Issue 151 (June 2013): Continuity



An Index of Teaching History Issue 91 (May 1998) – Issue 173 (December 2018)New Novice or NervousMove Me On Issue 91: (May 1998) Evidence and InterpretationTony McAleavy: The use of sources in History 1910-1998: A Critical Perspective. Exposing problems of using sources in “New History”Margaret Mulholland: The Evidence SandwichJoseph O’Neill: Teaching Pupils to Analyse CartoonsAndrew Wrenn: Shared Stories & A Sense of PlaceJamie Byrom: Working With SourcesIan Davies & Rob Williams: Interpretations of HistoryIssue 92: (August 1998): Explanation and ArgumentDale Banham: Getting ready for the Grand Prix: learning how to build a substantiated argument in Year 7Gary Howells: Being ambitious with the causes of the First World War: interrogating inevitabilityMichael Gorman: The ‘structured enquiry’ is not a contradiction in terms: focused teaching for independent learningIan Gibson & Susan McLelland: Minimalist cause boxes for maximal learning: one approach to the Civil War in Year 8Peter Lee: ‘A lot of guess work goes on’ Children’s understanding of historical accountsDouglas P. Newton & Lynn D. Newton: Knowing what counts in history: historical understanding and the non-specialist teacher.Issue 93: (November 1998): History and ICTBen Walsh: Why Gerry likes history now: the power of the word processorAlaric Dickinson: History using information technology: past, present and futureDave Martin: The Hopi is different from the Pawnee: using a datafile to explore pattern and diversityLez Smart: Maps, ICT and History: A revolution in learningDavid Linsell: Subject exemplificat ion of the Initial Teacher Training National Curriculum for ICT: how the history examples were developedIsobel Jenkins & Mike Turpin: Super history teaching on the Superhighway: the Internet for beginnersIssue 94: (February 1999): Raising the StandardMike Murray: Three lessons about a funeral: Second World War cemeteries and twenty years of curriculum changeLiz Dawes & Edwin Towill: Ordinary pupils, extraordinary results: a structured approach to raising attainment at GCSE Scott Harrison: Talk to your inspector: making the most of your history inspectionKate Hammond: And Joe arrives...: stretching the very able pupil in the mixed ability classroomPaul Jack & Emma Fearnhamm: Ants and the Tet Offensive: teaching Year 11 to tell the differenceIssue 95: (May 1999): Learning to Think.Jon Nichol: Who wants to fight? Who wants to flee? Teaching history from a ‘thinking skills’ perspective.Heidi Le Cocq: Note-making, knowledge-building and critical thinking are the same thing.Angela Leonard: Exceptional performance at GCSE: What makes a starred A?Peter Fisher: Analysing Anne Frank: a case study in the teaching of thinking skillsGill Minikin: Pride and delight: motivating pupils through poetic writing about the First World WarSuanne Gibson: The History Teacher’s Guide to the Internet.Issue 96: (September 1999): Citizenship and IdentityAndrew Wrenn: Build it in, don’t bolt it on: history’s opportunity to support critical citizenshipLindsey Rayner: Weighing a century with a website: teaching Year 9 to be criticalSean Lang: Democracy is not boringJosh Brooman: Doomed Youth: Using theatre to support teaching about the First World WarPaul Goalen: “...someone might become involved in a fascist group or something...”: pupils’ perceptions of history at the end of Key Stages 2, 3 and 4.Paul Coman: Mentioning the War: does studying World War Two make any difference to pupils’ sense of British achievement and identity?Issue 97: (November 1999): Visual HistoryClaire Riley: Evidential understanding, period knowledge and the development of literacy: a practical approach to ‘layers of inference’ for Key Stage 3.Peter Lee & Ros Ashby: How long before we need the US Cavalry? The Pittsburgh Conference on ‘Teaching, Knowing and Learning’.Ben Walsh: Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?Andrew Wrenn: Substantial sculptures or sad little plaques? Making ‘interpretations’ matter to Year 9.Chris Culpin: No puzzle, no learning: how to make your site visits rigorous, fascinating and indispensable.Ian Grosvenor: History and the perils of multiculturalism in 1990s Britain.Issue 98: (February 2000): Defining ProgressionJenny Parsons: The Evacuee Letter Exchange Project: using audience centred writing to improve progression from Key Stage 2Sue Dove: Year 10’s thinking skills did not just pop out of nowhere: steering your OFSTED inspector into the long-term reasons for classroom success.Diana Laffin: My essays could go on forever: using Key Stage 3 to improve performance at GCSE.Jacques Haenen & Hubert Schrijnemakers: Suffrage, feudal, democracy, treaty... history’s building blocks: learning to teach historical concepts.Angela Leonard: Achieving progression from the GCSE to AS.Evelyn Vermeulen: What is progress in history?Issue 99 (May 2000): Curriculum PlanningHeather Richardson: The QCA history scheme of work for Key Stage 3Michael Riley: Into the Key Stage 3 history garden: choosing and planting your enquiry questionsChristine Counsell: ‘Didn’t we do that in Year 7?’ Planning for progress in evidential understanding.Dale Banham: The return of King John: Using depth to strengthen overview in the teaching of political changeJamie Byrom: Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learningDave Atkin: How can I improve my use of ICT? Put history first!Heidi LeCocq: Beyond bias: making source evaluation meaningful to year 7Issue 100 (August 2000): Thinking and FeelingIan Luff: ‘I’ve been in the Reichstag’: rethinking roleplaySteve Illingworth: Hearts, minds and souls: Exploring values through historyGary Howells: Gladstone spiritual or Gladstone material? a rationale for using documents at AS and A2.Thelma Wiltshire: Telling and suggesting in the Conwy ValleyDavid Sheppard: Confronting otherness: developing scrutiny and inference skills through drawingLucy Russell: Do smile before Christmas: the NQT yearIssue 101 (November 2000): History and ICTDiana Laffin: A poodle with bite: using ICT to make AS Level more rigorousAlf Wilkinson: Computers don’t bite! Your first tentative steps in using ICT in the history classroomJack Pitt: Computing on a shoestring: extending pupils’ historical vision with limited resourcesJayne Prior and Peter D. John: From anecdote to argument: using the word processor to connect knowledge and opinion through revelatory writingReuben Moore: Using the Internet to teach about interpretations in Years 9 and 12Robert Alfano: Databases, spreadsheets and historical enquiry at Key Stage 3Issue 102 (March 2001): Inspiration and MotivationPhil Smith: Why Gerry now likes evidential work.Richard Cunningham:Teaching pupils how history worksHeather De Silva, Jenny Smith and Jason Tranter: Finding voices in the past: exploring identity through the biography of a houseSuzie Bunyan and Anna Marshall: ‘Let’s see what’s under the blue square...’: getting pupils to track their own thinkingRosie Turner-Bisset: Learning to love history: preparation of non-specialist primary teachers to teach historyIssue 103 (Ju ne 2001): Puzzling HistoryTony Hier: How Michael moved us on: transforming Key Stage 3 through peer reviewRichard Harris: Why essay-writing remains central to learning history at AS LevelRachael Rudham: The new history ‘AS-Level’: principles for planning a scheme of workDavid L. Ghere: ‘You are members of a United Nations Commission…’ Recent world crises simulationsGeoff Lyon: Reflecting on rights: teaching pupils about pre-1832 British politics using a realistic role-playRobert Guyver: Working with Boudicca texts – contemporary, juvenile and scholarlyChris Husbands: What’s happening in History? Trends in GCSE and ‘A’-level examinations, 1993 – 2000Issue 104 (September 2001): Teaching the HolocaustNicolas Kinloch: Parallel catastrophes? Uniqueness, redemption and the ShoahKate Hammond: From horror to history: teaching pupils to reflect on significance Richelle Budd Caplan: Teaching the Holocaust: the experience of Yad VashemPaula Mountford: Working as a team to teach the Holocaust well: a language-centred approachPaul Salmons: Moral dilemmas: history teaching and the HolocaustAlison Kitson: Challenging stereotypes and avoiding the superficial: a suggested approach to teaching the HolocaustPaul Coman: ‘Do Mention the War’ : the impact of a National Curriculum study unit upon pupils’ perceptions of contemporary German people.Andrew Wrenn: “Who, after all, speaks today of the annihilation of the Armenians?”Issue 105 (December 2001): Talking HistoryIan Luff: Beyond ‘I speak, you listen, boy!’ Exploring diversity of attitudes and experiences through speaking and listeningRobert Phillips:Making history curious: Using Initial Stimulus Material (ISM) to promote enquiry, thinking and literacyVaughan Clark: Illuminating the shadow: making progress happen in causal thinking through speaking and listeningRachael Rudham: A noisy classroom is a thinking classroom: speaking and listening in Year 7 historyIan Davies: Beyond the classroom: developing student teachers’ work with museums and historic sites.Issue 106 (March 2002): Citizens and CommunitiesAlan McCully, Nigel Pilgrim, Alaeric Sutherland and Tara McMinn: ‘Don’t worry, Mr. Trimble. We can handle it’ Balancing the rational and the emotional in the teaching of contentioustopics.Robert Phillips: Historical significance – the forgotten ‘Key Element’?Gary Clemitshaw: Have we got the question right? Engaging future citizens in local historical enquiry.Jerome Freeman: New opportunities for history: implementing the citizenship curriculum in England’s secondary schools – a QCA perspectiveGary Howells: Ranking and classifying: teaching political concepts to post-16 studentsIan Davies, Geoff Hatch, Gary Martin and Tony Thorpe: What is good citizenship education in history classrooms?Issue 107 (June 2002): Little Stories, Big Pictures Steven Barnes: Revealing the big picture: patterns, shapes and images at Key Stage 3.Ruth Tudor: Teaching the history of women in Europe in the twentieth-century.Pam Raven: So, what exactly does an AST do?Andrew Wrenn: Equiano – voice of silent slaves?Mike Murray: ‘Which was more important Sir, ordinary people getting electricity or the rise of Hitler?’ Using Ethel and Ernest with Year 9.Mark McLaughlin: Learning and teaching about the history of Europe in the twentieth century.Ian Phillips: History and Mathematics or History with Mathematics: does it add up?Neomi Shiloah and Edna Shoham: The Tenth Grade tells Bismarck what to do: using structured role-play to eliminate hindsight in assessing historical motivation.Issue 108 (September 2002): Performing HistoryDave Martin & Beth Brooke: Getting personal: making effective use of historical fiction in the history classroom.Seán Lang: Mushrooms and snake-oil: using film at AS/A levelIan Dawson & Dale Banham: Thinking from the inside: je suis le roiPhil Smith: International relations at GCSE… they just can’t get enough of it.Evelyn Sweerts & Jacqui Grice: Hitting the right note: how useful is the music of African-Americans to historians?Steven James Mastin: “Now listen to Source A”: music and historyRosalind Stirzaker: Drop the dead dictator: a Year 9 newsroom simulationJosh Brooman & Chris Culpin: School History Scene: the unique contribution of theatre to history teachingIssue 109 (December 2002): Examining History.Chris Culpin: Why we must change history GCSERichard Harris and Alison Kitson: Basket weaving in Advanced level history…. How to plan and teach the 100 year studyBarbara Hibbert: ‘It’s a lot harder than politics’… students’ experience of history at Advanced LevelKate Hammond: Getting Year 10 to understand the value of precise factual knowledgeDale Banham with Chris Culpin: Ensuring progression continues into GCSE: let’s not do for our pupils with our plan of attackMike Tillbrook: Content restricted and maturation retarded? Problems with the post-16 history curriculum.Issue 110 (March 2003): Communicating HistorySeán Lang: Narrative: the under-rated skillMaria Bakalis: Direct teaching of paragraph cohesionJannet van Drie and Carla van Boxtel: Developing conceptual understanding through talk and mappingMaggie Wilson and Heather Scott: ‘You be Britain and I’ll be Germany…’ Inter-school e-mailing in Year 9Dan Collins: Promote the past, celebrate the present: putting your history department in the newsJohn Dixon: The hidden crisis in GCSE HistoryIssue 111 (June 2003): Reading HistoryMary Woolley: ‘Really weird and freaky’: using a Thomas Hardy short story as a source of evidence in the Year 8 classroomEdna Shoham & Neomi Shiloah: Meeting the historian through the text: students discover different perspectives on Baron Rothschild’s ‘Guardianship System’Alison Kitson: Reading and enquiring in Years 12 and 13: a case study on women in the Third ReichSimon Butler: ‘What’s that stuff you’re listening to Sir?’ Rock and pop music as a rich source for historical enquiryDavid Waters: A most horrid malicious bloody flame: using Samuel Pepys to improve Year 8 boys’ historical writingArthur Chapman: Conceptual awareness through categorising: using ICT to get Year 13 reading.Issue 112 (September 2003): EmpireJamie Byrom and Michael Riley: Professional wrestling in the history department: a case study in planning the teaching of the British Empire at Key Stage 3Anna Hamilton and Tony McConnell: Using this map and all your own knowledge, become BismarckBen Walsh: A complex empire: National Archives Learning Curve takes on the British EmpireJacques Haenen, Hubert Schrijnemakers & Job Stufkens: Transforming Year 7’s understanding of the concept of imperialism: a case study on the Roman EmpireTrevor Fisher: History’s future: facing the challengeArthur Chapman: Camels, diamonds and counterfactuals: a model for teaching causal reasoningNicolas Kinloch: Confounding expectation at Key Stage 3: flower-songs from an indigenous empireHelena Stride: ‘Britain was our home’: Helping Years 9, 10 and 11 to understand the black experience of the Second World WarIssue 113 (December 2003): Creating ProgressDale Banham and Russell Hall: JFK: the medium, the message and the mythIan Luff: Stretching the strait jacket of assessment: use of role play and practical demonstration to enrich pupils’ experience of history at GCSE and beyondPeter Lee and Denis Shemilt: A scaffold, not a cage: progression and progression models in historyDenise Thompson and Nathan Cole: Keeping the kids on message… one school’s attempt at helping sixth form students to engage in historical debate using ICTIssue 114 (March 2004): Making History Personal Sally Evans, Chris Grier, Jemma Phillips and Sarah Colton: ‘Please send socks.’ How much can Reg Wilkes tell us about the Great War?Deborah L. Cunningham: Empathy without illusionsAlan McCully and Nigel Pilgrim: ‘They took Ireland away from us and we’ve got to fight to get it back’. Using fictional characters to explore the relationship between historical interpretation and contemporary attitudesChristine Counsell: Looking through a Josephine-Butler-shaped window: focusing pupils’ thinking on historical significanceYvonne Larsson, Richard Matthews and Martin Booth: The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience?Issue 115 (Ju ne 2004): Assessment Without LevelsSally Burnham and Geraint Brown: Assessment without Level DescriptionsSimon Harrison: Rigorous, meaningful and robust: practical ways forward for assessmentMark Cottingham: Dr Black Box or How I learned to stop worrying and love assessmentJohn Myers: Tripping over the levels: experiences from Ontario Karl Cain and Christina Neal: Opportunities, challenges and questions: continual assessment in Year 9Andrew Wrenn: Making learning drive assessment: Joan of Arc – saint, witch or warrior?Simon Butler: Question: When is a comment not worth the paper it’s written on? Answer: When it’s accompanied by a Level, grade or mark!Issue 116 (September 2004): PlaceLiz Taylor: Sense, relationship and power: uncommon views of placeTim Kemp and Charlotte Bickmore: ‘If Jesus Christ were amongst them, they would deceive Him’Jane Card: Picturing place: what you get may be more than what you seeEvelyn Sweerts and Marie-Claire Cavanagh: Plotting maps and mapping minds: what can maps tell us about the people who made them?Mary Woolley: How did changing conceptions of place lead to conflict in the American West? reflecting on revision methods for GCSEDavid Lambert: Geography in the Holocaust: citizenship deniedPaul SuttonThe wrong beach? Interpretation, location and filmArthur Chapman and Jane FaceyPlacing history: territory, story, identity – and historical consciousnessIssue 117 (December 2004): Dealing with DistanceJane Card: Seeing double: how one period visualises anotherPeter Lee and Denis Shemilt: ‘I just wish we could go back in the past and find out what really happened’: progression in understanding about historical accountsIan Dawson: Time for chronology? Ideas for developing chronological understandingMaria Osowiecki: Seeing, hearing and doing the Renaissance (Part 1): Let’s have a Renaissance party!Deborah Robbins: ‘Learning about an 800-year-old fight can’t be all that bad, can it? It’s like what Simon and Kane did yesterday’: modern-day parallels in historyIssue 118 (March 2005): Re-thinking DifferentiationRichard Harris: Does differentiation have to mean different?Maria Osowieck: Seeing, hearing and doing the Rennaissance (Part 2)Simon Letman: Engaging with each other: how interactions between teachers inform professional practiceSteve Garnett: Circles, anchors and finger puppets: how visual learning in ‘A’ Level history can improve memory and conceptual understandingNeal Watkin and Johannes Ahrenfelt : Mixing a G&T cocktail: teaching about heritage through a cross-curricular enquiryDavid Hellier and Helen Richards: ‘Do we have to read all of this?’ Encouraging students to read for understandingIssue 119 (June 2005): Language EditionJames Woodcock: Does the linguistic release the conceptual? Helping Year 10 to improve their causal reasoningHeather Scott with Judith Kidd: Are you ready for your close-up?Marcus Croft: The Tudor monarchy in crisis: using a historian’s account to stretch the most able students in Year 8Phil Benaiges: The Spice of Life? Ensuring variety when teaching about the Treaty of VersaillesJacques Haenen and Hanneke Tuithof: Year 7 pupils collaboratively design an historical game about a medieval peasantsIssue 120 (September 2005): Diversity and DivisionsAlison Stephen: ’Why can’t they just live together happily, Miss?’ Unravelling the complexities of the Arab-Israeli conflict at GCSEAlison Kitson and Alan McCully: ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the history classroomRupert Gaze: Uncovering the hidden histories: black and Asian people in the two world warsChris Culpin: Breaking the 20 year rule: very modern history at GCSEDiana Laffin and Maggie Wilson: Mussolini’s marriage and a game in the playground: using analogy to help pupils understand the pastNicolas Kinloch: A need to know: Islamic history and the school curriculumJerome Freeman and Jane Weake: Innovation, inspiration and diversification: new approaches to history at Key Stage 3Martyn Beer: Voices from Rwanda: when seeing is better than hearingIssue 121 (December 2005): TransitionsGeraint Brown and Andrew Wrenn: ‘It’s like they’ve gone up a year!’ Gauging the impact of a history transition unit on teachers of primary and secondary historyMandy Monaghan and Tony McConnell: English, history and song in Year 9: mixing enquiries for a cross-curricular approach to teaching the most ableAlan Booth: Worlds in collision: university tutor and student perspectives on the transition to degree level historyGary Howells: Interpretations and history teaching: why Ronald Hutton’s Debates in Stuart History mattersNathan Cole and Denise Thompson: Less time, more thought: coping with the challenges of the two-year Key Stage 3Issue 122 (March 2006): Rethinking HistorySteven Mastin and Pieter Wallace: Why don’t the Chinese play cricket? Rethinking progression in historical interpretations through the British EmpireIan Myson: Helping students put shape on the past; systematic use of analogies to accelerate understanding Robert Guyver: More than just the Henries: Britishness and British history at Key Stage 3Dan Lyndon: Integrating black British history into the National CurriculumSam Henry: ‘Bruce! You’re history.’ The place of history in the Scottish curriculumIssue 123 (June 2006): Constructing HistoryArthur Chapman:Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13Chris Edwards: Putting life into history: how pupils can use oral history to become critical historiansAlf Wilkinson: Little Jack Horner and polite revolutionaries: putting the story back into historyAlex Scott:Essay writing for everyone: an investigation into different methods used to teach Year 9 to write an essayHeather Scott and Mary Woolley: ‘I’ve started…. So I’ll finish’ Top tips on teaching history from the Historical Association’s Bristol Centenary ConferenceIssue 124 (September 2006): Teaching the Most AbleDeborah Eyre: Expertise in its development phase: planning for the needs of gifted adolescent historiansGuy Woolnough: ‘Tough on crime, tough on the causes of crime:’ using external support, local history and a group projectAlf Wilkinson: Subject-specific Continuing Professional DevelopmentRachel Ward: Duffy’s devices: teaching Year 13 to read and writeArthur Chapman and James Woodcock: Mussolini’s missing marbles: simulating history at GCSEDan Moorhouse: When computers don’t give you a headache: the most able lead a debate on medicine through timeEllie Chrispin: A team-taught conspiracy: Year 8 are caught up in a genuine historical debateIssue 125 (December 2006): SignificanceLis Cercadillo: ‘Maybe they haven’t decided yet what is right:’ English and Spanish perspectives on teaching historical significanceMaria Osowiecki: ‘Miss, now I can see why that was so important:’ using ICT to enrich overview at GCSE Robin Conway: What they think they know: the impact of pupils’ preconceptions on their understanding of historical significanceMatthew Bradshaw: Creating controversy in the classroom: making progress with historical significanceRichard Harris and Amanda Rea: Making history meaningful: helping pupils see why history mattersIssue 126 (March 2007): Outside the Classroom Helen Snelson: I understood before, but not like this:’ maximising historical learning by letting pupils take control of tripsIan Coles, Daniel Ferguson and Stuart Bennett: Ralph Sadleir: Hackney’s Local Hero or Villain? Examples of learning opportunities in museums and historic sites at Key Stage 3Hannah Moloney and Paula Kitching: A search beyond the classroom: using a museum to support the renewal of a scheme of workAmy Wilson and George Hollis: How do we get better at going on trips? Planning for progression outside the classroomDave Martin, Caroline Coffin and Sarah: What’s your claim? Developing pupils’ historical argument skills using asynchronous text based computer conferencingIssue 127 (June 2007): Sense and SensitivityAndrew Wrenn and Tim Lomas: Music, blood and terror: making emotive and controversial history matterKeith Barton and Alan McCully: Teaching controversial issues… where controversial issues really matterJamie Byrom and Michael Riley: Identity-shakers:cultural encounters and the development of pupils’ multiple identitiesKay Traille: ‘You should be proud about your history. They made me feel ashamed:’ teaching history hurtsJonathan Howson: Is it the Tuarts and then the Studors or the other way round? The importance of developing a usable big picture of the past Issue 128 (September 2007): Beyond the ExamKate Hammond: Teaching Year 9 about historical theories and methodsSally Burnham: Getting Year 7 to set their own questions about the Islamic Empire, 600-1600Jennifer Evans and Gemma Pate: Does scaffolding make them fall? Reflecting on strategies for developing causal argument in Years 8 and 11Gary Howells: Life by sources A to F: really using sources to teach AS historyEvelyn Sweerts: Vive la France! A comparison of French and British history teaching, with practical suggestions from across La MancheGeoff Lyon: Is it time to forget Remembrance?David Waters: Carr, Evans, Oakeshott – and Rudge: the benefits of AEA historyDavid Nicholls: Building a better past: plans to reform the curriculumIssue 129 (December 2007): Disciplined MindsSam Wineburg: Unnatural and essential: the nature of historical thinkingPeter Lee and Denis Shemilt: New alchemy or fatal attraction? History and citizenshipLiz Dawes Duraisingh and Veronica Boix Mansilla: Interdisciplinary forays within the history classroom: how the visual arts can enhance (or hinder) historicalunderstandingMichael Fordham: Slaying dragons and sorcerers in Year 12: in search of historical argumentRosie Sheldrake and Dale Banham: Seeing a different picture: exploring migration through the lens of historyIssue 130 (June 2008): Picturing HistoryMatt Stanford: Redrawing the Renaissance: non-verbal assessment in Year 7Ian Dawson: Thinking across time: planning and teaching the story of power and democracy at Key Stage 3Caille Sugarman-Banaszak: Stepping into the past: using images to travel through timeRosalind Stirzaker: Mughal moments made memorable by Movie