1075 publications

• The devil is the detail
• ‘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
• Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13
• Triumphs Show 172: The history classroom lending library
• Triumphs Show 171: preparatory reading for A-level essays
• Polychronicon 171: Policing in Nazi Germany
• New, Novice or Nervous? 171: Teaching Medieval History
• Trampolines and Springboards
• Move Me On 171: Using existing lesson plans
• Conducting the orchestra to allow our students to hear the symphony
• ‘Through the looking glass’
• Seeing beyond the frame
• The particular and the general
• New, Novice or Nervous? 170: Building students’ historical argument
• Myths and Monty Python: using the witch-hunts to introduce students to significance
• Reading? What reading?
• ‘This extract is no good, Miss!’
• Polychronicon 170: The Becket Dispute
• Anything but brief: Year 8 students encounter the longue durée
• Move Me On 170: adapting to a second school
• Triumphs Show 170: making a place for fieldwork in history lessons
• Right up my street: the knowledge needed to plan a local history enquiry
• Hosting teacher development at historical sites: the benefits for classroom teaching
• New, Novice or Nervous? 169: Developing a sense of place
• Move Me On 169: Planning a local history enquiry
• Defying the ‘constrictive grip of typologies’