1052 publications

• How do you construct an historical claim?
• Polychronicon 160: Interpreting 'The Birth of a Nation'
• New, Novice or Nervous? 160: Progression in evidential understanding
• Move Me On 160: getting caught up in interesting digressions and complexity
• Pipes's punctuation and making complex historical claims
• New, Novice or Nervous? 159: Writing history essays
• Enabling Year 7 to write essays on Magna Carta
• Cunning Plan 159: Putting the people into Magna Carta
• Engaging Year 9 students in party politics
• Polychronicon 159: Interpreting Magna Carta
• The Harkness Method: achieving higher-order thinking with sixth-form
• What made your essay successful? I ‘T.A.C.K.L.E.D' the essay question!
• Cunning Plan 159: Was King John unlucky with his Barons?
• Move Me On 159: Writing Frames
• Triumphs Show 159: teaching paragraph construction
• Developing transferable knowledge at A-level
• Finding the place of substantive knowledge in history
• Historical Perspective & 'Big History'
• Transforming Year 11's conceptual understanding of change
• Polychronicon 158: Reinterpreting Napoleon
• Pedagogical framework for stimulating historical contextualisation
• Cunning Plan 158: teaching about the history of the UK Parliament
• Move Me On 158: Modelling tasks
• Triumphs Show 158: interactive learning walls and substantive vocabulary
• Securing contextual knowledge in year 10
• Using timelines in assessment
• Triumphs Show 157: What makes art history?
• Building meaningful models of progression
• Polychronicon 157: Reinterpreting police-public relations in modern England
• Building and assessing historical knowledge on three scales