MakerChristopher Edwards: The how of history: using old and new textbooks in the classroom to develop disciplinary knowledgeColly Mudie, Anne Roe and Chris Dougall: Was the workhouse really so bad? An encounter with a cantankerous tramp and a resusable coffinIssue 131 (July 2008): Assessing DifferentlyRachel Foster: Speed cameras, dead ends, drivers and diversions: Year 9 use a ‘road map’ to problematise change and continuityKatie Hall: The Holy Grail? GCSE History that actually enhances historical understanding!Oliver Knight: ‘Create something interesting to show that you have learned something’: Building and assessing learner autonomy within the Key Stage 3 history classroomGiles Fullard and Kate Dacey: Holistic assessment through speaking and listening: an experiment with causal reasoning and evidential thinking in Year 8Jacques Haenen and Hanneke Tuithof: Cooperative learning: the place of pupil involvement in a history textbookIain Annat and Katherine Bone: Two realms and an empire: history, geography and an investigation into landscapeJoanne Philpott: Would a centenarian recognise Norwich in the new millennium? Helping pupils with Special Educational Needs to develop a lifelong curiosity for the past.Alf Wilkinson: The new Key Stage 3 Curriculum: the bigger picture.Issue 132 (December 2008): Historians in the ClassroomLaura Bellinger: Cultivating curiosity about complexity: what happens when Year 12 start to read Orlando Figes’ The Whisperers?Alison Meikle: ‘Billy plays the drums but Lizzie cannot play.’ Will music-making help them both anyway? Year 7 use musical language to think about King JohnMartin Loy: Learning to read, reading to learn: strategies to move students from ‘keen to learn’ to ‘keen to read’Stephan Klein: History, citizenship and Oliver Stone: classroom analysis of a key scene in NixonRichard Harris and Terry Haydn: Children’s ideas about school history and why they matterOliver Knight: A hankering for the blank spaces: enabling the very able to explore the limits of GCSE history.Issue 133 (March 2009): Simulating HistoryBen Walsh: Stories and their sources: the need for historical thinking in an information ageDan Moorhouse: How to make historical simulations adaptable, engaging and manageableDiana Laffin: ‘If everyone’s got to vote then, obviously … everyone’s got to think’: using remote voting to involve everyone in classroom thinking at AS and A2Rick Rogers: Raising the bar: developing meaningful historical consciousness at Key Stage 3Dave Martin: What do you think? Using online forums to improve students’ historical knowledge and understandingSally Burnham: Making pupils want to explain: using Movie Maker to foster thoroughness and self-monitoringDominic Snape and Katy Allen: Challenging not balancing: developing Year 7’s grasp of historical argument through online discussion and a virtual bookIssue 134 (July 2009): Local VoicesGeraint Brown and James Woodcock: Relevant, rigorous and revisited: using local history to make meaning of historical significanceRichard McFahn, Sarah Herrity and Neil Bates: Riots, railways and a Hampshire hill fort: exploiting local history for rigorous evidential enquiryRichard Harris and Terry Haydn: ‘30% is not bad considering …’ Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiryMichelle Johansen and Martin Spafford: ‘How our area used to be back then’: an oral history project in an east London schoolDenise Thompson: Distant voices, familiar echoes: exploiting the resources to which we all have access – from Essex, England to Masindi, Uganda!Issue 135 (September 2009): To They or Not To TheyMatthew Bradshaw:: Drilling down: how one history department is working towards progression in pupils’ thinking about diversity across Years 7, 8 and 9Kimberley Anthony: Were industrial towns ‘death-traps’? Year 9 learn to question generalisations and to challenge their preconceptions about the ‘boring’ 19th centuryAnne Llewellyn and Helen Snelson: Bringing psychology into history: why do some stories disappear?John Stanier: ‘There is no end to a circle nor to what can be done within it.’ Circle Time in the secondary history classroomIan Dawson: What time does the tune start?: From thinking about ‘sense of period’ to modelling history at Key Stage 3Issue 136 (December 2009): Shaping the PastBen Jarman:When were Jews in medieval England most in danger? Exploring change and continuity with Year 7Hywel Jones:Shaping macro-analysis from micro-history: developing a reflexive narrative of change in school historyJonathon Howson: Potential and pitfalls in teaching ‘big pictures’ of the pastSarah Gadd: Building memory and meaning: supporting Year 8 in shaping their own big narrativesEd Brooker: Telling tales: developing students’ own thematic and synoptic understandings at Key Stage 3Penelope J. Corfield: Teaching history’s big pictures: including continuity as well as changeIssue 137 (December 2009): Marking Time Jerome Freeman and Joanne Philpott: ‘Assessing Pupil Progress’: transforming teacher assessment in Key Stage 3 historyJannet van Dr ie, Albert Logtenberg, Bas van der Meijden and Marcel van Riessen :“When was that date?” Building and assessing a frame of reference in the NetherlandsPeter Seixas: A modest proposal for change in Canadian history educationBarnaby Nemko: Are we creating a generation of ‘historical tourists’? Visual assessment as a means of measuring pupils’ progress in historical interpretationPeter Lee and Denis Shemilt: Is any explanation better than none? Over-determined narratives, senseless agencies and one-way streets in students’ learning about cause and consequence in historyScott Allsop:‘We didn’t start the fire’: using 1980s popular music to explore historical significance by stealthIssue 138 (July 2010): Enriching History Alf Wilkinson: Making cross-curricular links in history: some ways forward.James Woodcock: Disciplining cross-curricularity? Cottenham Village College history department's inter-disciplinary projects: an evaluation.Michael Monaghan: Having ‘Great Expectations' of Year 9 Inter-disciplinary work between English and history to improve pupils' historical thinking.Jamie Byrom:??‘How do ideas travel?' east meets west - and history meets science.Andrew Wrenn: History's secret weapon: the enquiry of a disciplined mind.Steve Illingworth: From ‘splendid isolation' to productive alliances: developing meaningful cross-curricular approaches.Lesley Munro:What about history? Lessons from seven years with project-based learning.Issue 139 (August 2010): Analysing History Tim Jenner: From human-scale to abstract analysis: Year 7 analyse the changing relationship of Henry II and BecketJonathan White: Encountering diversity in the history of ideas: engaging Year 9 with Victorian debates about ‘progress’Steve Rollett: ‘Hi George. Let me ask my leading historians …’: deconstructing lazy analogies in Year 9Ulrich Schnakenberg: Developing multiperspectivity through cartoon analysis: strategies for analysing different views of three watersheds in modern German historyElisabeth Pickles: How can students’ use of historical evidence be enhanced? A research study of the role of knowledge in Year 8 to Year 13 students’ interpretations of historical sourcesHarry Havekes, Arnoud Aardema and Jan de Vries: Active Historical Thinking: designing learning activities to stimulate domain-specific thinking.Issue 140 (September 2010): Creative Thinking Ellen Buxton: Fog over channel; continent accessible? Year 8 use counterfactual reasoning to explore place and social upheaval in eighteenth-century France and BritainGary Hillyard: Dickens...Hardy...Jarvis?! A novel take on the Industrial RevolutionPeter Clements: ‘Picture This’ A simple technique through which to teach relatively complex historical conceptsJannet van Drie and Carla van Boxtel: Chatting about the sixties: using on-line chat discussion to improve historical reasoning in essay-writingAndy Lawrence: Being historically rigorous with creativity: how can creative approaches help solve the problemsinherent in teaching about genocide?Christopher Edwards: Down the foggy ruins of time: Bob Dylan and the concept of evidenceIssue 141 (December 2010): The Holocaust David Waters:Berlin and the Holocaust: a sense of place?Ian Phillips:A question of attribution: working with ghetto photographs, images and imageryChristopher Edwards and Siobhan O'Dowd: The edge of knowing: investigating students' prior understandings of the HolocaustPeter