Lomas and Wrenn, co-authors and compilers of the Historical Association’s DfES-funded T.E.A.C.H 3-19 Report (Teaching Emotive and Controversial History), explore further ideas and examples of good practice from issues arising out of the report’s conclusions. Lomas and Wrenn propose five distinct categories of emotive and controversial history that further develop ideas contained in the report itself and reflect how historical teaching and learning might change depending on the focus of study and the particular setting in which it is taught. R eference is also made to examples of very recent good practice from the O CR G CSE History Pilot which were not available for inclusion in the TEACH report at the time of its compilation.