ABSTRACT
This chapter examines why change and continuity remains a challenging curriculum area to theorise. It then examines advances that history teachers have made in the last 15 years as expressed in published accounts of planning, teaching and small-scale research. The chapter considers the significance of that joined-up discourse and the importance of mobilising and extending it. It also examines teachers' published curricular theorising about the scope and purpose of change/continuity analysis that has emerged in the context of practical activities involving: analytic timelines and graphs; metaphor and analogy; finding the medium- and low-resolution stories; and change-related vocabulary. History teacher publications frequently refer to historical scholarship. History teachers are examining the properties of a change/continuity argument. Key features of history teachers' published work on change and continuity include a concern to examine the argument practices of academic historians and to avoid the collapse of a change argument into algorithmic formulae.
