1033 publications

• Seeing double: how one period visualises another
• Triumphs Show 117: Helping Year 9 to think and feel their way through the origins of the Holocaust
• Polychronicon 117: interpretations of Douglas Haig
• Move Me On 117: Putting her ideas into practice
• Polychronicon 116: The Roman Empire
• Placing history: territory, story, identity - and historical consciousness
• Sense, relationship and power: uncommon views of place
• Picturing place: what you get may be more than what you see
• Plotting maps and mapping minds: what can maps tell us about the people who made them
• How did changing conceptions of place lead to conflict in the American West? Reflecting on revision methods for GCSE
• Geography in the Holocaust: citizenship denied
• Triumphs Show 116: A practical way of teaching the complexities of ‘The Troubles’ at GCSE
• 'If Jesus Christ were amongst them, they would deceive Him'
• The wrong beach? Interpretation, location and film
• Cunning Plan 116: how do earthquakes affect a place?
• Move Me On 116: Having problems with his mentor
• Tripping over the levels: experiences from Ontario
• Making learning drive assessment: Joan of Arc - saint, witch or warrior?
• Question: When is a comment not worth the paper it's written on? Answer: When it's accompanied by a Level, grade or mark!
• Move Me On 115: the class already know all about WW1
• Polychronicon 115: historians and the Holocaust
• The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience
• Polychronicon 114: interpretations of Oliver Cromwell
• Cunning Plan 114: building overview understanding of 19th-century social history
• Move Me On 114: Teaching history of medicine at GCSE
• Empathy without illusions
• Using fictional characters to explore the relationship between historical interpretation and contemporary attitude
• 'Please send socks': How much can Reg Wilkes tell us about the Great War?
• Stretching the straight jacket of assessment: use of role play and practical demonstration to enrich pupils' experience of history at GCSE and beyond
• Move Me On 113: Getting pupils to really care about what happened in the past