curriculum design in England, currently at least two loci of authority – the teachers’ ‘extended writing movement’ and national awarding body Pearson Edexcel present somewhat contrasting portrayals narrative mode for purposes historical causal explanation. Nonetheless, both suggest they are reappropriating academic knowledge secondary schooling a fashion similar to what Basil Bernstein (1986) dubs ‘recontextualisation’. As practising teacher, I provide phenomenological critique Edexcel’s specifications GCSE A-level examinations from perspective extended movement’s realisation Bernsteinian model, with specific focus on order characterise status field production, draw analytic philosophies history, theories by historians explanations one historiography: Salem witch trials. Finally, make recommendations future reforms England: constant revaluation reference knowledge; avoidance yet unsustainable claims about discipline generally; abandonment genre-led assessment favour an epistemology-led alternative.