Tried and tested over ten years, Think Through History is the best enquiry-based course for pupils at KS3. In Meetings of Minds, a combination of familiar and new topics gives teachers both a solid foundation to start from and the opportunity to explore new and exciting topics. Tried and tested enquiry-based approach guarantees teachers the same benefits they get from the rest of the Think Through History series: powerful engaging narrative and development of real historical skills. Reviewed by specialists in Islamic history to give teachers confidence they are teaching balanced yet rigorous history.

Invokes curiosity and wonder to engage all pupils through arresting source material, thought-provoking enquiry and clear, vibrant pates. Supports development of thinking skills through progressive steps in each enquiry, which gradually build understanding and support individuals' thinking. Supports development of thinking skills thorough progressive steps in each enquiry, which gradually build understanding and support individuals' thinking. Explicit and meaningful support for assessment for learning; including systematic attention to learning objectives and sharing these with pupils. Encourages and challenges pupils of al abilities through differentiated steps based on key questions of historical significance. 'Extra access' and 'extra challenge' support ideas are provided in the Teacher's Books. Effectively aids the teaching of literacy across the curriculum through a rich range of texts.

Invokes curiosity and wonder to engage all pupils through arresting source material, thought-provoking enquiry and clear, vibrant pates. Supports development of thinking skills through progressive steps in each enquiry, which gradually build understanding and support individuals' thinking. Supports development of thinking skills thorough progressive steps in each enquiry, which gradually build understanding and support individuals' thinking. Explicit and meaningful support for assessment for learning; including systematic attention to learning objectives and sharing these with pupils. Encourages and challenges pupils of al abilities through differentiated steps based on key questions of historical significance. 'Extra access' and 'extra challenge' support ideas are provided in the Teacher's Books. Effectively aids the teaching of literacy across the curriculum through a rich range of texts.

Invokes curiosity and wonder to engage all pupils through arresting source material, thought-provoking enquiry and clear, vibrant pates. Supports development of thinking skills through progressive steps in each enquiry, which gradually build understanding and support individuals' thinking. Supports development of thinking skills thorough progressive steps in each enquiry, which gradually build understanding and support individuals' thinking. Explicit and meaningful support for assessment for learning; including systematic attention to learning objectives and sharing these with pupils. Encourages and challenges pupils of al abilities through differentiated steps based on key questions of historical significance. 'Extra access' and 'extra challenge' support ideas are provided in the Teacher's Books. Effectively aids the teaching of literacy across the curriculum through a rich range of texts.

This is the second book in a series of four, each one tailor-made for one of the first four study units of the new curriculum. A teacher's book accompanies each student's book and offers 60 copymasters with a wide range of activities for all abilities. Clear, lively pages are designed to interest and create excitement about the past, whilst an emphasis on a learning pattern, through careful steps, should lead all students, including low achievers, to a real understanding of history.

MasterClass in History Education draws on international research and practice to present effective and engaging approaches for history teachers who want to explore the ways in which reading, research and reflection can support the development of history teaching and learning in the classroom. At the heart of the book is a series of professional enquiries carried out by experienced history teachers, working in a range of contexts. Each history teacher addresses clear questions arising from their practice and together they illustrate various approaches to data collection, data analysis and argument. These history teachers also show how they drew on diverse scholarship in history and history education, including many publications by other history teachers. In eight further chapters, other experts, ranging from practitioner-scholars to researchers in diverse fields (such as history, history education, teacher education, teacher research and curriculum theory) reflect on the distinctive insights that these teachers offer and explore connections with their own fields. The combination of perspectives and the depth of knowledge of the varied contributors reveal the importance of different kinds of relationship between 'theory' and 'practice'. The links between classroom realities and research and the critical use of different kinds of text will support history teachers in developing their practice and professional voice.

Despite the high profile of ICT in education, finding practical and meaningful ways to integrate ICT into lessons can be a difficult and overwhelming task. This book explores the current use and potential of ICT in the secondary history curriculum, and offers sound theory and practical advice to help secondary history teachers use ICT effectively.
Key areas covered are:
*getting started in ICT and history
*short, medium and long-term planning
*using ICT to develop historical understanding and skills
*data handling in the history classroom
*ICT and maps
*integrating virtual resources with the real world of teaching and learning
With contributions from leading academics and practitioners in history education, this book will be important reading for all secondary history teachers and trainee teachersand will also be of interest to upper primary school teachers.

Despite the high profile of ICT in education, finding practical and meaningful ways to integrate ICT into lessons can be a difficult and overwhelming task. This book explores the current use and potential of ICT in the secondary history curriculum, and offers sound theory and practical advice to help secondary history teachers use ICT effectively.
Key areas covered are:
*getting started in ICT and history
*short, medium and long-term planning
*using ICT to develop historical understanding and skills
*data handling in the history classroom
*ICT and maps
*integrating virtual resources with the real world of teaching and learning
With contributions from leading academics and practitioners in history education, this book will be important reading for all secondary history teachers and trainee teachersand will also be of interest to upper primary school teachers.

MasterClass in History Education draws on international research and practice to present effective and engaging approaches for history teachers who want to explore the ways in which reading, research and reflection can support the development of history teaching and learning in the classroom. At the heart of the book is a series of professional enquiries carried out by experienced history teachers, working in a range of contexts. Each history teacher addresses clear questions arising from their practice and together they illustrate various approaches to data collection, data analysis and argument. These history teachers also show how they drew on diverse scholarship in history and history education, including many publications by other history teachers. In eight further chapters, other experts, ranging from practitioner-scholars to researchers in diverse fields (such as history, history education, teacher education, teacher research and curriculum theory) reflect on the distinctive insights that these teachers offer and explore connections with their own fields. The combination of perspectives and the depth of knowledge of the varied contributors reveal the importance of different kinds of relationship between 'theory' and 'practice'. The links between classroom realities and research and the critical use of different kinds of text will support history teachers in developing their practice and professional voice.

Industrial Britain presents in three main sections a broad view of Britain during the Industrial Age. The first covers industrial change, the birth of the factory, the age of iron, patterns of trade, the slave trade, farming and transport, factory acts, wealth, and images of laborers. The second discusses societal change during the Industrial Age, population growth, changing cities, religion, migration, science and technology, and the role of women. The final section explores power roles: the power of the people, restoration of Parliament, and chartism. An engaging book that involves students in the study of history by raising thought-provoking questions and by providing activities to reinforce the topics studied.