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An Index of Teaching History

Issue 91 (May 1998) – Issue 173 (December 2018)

New Novice or Nervous

Move Me On

Issue 91: (May 1998) Evidence and Interpretation

Tony McAleavy: The use of sources in History 1910-1998: A Critical Perspective. Exposing problems of using sources in “New History”

Margaret Mulholland: The Evidence Sandwich

Joseph O’Neill: Teaching Pupils to Analyse Cartoons

Andrew Wrenn: Shared Stories & A Sense of Place

Jamie Byrom: Working With Sources

Ian Davies & Rob Williams: Interpretations of History

Issue 92: (August 1998): Explanation and Argument

Dale Banham: Getting ready for the Grand Prix: learning how to build a substantiated argument in Year 7

Gary Howells: Being ambitious with the causes of the First World War: interrogating inevitability

Michael Gorman: The ‘structured enquiry’ is not a contradiction in terms: focused teaching for independent learning

Ian Gibson & Susan McLelland: Minimalist cause boxes for maximal learning: one approach to the Civil War in Year 8

Peter Lee: ‘A lot of guess work goes on’ Children’s understanding of historical accounts

Douglas 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 processor

Alaric Dickinson: History using information technology: past, present and future

Dave Martin: The Hopi is different from the Pawnee: using a datafile to explore pattern and diversity

Lez Smart: Maps, ICT and History: A revolution in learning

David Linsell: Subject exemplificat ion of the Initial Teacher Training National Curriculum for ICT: how the history examples were developed

Isobel Jenkins & Mike Turpin: Super history teaching on the Superhighway: the Internet for beginners

Issue 94: (February 1999): Raising the Standard

Mike Murray: Three lessons about a funeral: Second World War cemeteries and twenty years of curriculum change

Liz 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 inspection

Kate Hammond: And Joe arrives...: stretching the very able pupil in the mixed ability classroom

Paul Jack & Emma Fearnhamm: Ants and the Tet Offensive: teaching Year 11 to tell the difference

Issue 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 skills

Gill Minikin: Pride and delight: motivating pupils through poetic writing about the First World War

Suanne Gibson: The History Teacher’s Guide to the Internet.

Issue 96: (September 1999): Citizenship and Identity

Andrew Wrenn: Build it in, don’t bolt it on: history’s opportunity to support critical citizenship

Lindsey Rayner: Weighing a century with a website: teaching Year 9 to be critical

Sean Lang: Democracy is not boring

Josh Brooman: Doomed Youth: Using theatre to support teaching about the First World War

Paul 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 History

Claire 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 Progression

Jenny Parsons: The Evacuee Letter Exchange Project: using audience centred writing to improve progression from Key Stage 2

Sue 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 Planning

Heather Richardson: The QCA history scheme of work for Key Stage 3

Michael Riley: Into the Key Stage 3 history garden: choosing and planting your enquiry questions

Christine 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 change

Jamie Byrom: Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learning

Dave Atkin: How can I improve my use of ICT? Put history first!

Heidi LeCocq: Beyond bias: making source evaluation meaningful to year 7

Issue 100 (August 2000): Thinking and Feeling

Ian Luff: ‘I’ve been in the Reichstag’: rethinking roleplay

Steve Illingworth: Hearts, minds and souls: Exploring values through history

Gary Howells: Gladstone spiritual or Gladstone material? a rationale for using documents at AS and A2.

Thelma Wiltshire: Telling and suggesting in the Conwy Valley

David Sheppard: Confronting otherness: developing scrutiny and inference skills through drawing

Lucy Russell: Do smile before Christmas: the NQT year

Issue 101 (November 2000): History and ICT

Diana Laffin: A poodle with bite: using ICT to make AS Level more rigorous

Alf Wilkinson: Computers don’t bite! Your first tentative steps in using ICT in the history classroom

Jack Pitt: Computing on a shoestring: extending pupils’ historical vision with limited resources

Jayne Prior and Peter D. John: From anecdote to argument: using the word processor to connect knowledge and opinion through revelatory writing

Reuben Moore: Using the Internet to teach about interpretations in Years 9 and 12

Robert Alfano: Databases, spreadsheets and historical enquiry at Key Stage 3

Issue 102 (March 2001): Inspiration and Motivation

Phil Smith: Why Gerry now likes evidential work.

