1043 publications

• Move Me On 115: the class already know all about WW1
• Cunning Plan 114: building overview understanding of 19th-century social history
• Polychronicon 114: interpretations of Oliver Cromwell
• The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience
• Empathy without illusions
• Using fictional characters to explore the relationship between historical interpretation and contemporary attitude
• 'Please send socks': How much can Reg Wilkes tell us about the Great War?
• Move Me On 114: Teaching history of medicine at GCSE
• Move Me On 113: Getting pupils to really care about what happened in the past
• Polychronicon 113: slavery in 20th-century America
• Keeping the kids on message...one school's attempt at helping sixth form students to engage in historical debating using ICT
• Stretching the straight jacket of assessment: use of role play and practical demonstration to enrich pupils' experience of history at GCSE and beyond
• A scaffold, not a cage: progression and progression models in history
• JFK: the medium, the message and the myth
• Triumphs Show 113: How to make the Elizabethan Religious Settlement sufficiently complicated for Year 8
• A complex empire: National Archives Learning Curve takes on the British Empire
• 'Britain was our home': Helping Years 9, 10, and 11 to understand the black experience of the Second World War
• Camels, diamonds and counterfactuals: a model for teaching causal reasoning
• Confounding expectation at Key Stage 3: flower-songs from an indigenous empire
• History's future: facing the challenge
• Transforming Year 7's understanding of the concept of Imperialism: a case study on the Roman Empire
• Using this map and all your knowledge, become Bismarck
• Triumphs Show 112: William Bent and family: a personal timeline of the Plains Wars
• Cunning Plan 112: Empire
• Polychronicon 112: The Angevin Empire
• Move Me On 112: Has problems with his subject knowledge
• Reading and enquiring in Years 12 and 13
• Meeting the historian through the text
• A most horrid malicious bloody flame: using Samuel Pepys to improve Year 8 boys' historical writing
• 'What's that stuff you're listening to Sir?' Rock and pop music as a rich source for historical enquiry