1075 publications

• Thinking across time: planning and teaching the story of power and democracy at Key Stage 3
• Polychronicon 130: Dental, transcendental, regimental: Making Mangal Pandey
• Move Me On 130: How to generate class discussion
• Move Me On 129: Feels out of his depth teaching controversial issues
• Building a better past: plans to reform the curriculum
• Move Me On 128: Assessment without Levels
• Carr, Evans, Oakshott and Rudge: the benefits of AEA history
• Triumphs Show 128: Speed-dating with Queen Elizabeth
• Is it time to forget Remembrance?
• Polychronicon 128: The Death of Captain Cook
• Getting Year 7 to set their own questions about the Islamic Empire, 600-1600
• Does scaffolding make them fall? Reflecting on strategies for developing causal argument in Years 8 and 11
• Life by sources A to F: really using sources to teach AS history
• Teaching Year 9 about historical theories and methods
• Vive la France! A comparison of French and British history teaching, with practical suggestions from across La Manche
• Polychronicon 126: Stonehenge
• Music, blood and terror: making emotive and controversial history matter
• Teaching controversial issues...where controversial issues really matter
• Polychronicon 127: The Crusades
• Identity shakers: cultural encounters and the development of pupils' multiple identities
• Cunning Plan 127: Abolitionist icons
• ‘You should be proud about your history. They make you feel ashamed’: Teaching history hurts
• Triumphs Show 127: using the Anne Frank House's 'A Family Secret'
• Move Me On 127: Using PowerPoint as anything more than glorified chalk and talk
• A search beyond the classroom: using a museum to support the renewal of a scheme of work
• "Is it the Tuarts and then the Studors or the other way round?" The importance of developing a usable big picture of the past
• What's your claim: Developing pupils' historical argument skills using asynchronous text based computer conferencing
• Move Me On 126: Setting worthwhile homework
• I understood before, but not like this: maximising historical learning by letting pupils take control of trips
• How do we get better at going on trips: Planning for progression outside the classroom