Richard Cunningham:Teaching pupils how history works

Heather De Silva, Jenny Smith and Jason Tranter: Finding voices in the past: exploring identity through the biography of a house

Suzie Bunyan and Anna Marshall: ‘Let’s see what’s under the blue square...’: getting pupils to track their own thinking

Rosie Turner-Bisset: Learning to love history: preparation of non-specialist primary teachers to teach history

Issue 103 (Ju ne 2001): Puzzling History

Tony Hier: How Michael moved us on: transforming Key Stage 3 through peer review

Richard Harris: Why essay-writing remains central to learning history at AS Level

Rachael Rudham: The new history ‘AS-Level’: principles for planning a scheme of work

David L. Ghere: ‘You are members of a United Nations Commission…’ Recent world crises simulations

Geoff Lyon: Reflecting on rights: teaching pupils about pre-1832 British politics using a realistic role-play

Robert Guyver: Working with Boudicca texts – contemporary, juvenile and scholarly

Chris Husbands: What’s happening in History? Trends in GCSE and ‘A’-level examinations, 1993 – 2000

Issue 104 (September 2001): Teaching the Holocaust

Nicolas Kinloch: Parallel catastrophes? Uniqueness, redemption and the Shoah

Kate Hammond: From horror to history: teaching pupils to reflect on significance

Richelle Budd Caplan: Teaching the Holocaust: the experience of Yad Vashem

Paula Mountford: Working as a team to teach the Holocaust well: a language-centred approach

Paul Salmons: Moral dilemmas: history teaching and the Holocaust

Alison Kitson: Challenging stereotypes and avoiding the superficial: a suggested approach to teaching the Holocaust

Paul 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 History

Ian Luff: Beyond ‘I speak, you listen, boy!’ Exploring diversity of attitudes and experiences through speaking and listening

Robert Phillips:Making history curious: Using Initial Stimulus Material (ISM) to promote enquiry, thinking and literacy

Vaughan Clark: Illuminating the shadow: making progress happen in causal thinking through speaking and listening

Rachael Rudham: A noisy classroom is a thinking classroom: speaking and listening in Year 7 history

Ian Davies: Beyond the classroom: developing student teachers’ work with museums and historic sites.

Issue 106 (March 2002): Citizens and Communities

Alan 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 perspective

Gary Howells: Ranking and classifying: teaching political concepts to post-16 students

Ian 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 History

Dave 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 level

Ian Dawson & Dale Banham: Thinking from the inside: je suis le roi

Phil 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 history

Rosalind Stirzaker: Drop the dead dictator: a Year 9 newsroom simulation

Josh Brooman & Chris Culpin: School History Scene: the unique contribution of theatre to history teaching

Issue 109 (December 2002): Examining History.

Chris Culpin: Why we must change history GCSE

Richard Harris and Alison Kitson: Basket weaving in Advanced level history…. How to plan and teach the 100 year study

Barbara Hibbert: ‘It’s a lot harder than politics’… students’ experience of history at Advanced Level

Kate Hammond: Getting Year 10 to understand the value of precise factual knowledge

Dale Banham with Chris Culpin: Ensuring progression continues into GCSE: let’s not do for our pupils with our plan of attack

Mike Tillbrook: Content restricted and maturation retarded? Problems with the post-16 history curriculum.

Issue 110 (March 2003): Communicating History

Seán Lang: Narrative: the under-rated skill

Maria Bakalis: Direct teaching of paragraph cohesion

Jannet van Drie and Carla van Boxtel: Developing conceptual understanding through talk and mapping

Maggie Wilson and Heather Scott: ‘You be Britain and I’ll be Germany…’ Inter-school e-mailing in Year 9

Dan Collins: Promote the past, celebrate the present: putting your history department in the news

John Dixon: The hidden crisis in GCSE History

Issue 111 (June 2003): Reading History

Mary Woolley: ‘Really weird and freaky’: using a Thomas Hardy short story as a source of evidence in the Year 8 classroom

Edna 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 Reich

Simon Butler: ‘What’s that stuff you’re listening to Sir?’ Rock and pop music as a rich source for historical enquiry

David Waters: A most horrid malicious bloody flame: using Samuel Pepys to improve Year 8 boys’ historical writing

Arthur Chapman: Conceptual awareness through categorising: using ICT to get Year 13 reading.

Issue 112 (September 2003): Empire

Jamie Byrom and Michael Riley: Professional wrestling in the history department: a case study in planning the teaching of the British Empire at Key Stage 3

Anna Hamilton and Tony McConnell: Using this map and all your own knowledge, become Bismarck

Ben Walsh: A complex empire: National Archives Learning Curve takes on the British Empire

Jacques Haenen, Hubert Schrijnemakers & Job Stufkens: Transforming Year 7’s understanding of the concept of imperialism: a case study on the Roman Empire

Trevor Fisher: History’s future: facing the challenge

Arthur Chapman: Camels, diamonds and counterfactuals: a model for teaching causal reasoning

Nicolas Kinloch: Confounding expectation at Key Stage 3: flower-songs from an indigenous empire

Helena Stride: ‘Britain was our home’: Helping Years 9, 10 and 11 to understand the black experience of the Second World War

Issue 113 (December 2003): Creating Progress

Dale Banham and Russell Hall: JFK: the medium, the message and the myth

Ian Luff: Stretching the strait jacket of assessment: use of role play and practical demonstration to enrich pupils’ experience of history at GCSE and beyond

