I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
This lesson focuses on the factors which allowed William to win the Battle of Hastings.
The aim of this lesson is for the students to recognise how the factors link together (embedding GCSE skills) and how William could just have easily lost the battle.
The students have to first decide who might have said or did what in the battle before completing a card sort activity with various statements which they order into the different categories.
The learning tasks culminate in writing a narrative account of the events which is differentiated and key skills and prompts advise on how best to answer this.
The plenary checks understanding with a true and false quiz.
The resource is differentiated and gives suggested teaching strategies.
It comes in PowerPoint format which can be amended and changed to suit.
The aim of this lesson is for students to analyse and evaluate the winning tactics used in by William in the Battle of Hastings
Students commence by analysing the Bayeux Tapestry, sources of the battle and information on the leadership qualities of the two combatants.
They then complete a differentiated task using a storyboard to map out the events of the battle before completing a summarising pyramid on William’s skills.
There is also a chance to recreate the battle with suggestions of role play before the plenary requires some recall and retention skills.
An optional homework suggestion is also provided.
The resource is therefore differentiated and gives suggested teaching strategies.
It comes in PowerPoint format which can be amended and changed to suit.
The aim of this lesson is to understand the causes and consequences of Harold Hardrada’s invasion of the north of England.
Students learn through narrative and video evidence of the forthcoming battle of Stamford Bridge and how Harold was able to win, despite the hurdles Hardrada’s army put in front of him.
Furthermore students have to analyse how much power Harold’s army had and efficiency rate (as with a house) why Hardrada eventually ran out of energy.
The resource is differentiated and gives suggested teaching strategies.
It comes in PowerPoint format which can be amended and changed to suit.
The aim of this lesson is to analyse and evaluate the strengths and weaknesses of the Norman and Anglo-Saxon armies in 1066.
There are differentiated questions and worksheets for the students to answer before they make their conclusions as to whose army was the best using some argument words to base their decisions upon.
The worksheets include information and visual images to aid the students and are easy to print off for individual or group work.
A guess who plenary tests their recall knowledge from the lesson.
The resource is therefore differentiated and gives suggested teaching strategies.
It comes in PowerPoint format which can be amended and changed to suit.
The aim of this lesson is to understand why Britain was such a good place to invade.
Students are given a thinking quilt to link words and meanings together and challenge their reasoning skills.
Further information will help them understand what Britain had to offer to invaders giving context to its cities, markets and population as well as natural resources and weather.
Students are then required to justify why England was a good place to invade in 1066, with prompts and help given if required.
The resource is differentiated and gives suggested teaching strategies.
It comes in PowerPoint format which can be amended and changed to suit.
The aim of this lesson is to explore how historians find out about the past using historical sources.
Students are firstly questioned about how we can find out about Castles or Roman artefacts for example with usually some interesting replies.
They then have to study four historical sources with differentiated questioning to help decipher and discover their provenance.
There is an extended writing task to complete with their new found knowledge, with help and prompts given if required.
The resource is differentiated and gives suggested teaching strategies.
It comes in PowerPoint format which can be amended and changed to suit.
The aim of this lesson is to establish how much the students know about history, how historians talk about the past and how this can be applied in a historical context.
They are introduced to key words such as chronology, where they form a human timeline, millennium, decade, century and periods of history as well as the misconceptions around AD and BC.
Students then have to use these words to describe their favourite piece of history, with the challenge to include as many of these time associated key words as possible.
The resource is differentiated and gives suggested teaching strategies.
It comes in PowerPoint format which can be amended and changed to suit.
The aim of this test is to find out how much the students know about history.
The results will give you a baseline from which you can build upon. Once they begin to study history, they will begin to show progress in all areas, particularly in the amount of detail required in answers.
The test focuses on chronology, cause and consequence, change and continuity, historical enquiry, interpretation and significance.
This is a particularly useful assessment for a history department and as a starting point and ideally for Year 7.
