Latest resources
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Using an anthology of substantial sources at GCSE
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The dialogic dimensions of knowing and understanding the Norman legacy in Chester
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How should women’s history be included at Key Stage 3?
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Planning increasingly complex causal models at Key Stage 3
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What kinds of feedback help students produce better historical narratives of the interwar years?
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Using diagrammatic representations of counterfactuals to develop causal reasoning
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Exploring the importance of local visits in developing wider narratives of change and continuity
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Allowing A-level students to choose their own coursework focus
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Making reading routine
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Polychronicon 174: Votes for Women
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