1075 publications

• New, Novice or Nervous? 159: Writing history essays
• Cunning Plan 159: Putting the people into Magna Carta
• The Harkness Method: achieving higher-order thinking with sixth-form
• Polychronicon 159: Interpreting Magna Carta
• 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
• Finding the place of substantive knowledge in history
• Historical Perspective & 'Big History'
• Developing transferable knowledge at A-level
• 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
• Assessment after levels
• Building and assessing historical knowledge on three scales
• Building meaningful models of progression
• Triumphs Show 157: What makes art history?
• Polychronicon 157: Reinterpreting police-public relations in modern England
• Using timelines in assessment
• New, Novice or Nervous? 157: Teaching Overview
• Move Me On 157: Getting knowledge across
• Exploring the challenges involved in reading and writing historical narrative
• Polychronicon 156: The transnational history of the First World War
• Getting medieval (and global) at Key Stage 3
• 'But why then?' Chronological context and historical interpretations