1064 publications

• Designing end-of-year exams: trials and tribulations
• Managing the scope of study
• From ‘double vision’ to panorama: exploring interpretations of Nazi popularity
• Building the Habit of Evidential Thinking
• From road map to thought map: helping students theorise the nature of change
• Move Me On 167: Frames of reference
• Polychronicon 167: The strange career of Richard Nixon
• New, Novice or Nervous? 167: Confidence with substantive knowledge
• Thinking about… the Partition of British India in August 1947
• Triumphs Show 167: Keeping the 1960s complicated
• Inverting the telescope: investigating sources from a different perspective
• 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
• New, Novice or Nervous? 166: Controversial issues
• ‘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
• Move Me On 166: getting the right pitch for GCSE teaching
• Thinking makes it so: cognitive psychology and history teaching
• Putting Catlin in his place?
• Cunning Plan 166: developing an enquiry on the First Crusade
• Active remembrance
• Of the many significant things that have ever happened, what should we teach?
• Move Me On 165: Capturing student interest vs. sense of period
• Polychronicon 165: The 1917 revolutions in 2017: 100 years on
• Teaching, learning and sharing medieval history for all
• Nurturing aspirations for Oxbridge
• New, Novice or Nervous? 165: Enabling progress - students who need more support
• 'Victims of history': Challenging students’ perceptions of women in history
• Beyond tokenism: diverse history post-14