1064 publications

• How my interest in what I don't teach has informed my teaching and enriched my students' learning
• Debates: Narratives - what matters most in school history education?
• Polychronicon 145: Interpreting the history of the modern prison
• Using family history to provoke rigorous enquiry
• Thematic or sequential analysis in causal explanations
• Community engagement in local history
• How students make sense of the historical concepts of change, continuity and development
• Year 12 write Zambia's history for Zambian students
• Move Me On 145: Uncomfortable with Storytelling
• Strategies for A-Level marking to motivate and enable
• Understanding 'change and continuity' through colours and timelines
• Triumphs Show 144: Active learning to engage ‘challenging students'
• Exploring diversity at GCSE
• Polychronicon 144: Interpreting the 1930s in Britain
• Witchcraft - Using fiction with Year 8s
• Pupil-led historical enquiry: what might this actually be?
• Cunning Plan 144: promoting independent student enquiry
• Move Me On 144: Defines GCSE teaching in terms of a diet of practice exam questions
• Using ‘Assessment for Learning' to help students assume responsibility
• Passive receivers or constructive readers?
• Should empathy come out of the closet?
• Creating confident historical readers at A-level
• Using visual sources to understand the arguments for women's suffrage
• Getting Year 7 to vocalise responses to the murder of Thomas Becket
• Time's arrows? Using a dartboard scaffold to understand historical action
• Cunning Plan 143: enquiries about the British empire
• Polychronicon 143: the Balfour Declaration
• Assessment of students' uses of evidence
• Move Me On 143: Trying to tackle everything at once
• Seeing the historical world