1075 publications

• Are we creating a generation of 'historical tourists'?
• 'Assessing Pupil Progress'
• Building and assessing a frame of reference in the Netherlands
• Triumphs Show 137: Assessing through reflection
• Cunning Plan 137: making homework more exciting
• A modest proposal for change in Canadian history education
• Move Me On 137: Regards PGCE assignments as unhelpful distractions
• Is any explanation better than none?
• Polychronicon 137: Bringing space travel down to Earth
• Using 1980s popular music to explore historical significance
• Shaping macro-analysis from micro-history
• Exploring change and continuity with Year 7
• Move Me On 136: Struggling to teach elite politics/international relations
• Teaching history's big pictures: including continuity as well as change
• Telling tales: Developing students' own thematic and synoptic understandings at Key Stage 3
• MTL in a Nutshell
• Polychronicon 136: Interpreting the Beatles
• Building memory and meaning
• Potential and pitfalls in teaching 'big pictures' of the past
• Triumphs Show 136: how one history department changed pupils' and parents' perceptions of homework
• Drilling down: how one history department is working towards progression in pupils' thinking about diversity across Years 7, 8 and 9
• Cunning Plan 135: challenging generalisations
• Triumphs Show 129: Holding a live debate around an historical theme
• New alchemy or fatal attraction? History and citizenship
• Nutshell 135: The challenge of analysing 'difference'
• Cunning Plan 129: Why has there been so much interest in Mary I?
• Were industrial towns 'death-traps'? Year 9 learn to question generalisations and to challenge their preconceptions about the 'boring' 19th century
• Slaying dragons and sorcerers in Year 12: in search of historical argument
• Triumphs Show 135: how trainee teachers learned to put history back into GCSE
• Bringing psychology into history: why do some stories disappear?