Most students sadly will not have studied a lot of history at their primary schools (apart from the odd day to study the Victorians or World War 2) as literary, numeracy and SATS still dominate primary school curriculum planning.
The resource comes in Word and PowerPoint formats which can be amended and changed to suit.
Conflict and Tension 1918-1939
This resource in booklet form sets out the course in two sides of A4.
This is ideal for the student who wants a quick recap and summary before the exam as it sets out all the main details in bullet form.
It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught!
It covers the main events, issues and people connected with the course with a focus on exam requirements.
I have included both PDF and word documents in case there is a wish to adapt and change.
This is the complete bundle in a series of lessons I have created for AQA GCSE 9-1 Britain: Health and the People, c.1000-present.
I have taught this course for more than 20 years now and have decided to completely overhaul my lessons to bring them up to date with the latest teaching and learning ideas I have picked up and with a focus on the new 9-1 GCSE.
Furthermore I have dispensed with learning objectives to focus on specific enquiry based questions which address skills required for the GCSE questions.
As well as focusing on GCSE exam practice questions, the lessons are all differentiated and are tailored to enable the students to achieve the highest grades. They are also fully resourced and contain easy to print worksheets.
The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the periods studied from the impact of Hippocrates and Galen on medieval medicine to the new ideas of the Renaissance, the laissez-faire approach of preceding Governments through to modern day Government and the nanny state.
They will study (AO2) second-order concepts such as change and continuity in the development of ideas about disease as well as the causes and consequences of medical treatment throughout the ages
The analysis and evaluation of sources (AO3) are used in for example, surgery, Public Health and the introduction of the NHS whilst substantiated judgements are made (AO4) on the discovery and development of penicillin, the development of the welfare state and the influence of the seven factors in medicine.
The lessons are as follows:
L1 An introduction to the course
L2 Hippocrates and Galen
L3 The influence of the Christian Church
L4 Islamic Medicine (free resource)
L5 Doctors and surgeons in the Middle Ages
L6 Public Health in the Medieval towns
L7 The Black Death and the Plague
L8 Renaissance Medicine
L9 Medicine in the 17th and 18th Century (free resource)
L10 John Hunter
L11 Edward Jenner and smallpox
L12 Surgery in the 19th Century
L13 Florence Nightingale and hospitals
L14 Pasteur, Koch and Tyndall
L15 Public Health in the 19th Century
L16 Liberal Reforms
L17 Medicine and war (free resource)
L18 Magic Bullets and the Pharmaceutical Industry
L19 Penicillin
L20 The NHS
L21 How to answer the factor question
Please note that setting a full mock examination in class after completing each unit is strongly recommended (L1-7, L8-15 and L16-21).
All the examination resources and markschemes are subject to copyright but can easily be found on the AQA website.
Unfortunately TES restrict bundles to 20 lessons and therefore please download Lesson 17 separately, which is a free resource.
AQA GCSE 9-1 Britain: Health and the People, c1000 to present
The aim of the lesson is to understand why and how the NHS was introduced to Britain in 1948 and despite initial sets backs and opposition, why it is still an amazing institution and still the envy of the world.
Students analyse the reasons how the NHS was introduced by the Labour government and have to explain why.
Key people are discussed such as Nye Bevan and Sir William Beveridge and using source analysis and GCSE exam question practice, students evaluate how some doctors were opposed to Bevan and the NHS from the start.
Video footage at the time shows how the Government tried to calm some fears and how its message on health has changed through the centuries.
There is some text analysis with colour coding and evaluation throughout as well as a focus on literacy in the plenary.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning.
The resource comes in Powerpoint format if there is a wish to adapt and change.
I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
Britain: Health and the People c1000 to present
The aims of this lesson is threefold; for students to recognise the introduction of sulphonamides and how the first magic bullets were discovered, analyse the growth of the pharmaceutical industry and evaluate the difficulties of eradicating the new superbugs which are resistant to antibiotics and alternative medicines.