Peter Lee and Denis Shemilt: A scaffold, not a cage: progression and progression models in history

Denise Thompson and Nathan Cole: Keeping the kids on message… one school’s attempt at helping sixth form students to engage in historical debate using ICT

Issue 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 illusions

Alan 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 attitudes

Christine Counsell: Looking through a Josephine-Butler-shaped window: focusing pupils’ thinking on historical significance

Yvonne 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 Levels

Sally Burnham and Geraint Brown: Assessment without Level Descriptions

Simon Harrison: Rigorous, meaningful and robust: practical ways forward for assessment

Mark Cottingham: Dr Black Box or How I learned to stop worrying and love assessment

John Myers: Tripping over the levels: experiences from Ontario

Karl Cain and Christina Neal: Opportunities, challenges and questions: continual assessment in Year 9

Andrew 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): Place

Liz Taylor: Sense, relationship and power: uncommon views of place

Tim 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 see

Evelyn 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 GCSE

David Lambert: Geography in the Holocaust: citizenship denied

Paul SuttonThe wrong beach? Interpretation, location and film

Arthur Chapman and Jane FaceyPlacing history: territory, story, identity – and historical consciousness

Issue 117 (December 2004): Dealing with Distance

Jane Card: Seeing double: how one period visualises another

Peter 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 accounts

Ian Dawson: Time for chronology? Ideas for developing chronological understanding

Maria 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 history

Issue 118 (March 2005): Re-thinking Differentiation

Richard 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 practice

Steve Garnett: Circles, anchors and finger puppets: how visual learning in ‘A’ Level history can improve memory and conceptual understanding

Neal Watkin and Johannes Ahrenfelt : Mixing a G&T cocktail: teaching about heritage through a cross-curricular enquiry

David Hellier and Helen Richards: ‘Do we have to read all of this?’ Encouraging students to read for understanding

Issue 119 (June 2005): Language Edition

James Woodcock: Does the linguistic release the conceptual? Helping Year 10 to improve their causal reasoning

Heather 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 8

Phil Benaiges: The Spice of Life? Ensuring variety when teaching about the Treaty of Versailles

Jacques Haenen and Hanneke Tuithof: Year 7 pupils collaboratively design an historical game about a medieval peasants

Issue 120 (September 2005): Diversity and Divisions

Alison Stephen: ’Why can’t they just live together happily, Miss?’ Unravelling the complexities of the Arab-Israeli conflict at GCSE

Alison Kitson and Alan McCully: ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the history classroom

Rupert Gaze: Uncovering the hidden histories: black and Asian people in the two world wars

Chris Culpin: Breaking the 20 year rule: very modern history at GCSE

Diana Laffin and Maggie Wilson: Mussolini’s marriage and a game in the playground: using analogy to help pupils understand the past

Nicolas Kinloch: A need to know: Islamic history and the school curriculum

Jerome Freeman and Jane Weake: Innovation, inspiration and diversification: new approaches to history at Key Stage 3

Martyn Beer: Voices from Rwanda: when seeing is better than hearing

Issue 121 (December 2005): Transitions

Geraint 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 history

Mandy Monaghan and Tony McConnell: English, history and song in Year 9: mixing enquiries for a cross-curricular approach to teaching the most able

Alan Booth: Worlds in collision: university tutor and student perspectives on the transition to degree level history

Gary Howells: Interpretations and history teaching: why Ronald Hutton’s Debates in Stuart History matters

Nathan Cole and Denise Thompson: Less time, more thought: coping with the challenges of the two-year Key Stage 3

Issue 122 (March 2006): Rethinking History

Steven Mastin and Pieter Wallace: Why don’t the Chinese play cricket? Rethinking progression in historical interpretations through the British Empire

Ian 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 3

Dan Lyndon: Integrating black British history into the National Curriculum

Sam Henry: ‘Bruce! You’re history.’ The place of history in the Scottish curriculum

Issue 123 (June 2006): Constructing History

Arthur Chapman:Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13

Chris Edwards: Putting life into history: how pupils can use oral history to become critical historians

Alf Wilkinson: Little Jack Horner and polite revolutionaries: putting the story back into history

Alex Scott:Essay writing for everyone: an investigation into different methods used to teach Year 9 to write an essay

Heather Scott and Mary Woolley: ‘I’ve started…. So I’ll finish’ Top tips on teaching history from the Historical Association’s Bristol Centenary Conference

Issue 124 (September 2006): Teaching the Most Able

Deborah Eyre: Expertise in its development phase: planning for the needs of gifted adolescent historians

Guy Woolnough: ‘Tough on crime, tough on the causes of crime:’ using external support, local history and a group project

Alf Wilkinson: Subject-specific Continuing Professional Development

Rachel Ward: Duffy’s devices: teaching Year 13 to read and write

Arthur Chapman and James Woodcock: Mussolini’s missing marbles: simulating history at GCSE

