the strength of their contextual knowledge, their understanding of the nature of evidence and their ability to think empathically about the context in which the source was produced. She concludes that the expertise wih which pupis handle sources exceeds their application of routine 'source skill's 一where pupils ask questions about knowledge provenances, reliability and usefulness and includes, for example prior and a conceptual understanging of the naure of evidence in history.In a similar vien, Wineburg has povieod useful insights into the ways historians read historical sources and how this is dominated by the dplorment of their contextual knowledge Wineburg2007) Without his contexual knowledge pupils may suggle to go much beyond an uncritial consumption of historical sources as information.