1033 publications

• 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
• Polychronicon 173: From American Indians to Native Americans
• Cunning Plan 173: using Black Tudors as a window into Tudor England
• Here ends the lesson: shaping lesson conclusions
• Hidden in plain sight: the history of people with disabilities
• Identity in history: why it matters and must be addressed!
• ‘I need to know…’: creating the conditions that make students want knowledge
• Move Me On 173: teaching the GCSE thematic study
• New, Novice or Nervous? 173: including BME history in the curriculum
• Triumphs Show 173: Teaching Black Tudors
• Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13
• Dealing with the consequences
• The devil is the detail
• Triumphs Show 172: The history classroom lending library
• ‘Its ultimate pattern was greater than its parts’
• New, Novice or Nervous? 172: Curriculum planning
• Polychronicon 172: Health in the Middle Ages
• Move Me On 172: Not just relying on the textbook
• ‘Man, people in the past were indeed stupid’
• From flight paths to spiders’ webs: developing a progression model for Key Stage 3
• Triumphs Show 171: preparatory reading for A-level essays
• New, Novice or Nervous? 171: Teaching Medieval History
• Move Me On 171: Using existing lesson plans
• Conducting the orchestra to allow our students to hear the symphony