Dan Moorhouse: When computers don’t give you a headache: the most able lead a debate on medicine through time

Ellie Chrispin: A team-taught conspiracy: Year 8 are caught up in a genuine historical debate

Issue 125 (December 2006): Significance

Lis Cercadillo: ‘Maybe they haven’t decided yet what is right:’ English and Spanish perspectives on teaching historical significance

Maria 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 significance

Matthew Bradshaw: Creating controversy in the classroom: making progress with historical significance

Richard Harris and Amanda Rea: Making history meaningful: helping pupils see why history matters

Issue 126 (March 2007): Outside the Classroom

Helen Snelson: I understood before, but not like this:’ maximising historical learning by letting pupils take control of trips

Ian 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 3

Hannah Moloney and Paula Kitching: A search beyond the classroom: using a museum to support the renewal of a scheme of work

Amy Wilson and George Hollis: How do we get better at going on trips? Planning for progression outside the classroom

Dave Martin, Caroline Coffin and Sarah: What’s your claim? Developing pupils’ historical argument skills using asynchronous text based computer conferencing

Issue 127 (June 2007): Sense and Sensitivity

Andrew Wrenn and Tim Lomas: Music, blood and terror: making emotive and controversial history matter

Keith Barton and Alan McCully: Teaching controversial issues… where controversial issues really matter

Jamie Byrom and Michael Riley: Identity-shakers:cultural encounters and the development of pupils’ multiple identities

Kay Traille: ‘You should be proud about your history. They made me feel ashamed:’ teaching history hurts

Jonathan 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 Exam

Kate Hammond: Teaching Year 9 about historical theories and methods

Sally Burnham: Getting Year 7 to set their own questions about the Islamic Empire, 600-1600

Jennifer Evans and Gemma Pate: Does scaffolding make them fall? Reflecting on strategies for developing causal argument in Years 8 and 11

Gary Howells: Life by sources A to F: really using sources to teach AS history

Evelyn Sweerts: Vive la France! A comparison of French and British history teaching, with practical suggestions from across La Manche

Geoff Lyon: Is it time to forget Remembrance?

David Waters: Carr, Evans, Oakeshott – and Rudge: the benefits of AEA history

David Nicholls: Building a better past: plans to reform the curriculum

Issue 129 (December 2007): Disciplined Minds

Sam Wineburg: Unnatural and essential: the nature of historical thinking

Peter Lee and Denis Shemilt: New alchemy or fatal attraction? History and citizenship

Liz Dawes Duraisingh and Veronica Boix Mansilla: Interdisciplinary forays within the history classroom: how the visual arts can enhance (or hinder) historicalunderstanding

Michael Fordham: Slaying dragons and sorcerers in Year 12: in search of historical argument

Rosie Sheldrake and Dale Banham: Seeing a different picture: exploring migration through the lens of history

Issue 130 (June 2008): Picturing History

Matt Stanford: Redrawing the Renaissance: non-verbal assessment in Year 7

Ian Dawson: Thinking across time: planning and teaching the story of power and democracy at Key Stage 3

Caille Sugarman-Banaszak: Stepping into the past: using images to travel through time

Rosalind Stirzaker: Mughal moments made memorable by Movie Maker

Christopher Edwards: The how of history: using old and new textbooks in the classroom to develop disciplinary knowledge

Colly Mudie, Anne Roe and Chris Dougall: Was the workhouse really so bad? An encounter with a cantankerous tramp and a resusable coffin

Issue 131 (July 2008): Assessing Differently

Rachel Foster: Speed cameras, dead ends, drivers and diversions: Year 9 use a ‘road map’ to problematise change and continuity

Katie 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 classroom

Giles Fullard and Kate Dacey: Holistic assessment through speaking and listening: an experiment with causal reasoning and evidential thinking in Year 8

Jacques Haenen and Hanneke Tuithof: Cooperative learning: the place of pupil involvement in a history textbook

Iain Annat and Katherine Bone: Two realms and an empire: history, geography and an investigation into landscape

Joanne 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 Classroom

Laura 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 John

Martin 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 Nixon

Richard Harris and Terry Haydn: Children’s ideas about school history and why they matter

Oliver Knight: A hankering for the blank spaces: enabling the very able to explore the limits of GCSE history.

