1052 publications

• Identity in history: why it matters and must be addressed!
• Hidden in plain sight: the history of people with disabilities
• Here ends the lesson: shaping lesson conclusions
• Cunning Plan 173: using Black Tudors as a window into Tudor England
• Acquainted or intimate? Background knowledge and subsequent learning
• Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13
• Triumphs Show 172: The history classroom lending library
• The devil is the detail
• Polychronicon 172: Health in the Middle Ages
• ‘Man, people in the past were indeed stupid’
• New, Novice or Nervous? 172: Curriculum planning
• Move Me On 172: Not just relying on the textbook
• From flight paths to spiders’ webs: developing a progression model for Key Stage 3
• Dealing with the consequences
• ‘Its ultimate pattern was greater than its parts’
• Triumphs Show 171: preparatory reading for A-level essays
• Trampolines and Springboards
• Conducting the orchestra to allow our students to hear the symphony
• Polychronicon 171: Policing in Nazi Germany
• New, Novice or Nervous? 171: Teaching Medieval History
• Move Me On 171: Using existing lesson plans
• ‘Through the looking glass’
• The particular and the general
• Seeing beyond the frame
• New, Novice or Nervous? 170: Building students’ historical argument
• Move Me On 170: adapting to a second school
• Polychronicon 170: The Becket Dispute
• ‘This extract is no good, Miss!’
• Reading? What reading?
• Myths and Monty Python: using the witch-hunts to introduce students to significance