The first task for students is to analyse the work of Ehrlich and Domagk in their quest to cure diseases such as syphilis, malaria and blood poisoning.
Students then have to judge how significant their work was and justify this in a grid (from not a all, partially, moderately, substantially and significantly)
The second task evaluates the work of the Pharmaceuticals such as Wellcome, KlaxoSmithKline and Pfizer, the positive work they do into researching new medicines but also looking at the negatives as well, such as the drug Thalidomide.
The final part of the lesson requires students to analyse how and why there are diseases resistant to antibiotics using current research available from the NHS as well as reasons why people are turning in increasing numbers to alternative treatments and medicines such as acupuncture and homeopathy.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning.
The resource comes in Powerpoint format if there is a wish to adapt and change.
I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
AQA GCSE 9-1 Britain: Health and the People, c1000 to present
The aim of the lesson is for students to understand the role of war in medicine and how many strides are made due to investment made by Governments to treat its wounded soldiers.
The lesson begins with the students linking war and its effects on medicine before they have to distinguish which advances have been made in both world wars.
The second part of the lesson is based on the wonderful information given by BBC I Wonder on the plastic surgeon Harold Gillies and his attempt to focus on the physical appearance of soldiers affected by war.
This part of the lesson is differentiated and requires students to analyse, prioritise and evaluate their judgements.
The plenary requires the students to find and fix the statements from what they have learned during the lesson.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning.
The resource comes in Powerpoint format if there is a wish to adapt and change.
I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
AQA GCSE 9-1 Britain: Health and the People, c1000 to present
The aim of the lesson is for students to understand how attitudes towards Public Health finally changed in the Twentieth Century with a ‘new liberalism’ approach which recognised that being poor was not always the fault of the poor and that the government had to do something.
Students begin by analysing the source, 'unqualified assistance’, evaluating its significance and then prioritising the main reasons for this new approach, as the Government reforms aimed to create a fitter and healthier Britain.
Students have to fill in a grid which link the main reforms to the different groups in society and also evaluate the limitations of the reforms.
The plenary focuses on a scrabble game and literacy skills to recap the learning of the lesson
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning.
The resource comes in Powerpoint format if there is a wish to adapt and change.
I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
Germany 1890-1945: Democracy and Dictatorship
This lesson is an introduction to Kaiser Wilhelm II.
It focuses on the background of Kaiser Wilhelm II, his family and relations, his paranoia and disability, but with a focus on the problems he encountered as a leader of a new Germany.
Included in the lesson is a thinking quilt, a map of Germany, links to informative videos and a summarising pyramid at the end.
This lesson comes complete with a tracking sheet and the noted exam skills required for the students to stick in their books.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning.
The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.
Britain: Health and the People c1000 to present
This 29 page Revision Guide sets out the four main types of questions to be asked from the start and gives ideas and easy ways of how to answer them.
The course starts with the Greek ideas of the four humours and Galen’s contribution before tackling medieval medicine through to the present day.
Each topic is set out in a clear and easy format for students to learn, remember and help them in their revision programme.
The Revision Guide gives 18 typical exam questions asked on each topic (from significance, to how useful, similarities and the factors) and how to put this into practice with model answers.
Furthermore it shows how the highest marks can be achieved, which can be different from other Revision Guides which focus more on content than skills for this course.
This Revision Guide can be used for revision, interleaving, within the classroom as well for homework purposes.
This Guide has been designed to be engaging, detailed and easy to follow and can be adapted and changed to suit using PDF and Word formats.
Any reviews would be gratefully received. Please feel free to follow me on X (twitter) @pilgrim17.
This bundle is the second part in a series of lessons I have created for AQA GCSE 9-1 Britain: Health and the People, c.1000-present.
I have taught this course for more than 20 years now and have again decided to completely overhaul my lessons to bring them up to date with the latest teaching and learning ideas I have picked up and with a focus on the new 9-1 GCSE.
