1052 publications

• Triumphs Show 148.2: using pupil dialogue to encourage engagement with sources
• Triumphs Show 148.1: collaborating to commemorate Olaudah Equiano
• Time and chronology: conjoined twins or distant cousins?
• Using ancient texts to improve pupils' critical thinking
• Pedagogy, politics and the profession
• Where are we? The place of women in history curricula
• Out went Caesar and in came the Conqueror: A case study in professional thinking
• Polychronicon 147: Witchcraft, history and children
• Hidden histories and heroism: post-14 course on multi-cultural Britain since 1945
• Cunning Plan 147: Getting students to use classical texts
• Move Me On 147: Making Analogies Meaningful
• How history teachers can support their own and others' continued professional learning
• Developing Year 8 students' conceptual thinking about diversity in Victorian society
• 'Doing justice to history': the learning of African history in a North London secondary school
• Triumphs Show 146: putting an enquiry together
• Exploring pupils' difficulties when arguing about a diverse past
• Polychronicon 146: Interpreting the history of 'big history'
• How my interest in what I don't teach has informed my teaching and enriched my students' learning
• Move Me On 146: Knowing enough to be able to start planning
• Using family history to provoke rigorous enquiry
• Polychronicon 145: Interpreting the history of the modern prison
• Community engagement in local history
• Debates: Narratives - what matters most in school history education?
• Thematic or sequential analysis in causal explanations
• Year 12 write Zambia's history for Zambian students
• How students make sense of the historical concepts of change, continuity and development
• Move Me On 145: Uncomfortable with Storytelling
• Understanding 'change and continuity' through colours and timelines
• Strategies for A-Level marking to motivate and enable
• Witchcraft - Using fiction with Year 8s