1032 publications

• Developing sixth-form students' thinking about historical interpretation
• A comparative revolution?
• Cunning Plan 142: Why do historical interpretations change over time?
• Causation maps: emphasising chronology in causation exercises
• Move Me On 142: Makes assumptions about students' thinking
• Polychronicon 141: Adolf Eichmann
• A question of attribution: working with ghetto photographs
• Berlin and the Holocaust: a sense of place?
• Triumphs Show 141: using family photos to bring the diversity of Jewish lives to life
• Investigating students' prior understandings of the Holocaust
• Deepening post-16 students' historical engagement with the Holocaust
• Nazi perpetrators in Holocaust education
• The Holocaust in history and history in the curriculum
• Educational visits to Holocaust-related sites
• Limited lessons from the Holocaust?
• Nutshell 141 - HEDP
• Move Me On 141: Teaching the Holocaust
• Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution
• Being historically rigorous with creativity
• Counterfactual Reasoning: Comparing British and French History
• Chatting about the sixties: historical reasoning in essay-writing
• 'Picture This': A simple technique to teach complex concepts
• Polychronicon 140: Why did the Cold War End?
• Move Me On 140: Getting students to generate their own enquiry questions
• Bob Dylan and the concept of evidence
• Cunning Plan 140: bringing history to life
• Triumphs Show 140: leading a school re-enactment group
• Triumphs Show 139: Whodunnit? The Felling mining disaster of 1812
• From human-scale to abstract analysis: Year 7. Henry II & Becket
• Engaging Year 9 with Victorian debates about 'progress'