1064 publications

• Revealing the big picture: patterns, shapes and images at Key Stage 3.
• Cunning Plan 107: the big idea of Freedom
• 'Which was more important Sir, ordinary people getting electricity or the rise of Hitler?' Using Ethel and Ernest with Year 9
• Triumphs Show 107: opening a new HA branch
• Equiano - voice of silent slaves?
• The Tenth Grade tells Bismarck what to do: using structured role-play to eliminate hindsight in assessing historical motivation
• Ranking and classifying: teaching political concepts to post-16 students
• 'Don't worry, Mr. Trimble. We can handle it' Balancing the rationale and the emotional in teaching of contentious topics
• Move Me On 106: Teaching AS level
• Cunning Plan 106: Political literacy
• New opportunities for history: implementing the citizenship curriculum in England's secondary schools - a QCA perspective
• What is good citizenship education in history classrooms?
• Have we got the question right? Engaging future citizens in local history enquiry
• Historical significance - the forgotten 'Key Element'?
• Cunning Plan 105: Crusades enquiry
• Beyond the classroom: developing student teachers' work with museums and historic sites
• Triumphs Show 105: Year 9s respond directly to 9/11
• A noisy classroom is a thinking classroom: speaking and listening in Year 7 history
• Illuminating the shadow: making progress happen in casual thinking through speaking and listening
• Making history curious: Using Initial Stimulus Material (ISM) to promote enquiry, thinking and literacy
• Beyond 'I speak, you listen boy!' Exploring diversity of attitudes and experiences through speaking and listening
• Move Me On 105: Teaching historical interpretations
• Challenging stereotypes and avoiding the superficial: a suggested approach to teaching the Holocaust
• 'Who, after all, speaks today of the annihilation of the Armenians?'
• Moral dilemmas: history teaching and the Holocaust
• Do Mention the War' : the impact of a National Curriculum study unit upon pupils' perceptions of contemporary German people
• From horror to history: teaching pupils to reflect on significance
• Teaching the Holocaust: the experience of Vad Vashem
• Working as a team to teach the Holocaust well: a language-centred approach
• Parallel catastrophes? Uniqueness, redemption and the Shoah