Is it possible, and desirable, to plan pupil learning in History in a way which has a greater emphasis on historical research and scholarship?

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Specifically, it is anticipated that the proposed research would address the following areas:1. To what extent, and in what ways, are UK schools' history departments currently interacting with university history departments? To what extent is their planning of learning influenced by developments within research and scholarship at university-level?2. What potential methods or models could be used in the planning of learning in History departments to give pupils a better understanding of the nature of historical research and of the most current and relevant developments in historical knowledge and understanding arising as a result of historical scholarship?3. Can models and pedagogy developed within higher education for defining and planning research-orientated teaching be usefully translated into secondary history departments?4. When pupil learning is planned in a way that is informed by developments in the discipline at university-level, does it have a positive impact on pupil progress and/or engagement?5. What are the philosophical/theoretical justifications and challenges for a closer relationship between history teaching in schools and developments in research/scholarship at university level, and what are the implications of these for the research and its conclusions?The focus of this proposed research is on the relationship between history as a school subject and an academic discipline, namely, the potential benefits that exist if the 'time lag' between advancements being made within subject disciplines and these advancements actually being translated into teaching and learning is reduced. Cutting-edge historical scholarship is, more or less across the board, under-represented in school history, where various constraints2 mean that curricula, resources and examination-board specifications often lag significantly behind the evolution of the subject as an academic discipline. Research indicates that currently school-university partnerships tend to be clustered in STEM, widening participation and ITE.3 Therefore, there is still a significant opportunity for more research into models of research-transfer that relate to history teaching specifically.