1064 publications

• Telling and suggesting in the Conwy Valley
• Do smile before Christmas: the NQT Year
• Confronting otherness: developing scrutiny and inference skills through drawing
• Cunning Plan 100: teaching the First World War in Year 9
• Move Me On 100: Deciding on lesson objectives
• 'Didn't we do that in Year 7?' Planning for progress in evidential understanding
• How can I improve my use of ICT? Put history first!
• Cunning Plan 99: 'a world study after 1900'
• Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learning
• Move Me On 99: Struggling with just about everything
• The QCA history scheme of work for Key Stage 3
• test201
• Cunning Plan 98: Britain 1750-1900
• Beyond bias: making source evaluation meaningful to year 7
• What is progress in history?
• Steering your OFSTED inspector into the long-term reasons for classroom success
• Suffrage, feudal, democracy, treaty... history's building blocks: learning to teach historical concepts
• Move Me On 98: Marking & Assessment
• The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3
• My essays could go on forever: using Key Stage 3 to improve performance at GCSE
• Achieving progression from the GCSE to AS
• No puzzle, no learning: how to make your site visits rigorous, fascinating and indispensable
• Move Me On 97: Having difficulty evaluating own lessons
• Evidential understanding, period knowledge and the development of literacy: a practical approach to 'layers of inference' for Key Stage 3
• Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?
• Substantial sculptures or sad little plaques? Making 'interpretations' matter to Year 9
• History and the perils of multiculturalism in 1990s Britain
• The Pittsburgh Conference on 'Teaching, Knowing and Learning'
• Cunning Plan 97: A-Level: International Relations 1890-1914
• Move Me On 96: Struggling with language register - getting pitch right