Issue 133 (March 2009): Simulating History

Ben Walsh: Stories and their sources: the need for historical thinking in an information age

Dan Moorhouse: How to make historical simulations adaptable, engaging and manageable

Diana 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 A2

Rick Rogers: Raising the bar: developing meaningful historical consciousness at Key Stage 3

Dave Martin: What do you think? Using online forums to improve students’ historical knowledge and understanding

Sally Burnham: Making pupils want to explain: using Movie Maker to foster thoroughness and self-monitoring

Dominic Snape and Katy Allen: Challenging not balancing: developing Year 7’s grasp of historical argument through online discussion and a virtual book

Issue 134 (July 2009): Local Voices

Geraint Brown and James Woodcock: Relevant, rigorous and revisited: using local history to make meaning of historical significance

Richard McFahn, Sarah Herrity and Neil Bates: Riots, railways and a Hampshire hill fort: exploiting local history for rigorous evidential enquiry

Richard Harris and Terry Haydn: ‘30% is not bad considering …’ Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry

Michelle Johansen and Martin Spafford: ‘How our area used to be back then’: an oral history project in an east London school

Denise 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 They

Matthew Bradshaw:: Drilling down: how one history department is working towards progression in pupils’ thinking about diversity across Years 7, 8 and 9

Kimberley Anthony: Were industrial towns ‘death-traps’? Year 9 learn to question generalisations and to challenge their preconceptions about the ‘boring’ 19th century

Anne 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 classroom

Ian Dawson: What time does the tune start?: From thinking about ‘sense of period’ to modelling history at Key Stage 3

Issue 136 (December 2009): Shaping the Past

Ben Jarman:When were Jews in medieval England most in danger? Exploring change and continuity with Year 7

Hywel Jones:Shaping macro-analysis from micro-history: developing a reflexive narrative of change in school history

Jonathon Howson: Potential and pitfalls in teaching ‘big pictures’ of the past

Sarah Gadd: Building memory and meaning: supporting Year 8 in shaping their own big narratives

Ed Brooker: Telling tales: developing students’ own thematic and synoptic understandings at Key Stage 3

Penelope J. Corfield: Teaching history’s big pictures: including continuity as well as change

Issue 137 (December 2009): Marking Time

Jerome Freeman and Joanne Philpott: ‘Assessing Pupil Progress’: transforming teacher assessment in Key Stage 3 history

Jannet 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 Netherlands

Peter Seixas: A modest proposal for change in Canadian history education

Barnaby Nemko: Are we creating a generation of ‘historical tourists’? Visual assessment as a means of measuring pupils’ progress in historical interpretation

Peter 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 history

Scott Allsop:‘We didn’t start the fire’: using 1980s popular music to explore historical significance by stealth

Issue 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 Becket

Jonathan 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 9

Ulrich Schnakenberg: Developing multiperspectivity through cartoon analysis: strategies for analysing different views of three watersheds in modern German history

Elisabeth 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 sources

Harry 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 Britain

Gary Hillyard: Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution

Peter Clements: ‘Picture This’ A simple technique through which to teach relatively complex historical concepts

Jannet van Drie and Carla van Boxtel: Chatting about the sixties: using on-line chat discussion to improve historical reasoning in essay-writing

Andy 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 evidence

Issue 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 imagery

Christopher Edwards and Siobhan O'Dowd: The edge of knowing: investigating students' prior understandings of the Holocaust

Peter 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 education

Kay Andrews: Finding a place for the victim: building a rationale for educational visits to Holocaust-related sites

Alice Pettigrew: Limited lessons from the Holocaust? Critically considering the ‘anti-racist' and citizenship potential

Paul Salmons: Universal meaning or historical understanding? The Holocaust in history and history in the curriculum

Issue 142 (March 2011): Experiencing History

Rachel Foster: Passive receivers or constructive readers? Pupils' experiences of an encounter with academic history

Lindsay Cassedy, Catherine Flaherty and Michael Fordham: Seeing the historical world: exploring how students perceive the relationship between historical interpretations

Arthur Chapman: Twist and shout? Developing sixth-form students' thinking about historical interpretation

Marcus Collins: Historiography from below: how undergraduates remember learning history at school

Jonathan 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 exercises

Issue 143 (June 2011): Constructing Claims

Gary Howells: Why was Pitt not a mince pie? Enjoying argument without end: creating confident historical readers at A Level

Jane Card: Seeing the point: using visual sources to understand the arguments for women's suffrage

Mary Partridge: A ‘surprising shock' in the cathedral: getting Year 7 to vocalise responses to the murder of Thomas Becket

Arthur Chapman: Time's arrows? Using a dartboard scaffold to understand historical action

Peter 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 reasoning

Issue 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 students

Dr 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): Narrative

Lynda Abbott and Richard S Grayson:Community engagement in local history: a report on the Hemel at War project

Paul Barrett : ‘My grandfather slammed the door in Winston Churchill's face!' using family history to provoke rigorous enquiry

Robin 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 narratives

Frances Blow: ‘Everything flows and nothing stays': how students make sense of the historical concepts of change, continuity and development

Peter Gray: Bismarck in the Bush: Year 12 write Zambia's history for Zambian students

Issue 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 Ubuntu

Sarah Black: Wrestling with diversity: exploring pupils' difficulties when arguing about a diverse past

Katharine 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 learning

Flora 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' learning

Issue 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 thinking

Robin Whitburn and Sharon Yemoh: ‘My people struggled too': hidden histories and heroism - a school-designed, post-14 course on multi-cultural Britain since 1945