Furthermore I have dispensed with learning objectives to focus on specific enquiry based questions which address the knowledge and skills required for the GCSE questions.
As well as focusing on GCSE exam practice questions, the lessons are all differentiated and are tailored to enable the students to achieve the highest grades.
The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the brilliance of the surgical skills of John Hunter to the discovery of the vaccination for smallpox by Edward Jenner.
They will study (AO2) second-order concepts such as change and continuity in the development of ideas about disease and the causes and consequences for surgery with the discovery and anaesthetics and antiseptics.
The analysis and evaluation of sources (AO3) are used in for example Public Health in the 19th Century whilst substantiated judgements are made (AO4) on the progression or regression of medicine from the Renaissance pioneers such as Vesalius, Pare and Harvey to the discovery and isolation of germs by Louis Pasteur and Robert Koch.
The lessons are as follows:
L8 Renaissance Medicine
L9 Medicine in the 17th and 18th Century (free resource)
L10 John Hunter
L11 Edward Jenner and smallpox
L12 Surgery in the 19th Century
L13 Florence Nightingale and hospitals
L14 Pasteur, Koch and Tyndall
L15 Public Health in the 19th Century
Please note that setting a full mock examination in class after completing this unit is strongly recommended.
All the examination resources and markschemes are subject to copyright but can easily be found on the AQA website.
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AQA GCSE 9-1 Britain: Health and the People, c1000 to present
The aim of the lesson is for students to understand how Public Health reached a crisis point and why the Government was finally persuaded to make Public Health its priority from its previous laissez-faire stance…
Students will learn about 5 key figures (Chadwick, Snow, Bazalgette, Booth and Rowntree) and their attempts to change the health of the nation, from tackling cholera, miasmas and sewage, to the passing of Public Health Acts.
Moreover, students will evaluate why attitudes changed and how the Government realised a healthier workforce was needed to compete with challenges to the Empire from abroad.
Each of the five individuals are analysed and their work scrutinised to judge how effective their recommendations or improvements were, culminating in a decision as to who made the most significant contribution to Public Health.
The lesson includes worksheets for all the individuals, GCSE practice questions on factors and source analysis, quizzes and video links throughout.
There are also plenaries for each individual to check understanding and recap on their contribution to Public Health.
This lesson is fully resourced and can be delivered over two-three lessons.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning.
The resource comes in Powerpoint format if there is a wish to adapt and change.
I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
AQA GCSE 9-1 Britain: Health and the People, c1000 to present
The aim of this lesson is to assess the contributions made by Pasteur and Koch to the improvements in medicine in the late 19th Century.
By the late 1800’s, the focus had moved away from antiseptic to aseptic surgery.
Students will learn how Pasteur made his monumental breakthrough in 1861 with his Germ Theory, aided through the factors of chance, government and scientific experimentation.
However as he was only a chemist it was the German doctor Robert Koch who applied Pasteur’s theory to human disease to convince doubters that microscopic germs could kill something as advanced as a human.
Students will rate their progress in these discoveries and make substantiated judgements on their effectiveness and performance in the development of vaccines.
There are also links to Bastion and Tyndall and their similar rivalry in Britain.
The lesson includes GCSE practice questions on factors and significance with source analysis and video links throughout.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning.
The resource comes in Powerpoint format if there is a wish to adapt and change.
I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
AQA GCSE 9-1 Britain: Health and the People, c1000 to present
The aim of this lesson is to judge the contribution and impact Florence made to medicine.
Did Florence Nightingale singly handedly improve hospitals or were improvements afoot before she went to the Crimea?
This is the driving question students will have in mind as they evaluate the reputation of women, nurses and hospitals before the Crimean War.
Students will also analyse the story of Florence Nightingale and decide which factors helped each part of her story – thus recognising and understanding how to link different factors to one individual.
The lesson thus includes a GCSE practice question, a fabulous video link and literacy challenges throughout.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning.
The resource comes in Powerpoint format if there is a wish to adapt and change.
I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