Morgan: How can we deepen and broaden post-16 students' historical engagement with the Holocaust? Developing a rationale and methods for using film Wolf Kaiser: Nazi perpetrators in Holocaust educationKay Andrews: Finding a place for the victim: building a rationale for educational visits to Holocaust-related sitesAlice Pettigrew: Limited lessons from the Holocaust? Critically considering the ‘anti-racist' and citizenship potentialPaul Salmons: Universal meaning or historical understanding? The Holocaust in history and history in the curriculumIssue 142 (March 2011): Experiencing HistoryRachel Foster: Passive receivers or constructive readers? Pupils' experiences of an encounter with academic historyLindsay Cassedy, Catherine Flaherty and Michael Fordham: Seeing the historical world: exploring how students perceive the relationship between historical interpretationsArthur Chapman: Twist and shout? Developing sixth-form students' thinking about historical interpretationMarcus Collins: Historiography from below: how undergraduates remember learning history at schoolJonathan White: A comparative revolution? An argument for in-depth study of the Iranian revolution in a familiar way Rick Rogers: ‘Isn't the trigger the thing that sets the rest of it on fire?' Causation maps: emphasising chronology in causation exercisesIssue 143 (June 2011): Constructing ClaimsGary Howells: Why was Pitt not a mince pie? Enjoying argument without end: creating confident historical readers at A LevelJane Card: Seeing the point: using visual sources to understand the arguments for women's suffrageMary Partridge: A ‘surprising shock' in the cathedral: getting Year 7 to vocalise responses to the murder of Thomas BecketArthur Chapman: Time's arrows? Using a dartboard scaffold to understand historical actionPeter Lee and Denis Shemilt: The concept that dares not speak its name: Should empathy come out of the closet?Elisabeth Pickles: Assessment of students' uses of evidence: shifting the focus from processes to historical reasoningIssue 144 (September 2011): History for All Paula Worth: Which women were executed for witchcraft? And which pupils cared? Low-attaining Year 8 use fiction to tackle three demons: extended reading, diversity and causation. Yosanne Vella: The gradual transformation of historical situations: understanding ‘change and continuity' through colours and timelines.Joanne Philpott and Daniel Guiney: Exploring diversity at GCSE: making a World War I battlefields visit meaningful to all studentsDr Jane Facey: "A is for Assessment"... Strategies for A-Level marking to motivate and enable students of all abilities to progress.Kate Hammond: ?Pupil-led historical enquiry: what might this actually be? Robin Conway: Owning their learning: using ‘Assessment for Learning' to help students assume responsibility for planning, (some) teaching and evaluation.Issue 145 (December 2011): NarrativeLynda Abbott and Richard S Grayson:Community engagement in local history: a report on the Hemel at War projectPaul Barrett : ‘My grandfather slammed the door in Winston Churchill's face!' using family history to provoke rigorous enquiryRobin Kemp: Thematic or sequential analysis in causal explanations? Investigating the kinds of historical understanding that Year 8 and Year 10 demonstrate in their efforts to construct narrativesFrances Blow: ‘Everything flows and nothing stays': how students make sense of the historical concepts of change, continuity and developmentPeter Gray: Bismarck in the Bush: Year 12 write Zambia's history for Zambian studentsIssue 146 (April 2012): Teacher Knowledge Elizabeth Carr: How Victorian were the Victorians? Developing Year 8 students' conceptual thinking about diversity in Victorian society Robin Whitburn, Michelle Hussain and Abdullahi Mohamud: ‘Doing justice to history': the learning of African history in a North London secondary school and teacher development in the spirit of UbuntuSarah Black: Wrestling with diversity: exploring pupils' difficulties when arguing about a diverse pastKatharine Burn: ‘If I wasn't learning anything new about teaching I would have left it by now!' How history teachers can support their own and others' continued professional learningFlora Wilson: Warrior queens, regal trade unionists and warring nurses: how my interest in what I don't teach has informed my teaching and enriched my students' learningIssue 147 (June 2012): Curriculum Architecture Beth Baker and Steven Mastin: Did Alexander really ask, ‘Do I appear to you to be a bastard?' Using ancient texts to improve pupils' critical thinkingRobin Whitburn and Sharon Yemoh: ‘My people struggled too': hidden histories and heroism - a school-designed, post-14 course on multi-cultural Britain since 1945Frances Blow, Peter Lee and Denis Shemilt: Time and chronology: conjoined twins or distant cousins?Michael Fordham: Out went Caesar and in came the Conqueror, though I'm sure something happened in between... A case study in professional thinkingJoanne Pearson: Where are we? The place of women in history curricula Stephanie Burley: Pedagogy, politics and the profession: a practical perusal of past, present and future developments in teaching history in Australian schoolsIssue 148 (September 2012): Chattering classes Richard Kerridge and Sacha Cinnamond: Talking with the ‘enemy': firing enthusiasm for history through international conversation and collaborationKeeley Richards: Avoiding a din at dinner or, teaching students to argue for themselves: Year 13 plan a historians' dinner partyHelen Snelson, Ruth Lingard and Kate Brennan: ‘The best way for students to remember history is to experience it!' Transforming historical understanding through scripted dramaJane Card: Talking pictures: exploiting the potential of visual sources to generate productive pupil talk Kathryn Greenfield: ‘I feel it is imperative to state that...' developing pupil explanation through web debates Issue 149 (December 2012): In search of the QuestionEd Podesta: Helping Year 7 put some flesh on Roman bonesDiana Laffin: Marr: magpie or marsh harrier? The quest for the common characteristics of the genus ‘historian' with 16- to 19-year-oldsPaula Worth: Competition and counterfactuals without confusion: Year 10 play a game about the fall of the Tsarist empire to improve their causal reasoningMaria Osowiecki: ‘...trying to count the stars': using the story of Bergen-Belsen to teach the Holocaust Christine Counsell, Rachel Foster, Maria Georgiou, Maria Mavrada, Meltem Onurkan, Mary Partridge and Hasan Samani: Bridging the divide with a question and a kaleidoscope: designing an enquiry in a challenging setting NNN: Getting pupils to argue about causesIssue 150 (March 2013): Enduring PrinciplesMary Brown: From Muddleton Manor to Clarity Cathedral: improving Year 12's extended writing through an enhanced sense of the readerJohn Stanier: ‘Much to learn you still have!' An attempt to make Year 9 Masters of LearningHannah McDougall: Wrestling with Stephen and Matilda: planning challenging enquiries to engage Year 7 in medieval anarchyRosie Sheldrake and Neal Watkin: Teaching the iGeneration: what possibilities exist in and beyond the history classroom?Katharine Burn, Catherine McCrory and Michael Fordham: Planning and teaching linear GCSE: inspiring interest, maximising memory and practising productively Carla van Boxtel and Jannet van Drie: Historical reasoning in the classroom: What does it look like and how can we enhance it?NNN: Getting pupils to see change over timeIssue 151 (June 2013): ContinuityRachel Foster: The more things change, the more they stay the same: developing students' thinking about change and continuityKatie Hall and Christine Counsell: Silk purse from a sow's ear? Why knowledge matters and why the draft History NC will not improve itMike Murray: Do we need another hero? Year 8 get to grips with the heroic myth of the Defence of Rorke's Drift in 1879Dan Nuttall: Possible futures: using frameworks of knowledge to help Year 9 connect past, present and futureHelen Murray, Rachel Burney and Andrew Stacey-Chapman: Where's the other ‘c'? Year 9 examine continuity in the treatment of mental health through timeAmy Hughes and Heather De Silva: One street, twenty children and the experience of a changing town: Year 7 explore the story of a London streetNNN: Getting beyond bad source workIssue 152 (September 2013): Pulling it all together Catherine McCrory: How many people does it take to