Frances 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 thinking

Joanne 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 schools

Issue 148 (September 2012): Chattering classes

Richard Kerridge and Sacha Cinnamond: Talking with the ‘enemy': firing enthusiasm for history through international conversation and collaboration

Keeley Richards: Avoiding a din at dinner or, teaching students to argue for themselves: Year 13 plan a historians' dinner party

Helen Snelson, Ruth Lingard and Kate Brennan: ‘The best way for students to remember history is to experience it!' Transforming historical understanding through scripted drama

Jane 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 Question

Ed Podesta: Helping Year 7 put some flesh on Roman bones

Diana Laffin: Marr: magpie or marsh harrier? The quest for the common characteristics of the genus ‘historian' with 16- to 19-year-olds

Paula Worth: Competition and counterfactuals without confusion: Year 10 play a game about the fall of the Tsarist empire to improve their causal reasoning

Maria 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 causes

Issue 150 (March 2013): Enduring Principles

Mary Brown: From Muddleton Manor to Clarity Cathedral: improving Year 12's extended writing through an enhanced sense of the reader

John Stanier: ‘Much to learn you still have!' An attempt to make Year 9 Masters of Learning

Hannah McDougall: Wrestling with Stephen and Matilda: planning challenging enquiries to engage Year 7 in medieval anarchy

Rosie 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 time

Issue 151 (June 2013): Continuity

Rachel Foster: The more things change, the more they stay the same: developing students' thinking about change and continuity

Katie Hall and Christine Counsell: Silk purse from a sow's ear? Why knowledge matters and why the draft History NC will not improve it

Mike Murray: Do we need another hero? Year 8 get to grips with the heroic myth of the Defence of Rorke's Drift in 1879

Dan Nuttall: Possible futures: using frameworks of knowledge to help Year 9 connect past, present and future

Helen Murray, Rachel Burney and Andrew Stacey-Chapman: Where's the other ‘c'? Year 9 examine continuity in the treatment of mental health through time

Amy Hughes and Heather De Silva: One street, twenty children and the experience of a changing town: Year 7 explore the story of a London street

NNN: Getting beyond bad source work

Issue 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 difference

Rachel Foster and Sarah Gadd: Let's play Supermarket ‘Evidential' Sweep: developing students' awareness of the need to select evidence

Mark Fowle and Ben Egelnick: A place for individual enquiry? Why we would miss controlled assessments in history

Geoff Baker: Employment, employability and history: helping students to see the connection

Marina Instone: Moving forwards while looking back: historical consciousness in sixth-form students

NNN: developing meaningful ways of describing progression in history

Issue 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 education

Darius Jackson: ‘But I still don't get why the Jews': using cause and change to answer pupils' demand for an overview of antisemitism

Leanne Judson: ‘It made my brain hurt, but in a good way': helping Year 9 learn to make and to evaluate explanations for the Holocaust

Alison 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 genocides

Mark Gudgel: A short twenty years: meeting the challenges facing teachers who bring Rwanda into the classroom

James Woodcock: History, music and law: commemorative cross-curricularity

Andrew Preston : An authentic voice: perspectives on the value of listening to survivors of genocide

NNN: 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 period

Katharine Burn: Making sense of the eighteenth century

Paula Worth: Combating a Cook-centric past through co-curricular learning: Year 9 dig out maps and rulers to challenge generalisations about the Age of Discovery

Abdul Mohamud and Robin Whitburn: Unpacking the suitcase and finding history: doing justice to the teaching of diverse histories in the classroom

Claire Holliss: Waking up to complexity: using Christopher Clark's The Sleepwalkers to challenge over-determined causal explanations

NNN: Using historical scholarship in the classroom

Issue 155 (June 2014): Teaching About the First World War

Rachel Foster: A world turned molten: helping Year 9 to explore the cultural legacies of the First World War

Mary Brown and Carolyn Massey: Teaching ‘the lesson of satire': using The Wipers Times to build an enquiry on the First World War

Catriona Pennell: On the frontlines of teaching the history of the First World War

Jerome 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 encounter

Jon Grant and Dan Townsend: Writing Letchworth's war: developing a sense of the local within historical fiction through primary sources

NNN: Similarity and Difference

Issue 156 (September 2014): Chronology

Paula 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 narrative

John Watts and David Gimson: Taking new historical research into the classroom: getting medieval (and global) at Key Stage 3

Michael Fordham: But why then?’ Chronological context and historical interpretations

David Waters: Host of histories: helping Year 9s explore multiple narratives through the history of a house

Michael Crumplin, Carol Divall and Tom Wheeley: Defying the Iron Duke: assessing the Battle of Waterloo in the classroom

NNN: Analysing Interpretations

Issue 157 (December 2014): Assessment

Geraint Brown and Sally Burnham: Assessment after levels

Kate Hammond: The knowledge that ‘flavours' a claim: towards building and assessing historical knowledge on three scales

