1034 publications

• '...trying to count the stars': using the story of Bergen-Belsen to teach the Holocaust
• Polychronicon 149: Interpreting the Persian Wars
• Competition and counterfactuals without confusion
• Cunning Plan 149.1: a Year 7 lesson on Gladiators
• Marr: magpie or marsh harrier?
• Teaching students to argue for themselves - KS3
• Using visual sources to generate conversation
• Polychronicon 148: The Wars of the Roses
• Move Me On 148: Using 'Bloom's taxonomy'
• Developing pupil explanation through web debates
• Transforming historical understanding through scripted drama
• Firing enthusiasm for history through international conversation
• Triumphs Show 148.2: using pupil dialogue to encourage engagement with sources
• Triumphs Show 148.1: collaborating to commemorate Olaudah Equiano
• Using ancient texts to improve pupils' critical thinking
• Polychronicon 147: Witchcraft, history and children
• Cunning Plan 147: Getting students to use classical texts
• Hidden histories and heroism: post-14 course on multi-cultural Britain since 1945
• Time and chronology: conjoined twins or distant cousins?
• Out went Caesar and in came the Conqueror: A case study in professional thinking
• Where are we? The place of women in history curricula
• Pedagogy, politics and the profession
• Move Me On 147: Making Analogies Meaningful
• 'Doing justice to history': the learning of African history in a North London secondary school
• Move Me On 146: Knowing enough to be able to start planning
• How my interest in what I don't teach has informed my teaching and enriched my students' learning
• Polychronicon 146: Interpreting the history of 'big history'
• How history teachers can support their own and others' continued professional learning
• Exploring pupils' difficulties when arguing about a diverse past
• Triumphs Show 146: putting an enquiry together