What is historical rigour in a speaking and listening activity? How do we make sure that a direct focus on improving the quality of pupils’ classroom talk is, at the same time, a focus upon strengthening historical knowledge, skill and understanding? For while it is possible to make a very strong link, there is no necessary one. Pupils could become more skilled at speaking and listening, but drift in the direction of historical sloppiness. Ian Luff sets out both principles and clear, detailed practical guidance for making sure that this does not happen. Drawing upon his extensive experience in making ordinary pupils in ordinary classrooms light up with historical talk, he outlines some of the sharp professional thinking that history teachers and history departments must engage in if all pupils are to enjoy the challenge of demanding, intriguing history. Ian draws useful distinctions to help history teachers and literacy co-ordinators to look out for signs of quality. He addesses such issues as the importance of clarity about whether pupils are in period role or not, and how to support them in staying there; the importance of ‘modelling’ through use of appropriate texts and teacher talk, and, above all, the importance of using the activity in a sensible place within medium-term planning. One hallmark of Ian’s teaching is constant consideration of the amount and type of knowledge that pupils need to draw upon in order to make their analyses, reflections and interpretations both engaging and historically valid.