1056 publications

• Move Me On 99: Struggling with just about everything
• Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learning
• The QCA history scheme of work for Key Stage 3
• test201
• Achieving progression from the GCSE to AS
• Cunning Plan 98: Britain 1750-1900
• The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3
• Move Me On 98: Marking & Assessment
• Suffrage, feudal, democracy, treaty... history's building blocks: learning to teach historical concepts
• Steering your OFSTED inspector into the long-term reasons for classroom success
• What is progress in history?
• Beyond bias: making source evaluation meaningful to year 7
• My essays could go on forever: using Key Stage 3 to improve performance at GCSE
• Move Me On 97: Having difficulty evaluating own lessons
• The Pittsburgh Conference on 'Teaching, Knowing and Learning'
• Substantial sculptures or sad little plaques? Making 'interpretations' matter to Year 9
• Cunning Plan 97: A-Level: International Relations 1890-1914
• No puzzle, no learning: how to make your site visits rigorous, fascinating and indispensable
• Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?
• History and the perils of multiculturalism in 1990s Britain
• Evidential understanding, period knowledge and the development of literacy: a practical approach to 'layers of inference' for Key Stage 3
• Doomed Youth: Using theatre to support teaching about the First World War
• Democracy is not boring
• Cunning Plan 96: teaching citizenship through KS3 history
• Build it in, don't bolt it on: history's opportunity to support critical citizenship
• "...someone might become involved in a fascist group or something...": pupils' perceptions of history at the end of Key Stages 2, 3 and 4
• Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?
• Move Me On 96: Struggling with language register - getting pitch right
• Weighing a century with a website: teaching Year 9 to be critical
• Who wants to fight? Who wants to flee? Teaching history from a 'thinking skills' perspective