1064 publications

• Anatomy of enquiry: deconstructing an approach to history curriculum planning
• Teaching History 177: Out now
• What’s the wisdom on… Interpretations of the past
• Modelling the discipline
• Move Me On 176: worried about how to deal with his own dyslexia in the classroom
• Teaching Year 8 pupils to take seriously the ideas of ordinary people from the past
• Polychronicon 176: Peterloo, 1819–2019
• Widening the early modern world to create a more connected KS3 curriculum
• Triumphs Show 176: Using material culture as a means to generate an enquiry on the British Empire
• Harnessing the power of community to expand students’ historical horizons
• Using narratives and big pictures to address the challenges of a 2-year KS3 curriculum
• What’s the wisdom on… Evidence and sources
• Using historical discourse to find narrative coherence in the GCSE period study
• Thinking beyond boundaries
• Move Me On 175: paying attention to why topics have been included in schemes of work
• Using an anthology of substantial sources at GCSE
• Confronting conflicts: history teachers’ reactions to spontaneous controversial remarks
• Polychronicon 175: Paris 1919 – a century on
• Cunning Plan 175: Using the England's Immigrants database
• Teaching Year 9 to take on the challenge of structure in narrative
• The dialogic dimensions of knowing and understanding the Norman legacy in Chester
• What’s the wisdom on… Causation
• How should women’s history be included at Key Stage 3?
• Planning increasingly complex causal models at Key Stage 3
• Teaching History 175: Out now
• What kinds of feedback help students produce better historical narratives of the interwar years?
• Cunning Plan 174: creating a narrative of the interwar years
• Using diagrammatic representations of counterfactuals to develop causal reasoning
• New, Novice or Nervous? 174: Building students' historical talk
• Exploring the importance of local visits in developing wider narratives of change and continuity