David Hibbert and Zaiba Patel decided to work together after becoming concerned that school history curricula might not enable students to interrogate popular British mythologising about World War II. Building on these pre-existing concerns, their collaboration with the historian Yasmin Khan yielded an Interpretations enquiry which asked students to consider the methodological choices which shape an academic historian's argument. Hibbert and Patel reveal how this process has informed their medium- and long-term curricular planning in terms of sequencing both substantive and disciplinary knowledge.