1075 publications

• 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
• Do Mention the War' : the impact of a National Curriculum study unit upon pupils' perceptions of contemporary German people
• 'Who, after all, speaks today of the annihilation of the Armenians?'
• Challenging stereotypes and avoiding the superficial: a suggested approach to teaching the Holocaust
• Moral dilemmas: history teaching and the Holocaust
• Working as a team to teach the Holocaust well: a language-centred approach
• Teaching the Holocaust: the experience of Vad Vashem
• From horror to history: teaching pupils to reflect on significance
• Parallel catastrophes? Uniqueness, redemption and the Shoah
• Move Me On 104: Establishing lesson goals
• Why essay-writing remains central to learning history at AS level
• The new history 'AS-Level': principles for planning a scheme of work
• Triumphs Show 103: Using active learning to motivate GCSE groups
• How Michael moved us on: transforming Key Stage 3 through peer review
• You are members of a United Nations Commission...' Recent world crises simulations
• Reflecting on rights: teaching pupils about pre-1832 British politics using a realistic role-play
• What's happening in History? Trends in GCSE and 'A'-level examinations
• Working with Boudicca texts - contemporary, juvenile and scholarly
• Move Me On 103: Failing to improve pupils' understanding of evidence
• Cunning Plan 103: why did Henry VIII marry so many times?
• Move Me On 102: Securing progression in historical understanding
• Cunning Plan 102: measuring and understanding progress
• Triumphs Show 102: communicating historical difference to children with literacy problems
• Cunning Plan 102.1: teaching decolonisation and the end of apartheid
• Learning to love history: preparation of non-specialist primary teachers to teach history
• Let's see what's under the blue square...': getting pupils to track their own thinking
• Finding voices in the past: exploring identity through the biography of a house
• Teaching pupils how history works