1033 publications

• 'How our area used to be back then': An oral history project in an east London school
• Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry
• Riots, railways and a Hampshire hill fort: Exploiting local history for rigorous evidential enquiry
• Cunning Plan 134: local history at KS3
• Relevant, rigorous and revisited: using local history to make meaning of historical significance
• Polychronicon 134: The Great War and Cultural History
• Triumphs Show 133: Little Miss Cold War
• Stories and their sources: the need for historical thinking in an information age
• How to make historical simulations adaptable, engaging and manageable
• Using remote voting to involve everyone in classroom thinking at AS and A2
• What do you think? Using online forums to improve students' historical knowledge and understanding
• Raising the bar: developing meaningful historical consciousness at Key Stage 3
• Move Me On 133: Relying too much on teacher talk and alienating students
• Making pupils want to explain: using Movie Maker to foster thoroughness and self-monitoring
• Challenging not balancing: developing Year 7's grasp of historical argument through online discussion and a virtual book
• Polychronicon 133: The Crusader States in the Levant
• Triumphs Show 133: Getting more pupils choosing History at GCSE
• Professional wrestling in the history department: a case study in planning the teaching of the British Empire at key stage 3
• The return of King John: using depth to strengthen overview in the teaching of political change
• Cultivating curiosity about complexity
• A hankering for the blank spaces: enabling the very able to explore the limits of GCSE
• Children's ideas about school history and why they matter
• History, citizenship and Oliver Stone
• Polychronicon 132: Roman Emperors
• Learning to read, reading to learn: strategies to move students from 'keen to learn' to 'keen to read'
• Cunning Plan 132: Year 7 and the new National Curriculum
• Year 7 use musical language to think about King John
• Move Me On 132: Already the best teacher in the department
• Into the Key Stage 3 history garden: choosing and planting your enquiry questions
• Emotional response or objective enquiry? Using shared stories and a sense of place