make an Essex man? Year 9 face up to historical differenceRachel Foster and Sarah Gadd: Let's play Supermarket ‘Evidential' Sweep: developing students' awareness of the need to select evidenceMark Fowle and Ben Egelnick: A place for individual enquiry? Why we would miss controlled assessments in historyGeoff Baker: Employment, employability and history: helping students to see the connectionMarina Instone: Moving forwards while looking back: historical consciousness in sixth-form studentsNNN: developing meaningful ways of describing progression in historyIssue 153 (December 2013): The Holocaust and other Genocides Tamsin Leyman and Richard Harris: Connecting the dots: helping Year 9 to debate the purposes of Holocaust and genocide educationDarius Jackson: ‘But I still don't get why the Jews': using cause and change to answer pupils' demand for an overview of antisemitismLeanne Judson: ‘It made my brain hurt, but in a good way': helping Year 9 learn to make and to evaluate explanations for the HolocaustAlison Stephen: Patterns of genocide: can we educate Year 9 in genocide prevention?Elisabeth Kelleway, Thomas Spillane and Terry Haydn: ‘Never again'? Helping Year 9 think about what happened after the Holocaust and learning lessons from genocidesMark Gudgel: A short twenty years: meeting the challenges facing teachers who bring Rwanda into the classroomJames Woodcock: History, music and law: commemorative cross-curricularity Andrew Preston : An authentic voice: perspectives on the value of listening to survivors of genocideNNN: What makes a good enquiry question?Issue 154 (March 2014): A Sense of HistoryDan Smith: Period, place and mental space: using historical scholarship to develop Year 7 pupils' sense of periodKatharine Burn: Making sense of the eighteenth centuryPaula Worth: Combating a Cook-centric past through co-curricular learning: Year 9 dig out maps and rulers to challenge generalisations about the Age of DiscoveryAbdul Mohamud and Robin Whitburn: Unpacking the suitcase and finding history: doing justice to the teaching of diverse histories in the classroomClaire Holliss: Waking up to complexity: using Christopher Clark's The Sleepwalkers to challenge over-determined causal explanationsNNN: Using historical scholarship in the classroomIssue 155 (June 2014): Teaching About the First World WarRachel Foster: A world turned molten: helping Year 9 to explore the cultural legacies of the First World WarMary Brown and Carolyn Massey: Teaching ‘the lesson of satire': using?The Wipers Times?to build an enquiry on the First World WarCatriona Pennell: On the frontlines of teaching the history of the First World WarJerome Freeman: Remembering the First World War: Using a battlefield tour of the Western Front to help pupils take a more critical approach to what they encounterJon Grant and Dan Townsend: Writing Letchworth's war: developing a sense of the local within historical fiction through primary sourcesNNN: Similarity and DifferenceIssue 156 (September 2014): ChronologyPaula Worth: ‘English king Frederick I won at Arsuf, then took Acre, then they all went home’: exploring the challenges involved in reading and writing historical narrativeJohn Watts and David Gimson: Taking new historical research into the classroom: getting medieval (and global) at Key Stage 3Michael Fordham: But why then?’ Chronological context and historical interpretationsDavid Waters: Host of histories: helping Year 9s explore multiple narratives through the history of a houseMichael Crumplin, Carol Divall and Tom Wheeley: Defying the Iron Duke: assessing the Battle of Waterloo in the classroomNNN: Analysing Interpretations Issue 157 (December 2014): AssessmentGeraint Brown and Sally Burnham: Assessment after levelsKate Hammond: The knowledge that ‘flavours' a claim: towards building and assessing historical knowledge on three scalesAlex Ford: Setting us free? Building meaningful models of progression for a ‘post-levels' worldLee Donaghy: Using regular, low-stakes tests to secure pupils' contextual knowledge in Year 10Elizabeth Carr and Christine Counsell: Using time-lines in assessmentNNN: Teaching Overview Issue 158 (March 2015): A Grounding in HistoryAndrew Stacey-Chapman: From a compartmentalised to a complicated past: developing transferable knowledge at A-levelDominik Palek: 'What exactly is parliament?' Finding the place of substantive knowledge in historyAnna Fielding: Transforming Year 11's conceptual understanding of changeKate Hawkey: Moving forward, looking back - historical perspective, ‘Big History' and the return of the?longue durée: time to develop our scale hopping musclesTim Huijgen and Paul Holthuis: 'Why am I accused of being a heretic?' A pedagogical framework for stimulating historical contextualisationPoly: NapoleonIssue 159 (June 2015): Underneath the essayRachel Foster: Pipes's punctuation and making complex historical claims: how the direct teaching of punctuation can improve students' historical thinking and written argumentMark King: The role of secure knowledge in enabling Year 7 to write essays on Magna CartaSarah Black: Engaging Year 9 students in party politics: exploring the changing nature of political campaigning in Victorian BritainTze Kwang Teo: What made your essay successful? I ‘T.A.C.K.L.E.D' the essay question!Simon Orth, Daniel Lacey and Neil Smith: Hark the herald tables sing! Achieving higher-order thinking with a chorus of sixth-form pupilsNNN:?3 decades of essay writingPoly: Magna CartaIssue 160 (September 2015): Evidential RigourJane Card: The power of context: the portrait of Dido Elizabeth Belle Lindsay and Lady Elizabeth MurrayRachel Foster and Kath Goudie: ‘Miss, did this really happen here?' Exploring big overviews through local depthAlison Kitson and Sarah Thompson: Teaching the very recent past: Miriam's Vision' and the London bombingsIan Phillips: Crime in Liverpool and First World War soldiers from Hull: Using databases to explore the real depth in the dataKirstie Murray: How do you construct an historical claim? Examining how Year 12 coped with challenging historiographyNNN: Progression in Evidential UnderstandingPoly: The Birth of a Nation (film interpretation of American civil war)Issue 161 (December 2015): Getting the balance rightLucy Moonen: ‘Come on guys, what are we really trying to say here?’ Using Google Docs to develop Year 9 pupils’ essay-writing skillsAlex Alcoe: Post hoc ergo propter hoc? Using causation diagrams to empower sixth-form students in their historical thinking about cause and effect Jaya Carrier: Taking the plunge: developing independent learning with Year 7 Catherine McCrory: The knowledge illusion: who is doing what thinking? - Kate Hawkey, Sally Thorne, Philip Akinstall, Matthew Bryant, David Rawlings, Richard Kennett and Adele Fletcher: Adventures in assessmentNNN: Teaching Substantive ConceptsIssue 162: (March 2016): Scales of Planning Harry Fletcher-Wood: From the history of maths to the history of greatness: towards worthwhile cross-curricular study through the refinement of a scheme of work - Harry Fletcher-WoodJames Edward Carroll: The whole point of the thing: how nominalisation might develop students’ written causal argumentsKate Hawkey, Jon James and Celia Tidmarsh: Greening the curriculum? History joins ‘the usual suspects’ in teaching climate changeDan Smith: How one period casts shadows on another: exploring Year 8 encounters with multiple interpretations of the First World WarNNN: Planning and teaching the thematic study in the new GCSEIssue 163 (June 2016): Get Excited and Carry On James Edward Carroll: Grammar. Nazis. Does the grammatical ‘release the conceptual’?Rachel Foster and Kath Goudie: Shaping the debate: why historians matter more than ever at GCSEGeraint Brown, Ruth Brown, Corinne Goullée and Matt Stanford: Look homeward angel now, and melt with Ruth: the role of a subject-specific teaching assistant in promoting rigorous historical scholarship and reflective classroom practiceClaire Simmonds: History as a foreign language: can we teach Year 11 pupils to write with flair?Katharine Burn and Richard Harris: Why do you keep asking the same questions? Tracking the health of history in England’s secondary schoolsNNN: Historical significanceIssue 164 (September 2016): Feedback Paula Worth: ‘My initial concern is to get a hearing’: exploring what makes an effective history essay introductionNick Dennis: Cognitive psychology and low-stakes testing without guaranteesCarolyn Massey: Asking Year 12, ‘What Would Figes Do?’ Using an academic historian as the gold standard for feedbackIan Luff: Cutting the Gordian Knot: taking control of assessmentRachel Arscott and Tom Hinks: Coaxing and persuading: making rigorous history teaching a departmental realityNNN: Constructing NarrativeIssue 165 (December 2016): Conceptualising BreadthBridget Lockyer and Abigail Tazzyman: ‘Victims of History’: challenging students’ perceptions of women in history Chris Eldridge: ‘It’s like Lord of the Rings, Sir. But real!’: Teaching, learning and sharing medieval history for all Lucy Helmsley: Nurturing aspirations for Oxbridge: an exploration of the impact of university preparation classes on sixth-form historiansNick Dennis: Beyond tokenism: teaching a diverse history in the post-14 curriculumDiane Excell: ‘Connecting Classrooms’: bringing together Bradford and Peshawar, primary and secondary schools, history and EnglishNNN: Access for students who need more supportTeaching History 166 (March 2017): The Moral Maze Jess Landy: Putting Catlin in his place? Helping Year 9 to problematise narratives of the American WestClaire McKay: Active remembrance: the value and importance of making remembrance relevant and personalBjorn Wansink, Itzel Zuiker, Theo Wubbels, Maurits Kamman and Sanne Akkerman: ‘If you had told me before that these students were Russians, I would not have believed it’: an international project about the (New) ‘Cold War’Michael Fordham: Thinking makes it so: cognitive psychology and history teachingTony McConnell: Of the many significant things that have ever happened, what should we teach? Magna Carta as a focus for learning about powerNNN: Controversial IssuesTeaching History 167 (June 2017): Complicating Narratives James Edward Carroll: ‘I feel if I say this in my essay it’s not going to be as strong’: multi-voicedness, ‘oral rehearsal’ and Year 13 students’ written argumentsHannah Sibona: Why are you wearing a watch? Complicating the narrative of economic and social progress in Britain with Year 9Warren Valentine: From road map to thought map: helping students theorise the nature of changeRosalind Stirzaker: Inverting the telescope: investigating sources from a different perspectiveNNN: Substantive knowledgeTeaching History 168 (September 2017): Re-examining History EditionMatt Stanford: Designing end-of-year exams: trials and tribulations Richard Kerridge: Learning without limits: how not to leave some learners with a thin gruel of a curriculum James Edward Carroll: From ‘double vision’ to panorama: using history of memory to bridge ‘event space’ when exploring interpretations of Nazi popularity with year 13 Anna Dickson: Managing the scope of study: is it as easy as key stage 3?Anna Aiken: An accessible, structured approach for building the intuitive habit of evidential thinking before the examination years Steve Illingworth and Emma Manners: Using sites for insights: how historical locations can help teachers and students with the new History GCSE NNN: Local history Teaching History 169 (December 2017): A Time and A Place EditionMichael Harcourt: From temple to forum: teaching final-year history students to become critical museum visitors Michael Bird and Matt Jones: Looking through the keyhole at Birkenhead from 1900 to 1950 with Year 7: negotiating meanings and bacon bonesEdward Fitzgerald: Defying the ‘constrictive grip of typologies’: the role of detailed character cards in teaching similarity and differenceAdam Burns: Hosting teacher development at historical sites: the benefits for classroom teaching Verity Morgan: Can we teach the environmental history of the Holocaust? – Verity MorganMichael Mcintyre and Vanessa Hull - Attempting to reach the heart of the matter: how the unique learning journey of Facing History and Ourselves helps students to explore and learn from the horrors of the pastNNN: A sense of placeTeaching History 170 (March 2018): Historians EditionKerry Apps: Myths and Monty Python: using the witch-hunts to introduce students to significancePaula Worth: ‘This extract is no good, Miss!’ Helping post-16 students to make judgements about a historian’s construction of an argumentCatherine Priggs and Eliza West: Making a place for fieldwork in history lessons.Suzanne Powell: Anything but brief: Year 8 students encounter the longue durée Carolyn Massey and Paul Wiggin: Reading? What reading?Katharine Burn and Jason Todd: Right up my street: the knowledge needed to plan a local history enquiryPolychronicon: The Becket DisputeNNN: Building students’ historical argumentTeaching History 171 (June 2018): Knowledge EditionAlex Ford and Richard Kennett: Conducting the orchestra to allow our students to hear the Symphony: getting richness of knowledge without resorting to fact overload Matthew Springett: Preparatory reading for A Level Danielle Donaldson: ‘Through the looking glass’: exploring how pupils’ substantive knowledge informs the language and analysis of change and continuity Jonathan Sellin: Trampolines and springboards: exploring the fragility of ‘source and own knowledge’ with year 10 Barbara Ormond: Seeing beyond the frame: practical strategies for connecting visual clues and contextual knowledge Alexander Bridges: The particular and the general: defining security in year 8’s use of substantive concepts Polychronicon: Policing in Nazi Germany – Claire M. Hubbard-HallNNN: Planning and Teaching Medieval History Teaching History 172 (Sept 2018): Cause and Consequence EditionEd Durbin: Using a patchwork quilt analogy at KS3 to support analytical thinking at GCSEJames Edward Carroll: Couching counterfactuals in knowledge when explaining the Salem witch trials with Y13Tim Huijgen and Paul Holthuis: Using a three-stage framework to promote historical contextualisationMolly-Ann Navey: What do we want students to do with consequences in history?Hugh Richards: Are we teaching history the wrong way around? Rachel Cook: Developing a progression model for KS3Polychronicon: health, illness and medicine in the Middle AgesNNN: curriculum planningTeaching History 173 (Dec 2018): Opening Doors EditionSophia Nzeribe Nascimento: Identity in history - why it matters and must be addressed! Helen Snelson and Ruth Lingard: Bringing the past of people with disabilities into the history classroom Chloe Bateman: Creating the conditions that make students want knowledge Heather Fearn: Towards identifying when and how background knowledge is used in subsequent learning Paula Worth: Shaping lesson conclusions as an iterative process in improving historical enquiries Polychronicon: From American Indians to Native Americans – Brett J. Duffek NNN: How can I include more BME history in the curriculum? An Index of New Novice or Nervous from Teaching History 1492012Getting Pupils to Argue About Causes1502013Change Over Time1512013Getting Beyond Bad "Source Work"1522013Describing Progression1532013Good Enquiry Questions1542014Historical Scholarship in the Classroom1552014Similarity and Difference1562014Analysing Interpretations1572014Teaching Overview1582015N/A1592015Essay Writing1602015Evidential Understanding1612015Teaching Substantive Concepts1622016Thematic Study in New GCSE1632016Analysis of Histgorical Significance1642016Constructing Narrative1652016Students who need more support1662017Controversial Issues1672017Confidence with Substantive Knowledge1682017Local History1692017Developing a sense of place1702018Building Students' Historical Argument1712018Mediaeval History1722018Curriculum Planning1732018Including more BME History in the CurriculumAn Index of Move Me On Problems from Teaching History NoIssueTraineeProblem92Explanation and argumentMelville MilesProblems with causation93History and ICTMillie MarvelNot making progress in use of ICT94Raising the standardWilliam CuffayStruggling to find questioning style to develop pupils’ thinking95Learning to thinkMary NightingaleBecoming frustrated with A level96History and citizenshipJohn BallLanguage register97Visual historyMaggie PastonEvaluating own lessons98Defining progressionBill PennMarking and assessment99Curriculum planningSophie SchollJust about everything100Thinking and feelingHugh HorseaDeciding on lesson objectives101History and ICTLizzie LyonsLiteracy a burden102Inspiration & motivationTonyProgression in historical understanding103Puzzling historyJosieDepartment’s approach to sources is not improving pupils’ understanding of evidence104Teaching the