1034 publications

• Getting Year 7 to set their own questions about the Islamic Empire, 600-1600
• Teaching Year 9 about historical theories and methods
• Life by sources A to F: really using sources to teach AS history
• Vive la France! A comparison of French and British history teaching, with practical suggestions from across La Manche
• Polychronicon 126: Stonehenge
• A search beyond the classroom: using a museum to support the renewal of a scheme of work
• Music, blood and terror: making emotive and controversial history matter
• ‘You should be proud about your history. They make you feel ashamed’: Teaching history hurts
• Polychronicon 127: The Crusades
• Triumphs Show 127: using the Anne Frank House's 'A Family Secret'
• Move Me On 127: Using PowerPoint as anything more than glorified chalk and talk
• Cunning Plan 127: Abolitionist icons
• Identity shakers: cultural encounters and the development of pupils' multiple identities
• Teaching controversial issues...where controversial issues really matter
• "Is it the Tuarts and then the Studors or the other way round?" The importance of developing a usable big picture of the past
• I understood before, but not like this: maximising historical learning by letting pupils take control of trips
• Cunning Plan 126: What can Berlin tell us about Germany in the 20th century?
• What's your claim: Developing pupils' historical argument skills using asynchronous text based computer conferencing
• Ralph Sadleir: Hackney's Local Hero or Villain: Examples of learning opportunities in museums and historic sites at Key Stage 3
• Move Me On 126: Setting worthwhile homework
• How do we get better at going on trips: Planning for progression outside the classroom
• Move Me On 125: Lack of conceptual clarity
• Miss, now I can see why that was so important: using ICT to enrich overview at GCSE
• Making history meaningful: helping students see why history matters
• Maybe they haven't decided yet what is right: English and Spanish perspectives on teaching historical significance
• What they think they know: the impact of pupils' preconceptions on their understanding of historical significance
• Creating controversy in the classroom: making progress with historical significance
• When computers don't give you a headache: the most able lead a debate on medicine through time
• Move Me On 124: Teaching local history
• A team-taught conspiracy: Year 8 are caught up in a genuine historical debate