1022 publications

• Using narratives and big pictures to address the challenges of a 2-year KS3 curriculum
• What’s the wisdom on… Evidence and sources
• Using historical discourse to find narrative coherence in the GCSE period study
• Polychronicon 175: Paris 1919 – a century on
• Using an anthology of substantial sources at GCSE
• Confronting conflicts: history teachers’ reactions to spontaneous controversial remarks
• Move Me On 175: paying attention to why topics have been included in schemes of work
• Cunning Plan 175: Using the England's Immigrants database
• Teaching History 175: Out now
• 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