1043 publications

• How visual learning in 'A' level history can improve memory and conceptual understanding
• Teaching about heritage through a cross-curricular enquiry
• Do we have to read all of this?' Encouraging students to read for understanding
• Polychronicon 118: interpretations of Henry VII
• Move Me On 118: Can't find connection between fun and serious learning
• Does differentiation have to mean different?
• Triumphs Show 117: Helping Year 9 to think and feel their way through the origins of the Holocaust
• Move Me On 117: Putting her ideas into practice
• Learning about an 800-year-old fight can't be all that bad, can it? Its like what Simon and Kane did yesterday': modern-day parallels in history
• Seeing double: how one period visualises another
• Time for chronology? Ideas for developing chronological understanding
• 'I just wish we could go back in the past and find out what really happened': progression in understanding about historical accounts
• Seeing, hearing and doing the Renaissance (Part 1): Let's have a Renaissance party!
• Polychronicon 117: interpretations of Douglas Haig
• 'If Jesus Christ were amongst them, they would deceive Him'
• The wrong beach? Interpretation, location and film
• Sense, relationship and power: uncommon views of place
• Picturing place: what you get may be more than what you see
• How did changing conceptions of place lead to conflict in the American West? Reflecting on revision methods for GCSE
• Placing history: territory, story, identity - and historical consciousness
• Geography in the Holocaust: citizenship denied
• Move Me On 116: Having problems with his mentor
• Plotting maps and mapping minds: what can maps tell us about the people who made them
• Polychronicon 116: The Roman Empire
• Cunning Plan 116: how do earthquakes affect a place?
• Triumphs Show 116: A practical way of teaching the complexities of ‘The Troubles’ at GCSE
• Tripping over the levels: experiences from Ontario
• Question: When is a comment not worth the paper it's written on? Answer: When it's accompanied by a Level, grade or mark!
• Making learning drive assessment: Joan of Arc - saint, witch or warrior?
• Polychronicon 115: historians and the Holocaust