Alex Ford: Setting us free? Building meaningful models of progression for a ‘post-levels' world

Lee Donaghy: Using regular, low-stakes tests to secure pupils' contextual knowledge in Year 10

Elizabeth Carr and Christine Counsell: Using time-lines in assessment

NNN: Teaching Overview

Issue 158 (March 2015): A Grounding in History

Andrew Stacey-Chapman: From a compartmentalised to a complicated past: developing transferable knowledge at A-level

Dominik Palek: 'What exactly is parliament?' Finding the place of substantive knowledge in history

Anna Fielding: Transforming Year 11's conceptual understanding of change

Kate Hawkey: Moving forward, looking back - historical perspective, ‘Big History' and the return of the longue durée: time to develop our scale hopping muscles

Tim Huijgen and Paul Holthuis: 'Why am I accused of being a heretic?' A pedagogical framework for stimulating historical contextualisation

Poly: Napoleon

Issue 159 (June 2015): Underneath the essay

Rachel Foster: Pipes's punctuation and making complex historical claims: how the direct teaching of punctuation can improve students' historical thinking and written argument

Mark King: The role of secure knowledge in enabling Year 7 to write essays on Magna Carta

Sarah Black: Engaging Year 9 students in party politics: exploring the changing nature of political campaigning in Victorian Britain

Tze 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 pupils

NNN: 3 decades of essay writing

Poly: Magna Carta

Issue 160 (September 2015): Evidential Rigour

Jane Card: The power of context: the portrait of Dido Elizabeth Belle Lindsay and Lady Elizabeth Murray

Rachel Foster and Kath Goudie: ‘Miss, did this really happen here?' Exploring big overviews through local depth

Alison Kitson and Sarah Thompson: Teaching the very recent past: Miriam's Vision' and the London bombings

Ian Phillips: Crime in Liverpool and First World War soldiers from Hull: Using databases to explore the real depth in the data

Kirstie Murray: How do you construct an historical claim? Examining how Year 12 coped with challenging historiography

NNN: Progression in Evidential Understanding

Poly: The Birth of a Nation (film interpretation of American civil war)

Issue 161 (December 2015): Getting the balance right

Lucy Moonen: ‘Come on guys, what are we really trying to say here?’ Using Google Docs to develop Year 9 pupils’ essay-writing skills

Alex 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 assessment

NNN: Teaching Substantive Concepts

Issue 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-Wood

James Edward Carroll: The whole point of the thing: how nominalisation might develop students’ written causal arguments

Kate Hawkey, Jon James and Celia Tidmarsh: Greening the curriculum? History joins ‘the usual suspects’ in teaching climate change

Dan Smith: How one period casts shadows on another: exploring Year 8 encounters with multiple interpretations of the First World War

NNN: Planning and teaching the thematic study in the new GCSE

Issue 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 GCSE

Geraint 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 practice

Claire 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 schools

NNN: Historical significance

Issue 164 (September 2016): Feedback

Paula Worth: ‘My initial concern is to get a hearing’: exploring what makes an effective history essay introduction

Nick Dennis: Cognitive psychology and low-stakes testing without guarantees

Carolyn Massey: Asking Year 12, ‘What Would Figes Do?’ Using an academic historian as the gold standard for feedback

Ian Luff: Cutting the Gordian Knot: taking control of assessment

Rachel Arscott and Tom Hinks: Coaxing and persuading: making rigorous history teaching a departmental reality

NNN: Constructing Narrative

Issue 165 (December 2016): Conceptualising Breadth

Bridget 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 historians

Nick Dennis: Beyond tokenism: teaching a diverse history in the post-14 curriculum

Diane Excell: ‘Connecting Classrooms’: bringing together Bradford and Peshawar, primary and secondary schools, history and English

NNN: Access for students who need more support

Teaching History 166 (March 2017): The Moral Maze

Jess Landy: Putting Catlin in his place? Helping Year 9 to problematise narratives of the American West

Claire McKay: Active remembrance: the value and importance of making remembrance relevant and personal

Bjorn 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 teaching

Tony McConnell: Of the many significant things that have ever happened, what should we teach? Magna Carta as a focus for learning about power

NNN: Controversial Issues

Teaching 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 arguments

Hannah Sibona: Why are you wearing a watch? Complicating the narrative of economic and social progress in Britain with Year 9

Warren Valentine: From road map to thought map: helping students theorise the nature of change

Rosalind Stirzaker: Inverting the telescope: investigating sources from a different perspective

NNN: Substantive knowledge

Teaching History 168 (September 2017): Re-examining History Edition

Matt 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 Edition

Michael 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 bones

Edward Fitzgerald: Defying the ‘constrictive grip of typologies’: the role of detailed character cards in teaching similarity and difference

Adam Burns: Hosting teacher development at historical sites: the benefits for classroom teaching

