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The large survey subject is a challenge to all humanities teachers, but many of the problems it poses are specific to each discipline. This paper tracks the difficulties of teaching a first year university history subject, as class sizes increase and the traditional tutorial delivery mode is placed under pressure through financial constraints and administrative policy. It utilises the emerging literature on the scholarship of teaching and learning history (History SoTL), which reflects a new interest in disciplinary-specific pedagogical practices. This paper outlines the moves I have made, in keeping with the recent historiographical emphasis on developing students' historical consciousness rather than simply expecting students to acquire knowledge of past events, to give students a better understanding of how historians think, read and write.