1033 publications

• A need to know: Islamic history and the school curriculum
• Mussolini's marriage and a game in the playground: using analogy to help pupils understand the past
• Breaking the 20 year rule: very modern history at GCSE
• Why can't they just live together happily, Miss?' Unravelling the complexities of the Arab-Israeli conflict at GCSE
• Triumphs Show 120.2: using role play to explain military history
• Cunning Plan 120: Berlin after 1945
• Polychronicon 120: The past as analogy in popular music
• Triumphs Show 120.1 - Is music the answer to the Irish question in schools?
• Move Me On 120: Teaching Citizenship
• Looking through a Josephine-Butler shaped window: focusing pupils' thinking on historical significance
• Are you ready for your close-up?
• Move Me On 119: Teaching EAL students
• Triumphs Show 119: bringing the big picture to life using a 3D rollercoaster
• Polychronicon 119: The Second World War and popular culture
• The Tudor Monarchy in crisis: using a historian's account to stretch the most able students in Year 8
• The Spice of Life? Ensuring variety when teaching about the Treaty of Versailles
• Does the linguistic release the conceptual? Helping Year 10 to improve their casual reasoning
• Year 7 pupils collaboratively design an historical game about a medieval peasant
• Do we have to read all of this?' Encouraging students to read for understanding
• How visual learning in 'A' level history can improve memory and conceptual understanding
• Seeing, hearing and doing the renaissance (Part 2)
• Engaging with each other: how interactions between teachers inform professional practice
• Does differentiation have to mean different?
• Teaching about heritage through a cross-curricular enquiry
• Move Me On 118: Can't find connection between fun and serious learning
• Polychronicon 118: interpretations of Henry VII
• Learning about an 800-year-old fight can't be all that bad, can it? Its like what Simon and Kane did yesterday': modern-day parallels in history
• Time for chronology? Ideas for developing chronological understanding
• 'I just wish we could go back in the past and find out what really happened': progression in understanding about historical accounts
• Seeing, hearing and doing the Renaissance (Part 1): Let's have a Renaissance party!