1013 publications

• The dialogic dimensions of knowing and understanding the Norman legacy in Chester
• Teaching Year 9 to take on the challenge of structure in narrative
• What’s the wisdom on… Causation
• How should women’s history be included at Key Stage 3?
• Planning increasingly complex causal models at Key Stage 3
• What kinds of feedback help students produce better historical narratives of the interwar years?
• Cunning Plan 174: creating a narrative of the interwar years
• Using diagrammatic representations of counterfactuals to develop causal reasoning
• New, Novice or Nervous? 174: Building students' historical talk
• Exploring the importance of local visits in developing wider narratives of change and continuity
• Allowing A-level students to choose their own coursework focus
• Making reading routine
• Polychronicon 174: Votes for Women
• Structuring a history curriculum for powerful revelations
• Absence and myopia in A-level coursework
• Move Me On 174: Not doing all the thinking for the students
• Teaching History regular features
• Acquainted or intimate? Background knowledge and subsequent learning
• ‘I need to know…’: creating the conditions that make students want knowledge
• Cunning Plan 173: using Black Tudors as a window into Tudor England
• Hidden in plain sight: the history of people with disabilities
• Identity in history: why it matters and must be addressed!
• Here ends the lesson: shaping lesson conclusions
• Move Me On 173: teaching the GCSE thematic study
• New, Novice or Nervous? 173: including BME history in the curriculum
• Polychronicon 173: From American Indians to Native Americans
• Triumphs Show 173: Teaching Black Tudors
• From flight paths to spiders’ webs: developing a progression model for Key Stage 3
• Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13
• Dealing with the consequences