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Abstract
In order to master the English National Curriculum for history it is a necessary, but not a sufficient, condition that children be exposed to history topics. However, a study of 28 teachers who were reckoned to be skilled at teaching history in Key Stage 2 suggests that only the necessary condition prevails. What are the implications for the development of history teaching in Key Stage 2 if skilled teachers work on the assumption that ‘doing’ a topic is sufficient, when the curriculum prescribes a set of domain‐specific objectives?