1052 publications

• '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
• Polychronicon 166: The ‘new’ historiography of the Cold War
• Thinking makes it so: cognitive psychology and history teaching
• 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’
• Cunning Plan 166: developing an enquiry on the First Crusade
• Putting Catlin in his place?
• Of the many significant things that have ever happened, what should we teach?
• Active remembrance
• Move Me On 165: Capturing student interest vs. sense of period
• Polychronicon 165: The 1917 revolutions in 2017: 100 years on
• Nurturing aspirations for Oxbridge
• Teaching, learning and sharing medieval history for all
• Beyond tokenism: diverse history post-14
• New, Novice or Nervous? 165: Enabling progress - students who need more support
• 'Victims of history': Challenging students’ perceptions of women in history
• Cunning Plan 165: Helping lower-attaining students
• Historical scholarship and feedback
• Polychronicon 164: The End of the Cold War
• Low-stakes testing
• Effective essay introductions
• Triumphs Show 164: interpretations at A Level
• Move Me On 164: Similarity & Difference
• New, Novice or Nervous? 164: Constructing narrative
• Making rigour a departmental reality
• Taking control of assessment
• Does the grammatical ‘release the conceptual’?
• Polychronicon 163: Europe: the longest debate