HolocaustBill NormanLesson goals105Talking HistoryCharles MarksHistorical interpretations106Citizens and communitiesMatilda AngevinTeaching AS107Little stories, big picturesBrianDoesn’t see point of teaching to those who find history difficult108Performing historyIndiraReconciling sources and stories109Examining HistoryMariePressured into using styles she is uncomfortable with110Communicating HistoryWinstonConfused by KS 3 strategy111Reading HistoryFrances BussDifferentiation112EmpireTom McCauleyHas problems with his subject knowledge113Creating ProgressRonnie WedgewoodGetting pupils to really care about what happened in the past114Making History personalLouisTeaching history of medicine115Assessment without levelsVera WedgwoodClass already know all about World War 1116PlaceHenry PlantHaving problems with his mentor117Dealing with DistanceMaryPutting her ideas into practice118Rethinking differentiationEddie CoburgCan’t find connection between fun and serious learning119LanguageBeth EckfordEAL120Diversity & DivisionsTom PayneCitizenship121TransitionArnie PetersTeaching outside subject area122Rethinking HistoryMaria MonteCatering for different learning styles (as answer to differentiation)123Constructing historySeb CabotTeaching KS3 only once a week – how to build effective relationships and worthwhile enquiries124Teaching the Most AbleLucy HutchinsonTeaching Local history125SignificanceSteve CloyeLack of conceptual clarity – i.e. lacks subject knowledge (disciplinary understanding)126Outside the classroomVal MessalinaSetting worthwhile homework127Sense and SensitivityNat TurnerUsing PowerPoint as anything more than glorified chalk and talk128Beyond the ExamMeg DawsonKeen to find ways of recognising and recording students' progress and achievements without resorting to 'levels'129Disciplined MindsAjmal KahnFeels out of his depth teaching controversial issues130Active History/Lively history/History is FunDot BradfordWould love to generate much more productive small group talk and worthwhile class discussion but can’t work out how to manage it.131Humanising historyRichard BaxterRichard’s mentor is struggling to know how to help him learn to plan independently132Historians in the classroomPhyllis WheatleyAlready the best teacher in the department133Historians in the ClassroomMargaret CooperAlienating students134Local voicesTom ClarksonGetting enough A level experience135To they or not to theyCathy MompessonNot sure where to draw boundaries when handling sensitive issues136Big picture/frameworksErnest BriggsStruggling to teach elite politics/international relations (believing history should be about ordinary people)137Marking TimeEllen WilkinsonRegards her PGCE assignments as an unhelpful distraction from the real business of learning to teach138Enriching HistoryAmir TimurUncertain about his Year 7 teaching in a competency based curriculum139Analysing HistoryDebbie SamsonDifficult to teach about change and continuity in meaningful ways140Creative ThinkingRafe SadlerWorried about getting students to generate their own enquiry questions141HolocaustMarion HartogWondering how to approach teaching the Holocaust, especially with her ‘difficult’ Year 9.142Experiencing historyRob CollingwoodKeeps just making assumptions about his students' thinking143Constructing ClaimsEmily HobhouseTries to tackle everything at once144History for AllRoger WendoverHas come to define GCSE teaching in terms of a diet of practice exam questions.145NarrativeClaudia JonesIs very uncomfortable with any kind of sustained story-telling. 146Teacher knowledgeJim BoswellIs constantly anxious about whether he knows enough to be able to start planning147Curriculum architectureEmma NormanFinds the analogies that she’s using to make historical ideas meaningful end up distracting or confusing the students 148Chattering classesMatt BoultonIs using Bloom’s taxonomy in very mechanistic ways to plan lesson objectives and think about progression in history.149In search of the questionHelen TroyIs uncertain how to provide appropriate support for certain students without restricting what they can achieve.(Includes achieving it for them!).150Enduring principlesSimon MontfortIs given very little freedom to learn how to plan.151ContinuityNancy AstorSeems to have reached a plateau in her development as a history teacher152Heading somewhere/eyes on the prizeMartin KingIs worried about how to teach meaningful overviews 153GenocideSusie CookIs struggling to sustain an emphasis on developing historical knowledge and understanding in teaching about genocides154Different StoriesJoe PriestleyIs having problems providing sufficient challenge for the higher attainers within his mixed ability groups.155First World WarHelena SwannickTends to treat differences between historical interpretations simply as matters of opinion156ChronologyFred NorthTreats ‘Assessment for Learning’ as a though it is a bolt-on extra unconnected to his learning objectives157AssessmentRose Valognes(Character in John Hatcher’s Intimate History of Black Death)Feels she hasn’t got enough ways of getting knowledge across to the students before they can do something with it.158Historical groundingArthur WellesleyIs struggling to model tasks effectively for students159Writing/structuringHannah MitchellWould like to wean students off the use of writing frames.160Evidential rigourPhillip Nevers(Agincourt)Is so interested in the history that he’s teaching that he gets caught up in interesting digressions or overwhelms the students with complexity.161Getting the balance right(Support v. independence)Caroline HerschelDoesn't really notice and respond effectively to what the lesson she has just taught reveals about students' knowledge and understanding 162Scales of planningJames ConnollyIs finding it difficult to judge how much or what kind of reading he should expect of his studentsEmail from class teacher to mentorTrainee's reflections from his second placement looking back to his first.Mentor response to trainee planning ideas163Get excited and carry onJane WhorwoodConcern to encourage students to think for themselves is leading to some very ahistorical thinkingEmail from head of history to mentorLesson observation feedback written by mentor164FeedbackSam Holberry(Chartist)Is getting very confused about the concept of similarity and differenceTrainee's planning notes following earlier discussion with Head of historyEmail from head of history to mentorTrainee's post on discussion forum165Conceptualising breadth Jennet Preston (Pendle witch)In her concern to capture students’ interest tends to present people in the past as weird and wonderful aliens (entirely divorced from the present)Extract from lesson plan.Email from class teacher to mentor and mentor's reply.166Moral MazeBob Williams(Civil rights activist US)Is struggling to get the pitch right in teaching topics at GCSE that the school previously taught to Year 7Extract from class teacher’s lesson observation notesEmail from trainee to mentorMentor’s email to subject tutor167Big StoryEleanor Franks(i.e. Eleanor of Aquitaine, Queen Consort of the Franks)Doesn’t really understand her students’ frames of reference and the difficulties that many of them have in making sense of the particular historical phenomena she is teaching them aboutExtract from mentor's observation notesEmail from regular class teacher to mentorExtract from trainee's weekly reflection168ExamsRobert NivelleIs worried that he is not gaining enough experience of planning and teaching exam classesExtract from end of placement reportEmail from trainee to history subject tutorEmail from new mentor to history subject tutor169A Place and a TimeUsha MehtaIs struggling with the planning of a local history enquiry Extract from Usha's profile (end of placement 1)Notes on the new enquiry from the head of department for Usha and her mentorEmail from Usha to the history subject tutor170HistoriansOwen RoweIs struggling to adapt to new ways of working in his second placement school. 171Lesson plansEllen McArthuris faced with conflictingexpectations about the extent to which historytrainees should be encouraged – or even allowed– to make use of existing lesson plans. 172Subject knowledgeJack Francisthinks he can simply rely on thetextbook for his own subject knowledgedevelopment 173GCSE thematicJohanna Ferrourfinding it very difficult toteach the GCSE thematic study ................
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