1051 publications

• Exploring diversity at GCSE
• Polychronicon 144: Interpreting the 1930s in Britain
• Using ‘Assessment for Learning' to help students assume responsibility
• 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
• Passive receivers or constructive readers?
• Should empathy come out of the closet?
• Using visual sources to understand the arguments for women's suffrage
• Creating confident historical readers at A-level
• 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
• Polychronicon 142: 'instructive reversals' - (re)interpreting the 1857 events in Northern India
• Developing sixth-form students' thinking about historical interpretation
• Historiography from below: how undergraduates remember learning history at school
• 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
• Berlin and the Holocaust: a sense of place?
• A question of attribution: working with ghetto photographs
• Nazi perpetrators in Holocaust education
• 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