Verity Morgan: Can we teach the environmental history of the Holocaust? – Verity Morgan

Michael 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 past

NNN: A sense of place

Teaching History 170 (March 2018): Historians Edition

Kerry Apps: Myths and Monty Python: using the witch-hunts to introduce students to significance

Paula Worth: ‘This extract is no good, Miss!’ Helping post-16 students to make judgements about a historian’s construction of an argument

Catherine 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 enquiry

Polychronicon: The Becket Dispute

NNN: Building students’ historical argument

Teaching History 171 (June 2018): Knowledge Edition

Alex 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-Hall

NNN: Planning and Teaching Medieval History

Teaching History 172 (Sept 2018): Cause and Consequence Edition

Ed Durbin: Using a patchwork quilt analogy at KS3 to support analytical thinking at GCSE

James Edward Carroll: Couching counterfactuals in knowledge when explaining the Salem witch trials with Y13

Tim Huijgen and Paul Holthuis: Using a three-stage framework to promote historical contextualisation

Molly-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 KS3

Polychronicon: health, illness and medicine in the Middle Ages

NNN: curriculum planning

Teaching History 173 (Dec 2018): Opening Doors Edition

Sophia 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?

Teaching History 174 (Mar 2019): Structure Edition

Alex Rodker - Austin’s narrative: an exploratory case study, with Year 8, into what kinds of feedback help students produce better historical narratives of the interwar years

Tom Bennett - What if there is another way? Year 7 use diagrammatic representations of counterfactuals to develop their causal reasoning

Andrew Carey and Jez Rowson - Rethinking rollercoasters: exploring the importance of local visits in developing wider narratives of change and continuity

Eleanor Thomas - 34 Stepping into the abyss: allowing A-level students to choose their own coursework focus

Tim Jenner - Making reading routine: helping Key Stage 3 pupils to become regular readers of historical scholarship

Will Bailey-Watson - ‘To think that these things did actually happen…’: structuring a history curriculum for powerful revelations

Steven Driver - Absence and myopia in A-level coursework: the intellectual revolution against historical neglect begins in the classroom

Polychronicon: Votes for Women – Tara Morton

NNN: Building students' historical talk

Teaching History 175 (Jun 2019): Listening to Diverse Voices Edition

Matthew Stanford - Did the Bretons break? Planning increasingly complex ‘causal models’ at Key Stage 3

Susanna Boyd - From ‘Great Women’ to an inclusive curriculum: how should women’s history be included at Key Stage 3?

Rachel Foster and Kath Goudie - 28 a b c D e? Teaching Year 9 to take on the challenge of structure in narrative

Michael Bird and Tom Wilson - 1069 and all that: the dialogic dimensions of knowing and understanding the Norman legacy in Chester

Liam Mcdonnell - Going way beyond the exam in order to do better in the exam: using an anthology of substantial sources at GCSE

Bjorn Wansink, Jaap Patist, Itzél Zuiker, Geerte Savenije and Paul Janssenswillen - Confronting conflicts: history teachers’ reactions to spontaneous controversial remarks

What’s The Wisdom On... Causation

Polychronicon: Paris 1919 – a century on – David Reynolds

Teaching History 176 (Sept 2019): Widening Vistas Edition

Alex Ford - Visions of America: using historical discourse to find narrative coherence in the GCSE period study

Natalie Kesterton - Plugging the gaps: using narratives and big pictures to address the challenges of a 2-year Key Stage 3 curriculum

Will Bailey-Watson and Richard Kennett - ‘Meanwhile, elsewhere…’: harnessing the power of community to expand students’ historical horizons

Kathryn Elsdon and Hannah Howard - Triumphs Show: Spicing it up: Using material culture as a means to generate an enquiry on the British Empire

Kerry Apps - Widening the early modern world to create a more connected Key Stage 3 curriculum

Jacob Olivey - What did ‘class’ mean to a Chartist? Teaching Year 8 pupils to take seriously the ideas of ordinary people from the past

What’s The Wisdom On... evidences and sources

Polychronicon: Peterloo, 1819–2019 – Robert Poole

Teaching History 177 (Dec 2019): Building Knowledge Edition

David Hibbert and Zaiba Patel - Modelling the discipline: how can Yasmin Khan’s use of evidence enable us to teach a more global World War II?

Kate Hawkey and Helen Snelson - Bridging the gap: supporting early career teachers’ professional development as history teachers

Abdul Mohamud and Robin Whitburn - Anatomy of enquiry: deconstructing an approach to history curriculum planning

Clare Barnes - Historical and interdisciplinary enquiry into the sinking of the Mary Rose: using a site visit to demonstrate how our knowledge of the past is shaped by new evidence and new research techniques

Barbara Trapani - Who can tell us the most about the Silk Road? Historical scholarship, archaeology and evidence in Year 7

What’s The Wisdom On... Interpretations of the past

Polychronicon: The New Deal in American history – Tony Badger