1043 publications

• Defying the ‘constrictive grip of typologies’
• Polychronicon 169: Herodotus
• ‘It’s kind of like the geography part of history, isn’t it, Miss?’
• Triumphs Show 169: Using 360 VR Technology with the GCSE Historic Environment study
• Learning without limits
• Move Me On 168: teaching exam classes
• New, Novice or Nervous? 168: Local history
• Polychronicon 168: Interwar internationalisms
• Designing end-of-year exams: trials and tribulations
• Using sites for insights
• From ‘double vision’ to panorama: exploring interpretations of Nazi popularity
• Managing the scope of study
• Building the Habit of Evidential Thinking
• Triumphs Show 167: Keeping the 1960s complicated
• Move Me On 167: Frames of reference
• New, Novice or Nervous? 167: Confidence with substantive knowledge
• Polychronicon 167: The strange career of Richard Nixon
• Inverting the telescope: investigating sources from a different perspective
• Thinking about… the Partition of British India in August 1947
• From road map to thought map: helping students theorise the nature of change
• Cunning Plan 167: teaching the industrial revolution
• 'I feel if I say this in my essay it’s not going to be as strong’
• Why are you wearing a watch? Complicating narratives of economic and social progress
• Move Me On 166: getting the right pitch for GCSE teaching
• ‘If you had told me before that these students were Russians, I would not have believed it’
• Polychronicon 166: The ‘new’ historiography of the Cold War
• Thinking makes it so: cognitive psychology and history teaching
• New, Novice or Nervous? 166: Controversial issues
• Putting Catlin in his place?
• Of the many significant things that have ever happened, what should we teach?