1075 publications

• Counterfactual Reasoning: Comparing British and French History
• Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution
• Chatting about the sixties: historical reasoning in essay-writing
• 'Picture This': A simple technique to teach complex concepts
• Move Me On 140: Getting students to generate their own enquiry questions
• Bob Dylan and the concept of evidence
• Polychronicon 140: Why did the Cold War End?
• Being historically rigorous with creativity
• Cunning Plan 140: bringing history to life
• Triumphs Show 140: leading a school re-enactment group
• Move Me On 139: teaching about change and continuity
• How can students' use of historical evidence be enhanced?
• Developing multiperspectivity through cartoon analysis
• Triumphs Show 139: Whodunnit? The Felling mining disaster of 1812
• Deconstructing lazy analogies in Year 9
• Polychronicon 139: Civic denouncer: The lives of Pavlik Morozov
• Engaging Year 9 with Victorian debates about 'progress'
• From human-scale to abstract analysis: Year 7. Henry II & Becket
• Disciplining cross-curricularity?
• Developing meaningful cross-curricular approaches
• Making cross-curricular links in history
• Having 'Great Expectations' of Year 9
• Triumphs Show 138: a kinaesthetic interpretation of Dover castle
• 'How do ideas travel?' East meets west - and history meets science
• Move Me On 138: Uncertain about his Year 7 teaching in a competency based curriculum
• What about history? Lessons from seven years with project-based learning
• Polychronicon 138: The Civil Rights Movement
• History's secret weapon: the enquiry of a disciplined mind
• Active Historical Thinking
• Cunning Plan 139: Victorian debates about progress