Jaya Carrier's decision to focus on developing a more independent approach to learning in history at Key Stage 3 was prompted by concerns about her A-level students. In seeking to establish secure foundations for students' own historical research, Carrier first examined the assumptions of her colleagues and her students. She quickly recognised that the success of any more independent enquiry would depend as much on addressing misconceptions about independent learning in history as on structuring the enquiry effectively to ensure that students developed the range of knowledge necessary to answer the question and that those who struggled with certain aspects (such as locating sources) would not be excluded from subsequent stages.