1075 publications

• Tripping over the levels: experiences from Ontario
• Making learning drive assessment: Joan of Arc - saint, witch or warrior?
• Question: When is a comment not worth the paper it's written on? Answer: When it's accompanied by a Level, grade or mark!
• 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?
• Cunning Plan 114: building overview understanding of 19th-century social history
• Move Me On 114: Teaching history of medicine at GCSE
• Stretching the straight jacket of assessment: use of role play and practical demonstration to enrich pupils' experience of history at GCSE and beyond
• Move Me On 113: Getting pupils to really care about what happened in the past
• Keeping the kids on message...one school's attempt at helping sixth form students to engage in historical debating using ICT
• Triumphs Show 113: How to make the Elizabethan Religious Settlement sufficiently complicated for Year 8
• Polychronicon 113: slavery in 20th-century America
• A scaffold, not a cage: progression and progression models in history
• JFK: the medium, the message and the myth
• Camels, diamonds and counterfactuals: a model for teaching causal reasoning
• 'Britain was our home': Helping Years 9, 10, and 11 to understand the black experience of the Second World War
• Triumphs Show 112: William Bent and family: a personal timeline of the Plains Wars
• Cunning Plan 112: Empire
• Polychronicon 112: The Angevin Empire
• Confounding expectation at Key Stage 3: flower-songs from an indigenous empire
• Move Me On 112: Has problems with his subject knowledge
• 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
• A complex empire: National Archives Learning Curve takes on the British Empire
• History's future: facing the challenge
• 'Really weird and freaky': using a Thomas Hardy short story as a source of evidence in the Year 8 classroom
• Reading and enquiring in Years 12 and 13