994 publications

• Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?
• Move Me On 96: Struggling with language register - getting pitch right
• Weighing a century with a website: teaching Year 9 to be critical
• Build it in, don't bolt it on: history's opportunity to support critical citizenship
• Cunning Plan 96: teaching citizenship through KS3 history
• Analysing Anne Frank: a case study in the teaching of thinking skills
• Who wants to fight? Who wants to flee? Teaching history from a 'thinking skills' perspective
• Pride and delight: motivating pupils through poetic writing about the First World War
• Note-making, knowledge-building and critical thinking are the same thing
• Move Me On 95: Becoming frustrated with A level
• Exceptional performance at GCSE
• Cunning Plan 95: Medicine through Time
• Move Me On 94: Struggling to find questioning style to develop pupils' thinking
• And Joe arrives...: stretching the very able pupil in the mixed ability classroom
• Ordinary pupils, extraordinary results: a structured approach to raising attainment at GCSE
• Three lessons about a funeral: Second World War cemeteries and twenty years of curriculum change
• Cunning Plan 94: Study Unit 2: Crowns, Parliaments and Peoples, 1500-1750
• Ants and the Tet Offensive: teaching Year 11 to tell the difference
• Cunning Plan 93: Study Unit 3: 'The Making of the United Kingdom 1500-1750'
• History using information technology: past, present and future
• Why Gerry likes history now: the power of the word processor
• Super history teaching on the Superhighway: the Internet for beginners
• Subject exemplification of the Initial Teacher Training National Curriculum for ICT: how the history examples were developed
• Move Me On 93: Not making progress in use of ICT
• Maps, ICT and History: A revolution in learning
• The Hopi is different from the Pawnee: using a datafile to explore pattern and diversity
• Cunning Plan 92: The Weimar Republic
• Move Me On 92: Having problems teaching causation
• Frameworks for linking pupils' evidential understanding with growing skill in structured, written argument: the 'evidence sandwich'
• Interpretations of History: Issues for Teachers in the Development of Pupils' Understanding