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ABSTRACT
The use of drama to promote children's engagement with and motivation to study history is now commonplace at sites of historical interest and in many primary and secondary classrooms. Researchers interested in this area have often measured children's engagement and interest through the oral contributions made both during the drama and afterwards in discussion, whereas the written responses of children to their experience of history through drama have not been systematically analysed. OFSTED has recently reported that while they have observed many examples of high standards of oral work in history, the standard of writing at Key Stages 2, 3 and 4 has been disappointing by comparison. This article seeks to provide direction for teachers trying to develop children's historical writing through drama, and shows how drama can be used to promote analytical as well as empathetic responses to historical questions and problems.