1075 publications

• Out went Caesar and in came the Conqueror: A case study in professional thinking
• Polychronicon 147: Witchcraft, history and children
• Time and chronology: conjoined twins or distant cousins?
• Move Me On 147: Making Analogies Meaningful
• 'Doing justice to history': the learning of African history in a North London secondary school
• Developing Year 8 students' conceptual thinking about diversity in Victorian society
• Exploring pupils' difficulties when arguing about a diverse past
• Triumphs Show 146: putting an enquiry together
• How history teachers can support their own and others' continued professional learning
• 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
• Polychronicon 145: Interpreting the history of the modern prison
• Using family history to provoke rigorous enquiry
• Debates: Narratives - what matters most in school history education?
• 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
• Move Me On 145: Uncomfortable with Storytelling
• Year 12 write Zambia's history for Zambian students
• Strategies for A-Level marking to motivate and enable
• Witchcraft - Using fiction with Year 8s
• Understanding 'change and continuity' through colours and timelines
• Exploring diversity at GCSE
• Polychronicon 144: Interpreting the 1930s in Britain
• Triumphs Show 144: Active learning to engage ‘challenging students'
• 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