Narrative in history
History teachers, academics and policy makers have often expressed concerns about the value accorded to narrative in school history, suggesting that an over-emphasis on certain concepts and processes – most obviously, causation and the critical evaluation of sources – has tended to obscure the importance of being able to put together a clear story. Constructing an effective narrative account, it has been argued, is not only an essential and demanding task in its own right and one that is fundamental to historians’ work; it is also the foundation on which other kinds of historical knowledge are built, and should therefore be more highly prized by teachers and within public examinations. Read more
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Year 9 - Connecting past, present and future
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Marr: magpie or marsh harrier?
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Transforming historical understanding through scripted drama
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Debates: Narratives - what matters most in school history education?
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Exploring diversity at GCSE
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Pupil-led historical enquiry: what might this actually be?
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High achievement in history in a nutshell
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Little Jack Horner and polite revolutionaries: putting the story back into history
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Nutshell
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Mussolini's marriage and a game in the playground: using analogy to help pupils understand the past
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'If Jesus Christ were amongst them, they would deceive Him'
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Placing history: territory, story, identity - and historical consciousness
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Stretching the straight jacket of assessment: use of role play and practical demonstration to enrich pupils' experience of history at GCSE and beyond
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Using this map and all your knowledge, become Bismarck
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Nutshell
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Narrative: the under-rated skill
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Nutshell
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Getting personal: making effective use of historical fiction in the history classroom.
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'Which was more important Sir, ordinary people getting electricity or the rise of Hitler?' Using Ethel and Ernest with Year 9
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A noisy classroom is a thinking classroom: speaking and listening in Year 7 history
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