Before looking at the reigns of each Tudor monarch in KS3, I start with this lesson underlining the differences between Catholicism and Protestantism. It really helps with the understanding of each ruler’s actions later in the Tudor course. Aims and Objectives: To know how a Catholic and Protestant church look different. To know the main differences in beliefs between the two types of Christianity. To understand why Catholics and Protestants practised their faith differently and why they both felt so strongly about this. After a short parody video on the Reformation, we start by comparing and analysing the diagrams of a Catholic and Protestant church. Students then complete the colour-code activity setting out the different beliefs. There’s an SEN version of the colour-coding which I replace the longer version with when teaching nurture groups. Students then demonstrate their understanding by creating a poster supporting one of the denominations. This is generally set as homework and as a competition. The plenary asks students to identify whether a range of beliefs are Catholic or Protestant using the “C/P�� cards to ensure they all have to get involved.

Activities to develop the students’ understanding of conditions in industrial towns through source inference and analysis (cause and effect). Students then demonstrate their understanding through creating their own advisory poster to help people stay safe in a Victorian city.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 3+ lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the context of the British sector of the Western Front and the theatre of war in Flanders and northern France. The Power Point leads students through all activities with accompanying worksheets and resources. It also provides feedback/answers/advice at intervals which is rather useful when covering so much detailed content. Activities include a starter on source usefulness and enquiry areas, background event ordering, analysing diagrams of trench structure and photographs/written source illustrating problems with transport and communication. There is also an independent note-taking section on the key events following a worked example.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit technically covers 3-4 lessons depending upon your class and their overall ability-work rate. However, as this is the point in the course where I introduce the 8 mark source evaluation question and the follow-up question, it could easily take a lot longer if all of the practice opportunities are carried out in full. Aims and Objectives: To learn about the main medical problems, wounds and injuries that were faced on the Western Front and how they were dealt with. To learn how to answer the source evaluation exam question and the source follow-up question. The Power Point leads students through all of the activities with accompanying worksheets. It also provides regular feedback and answers which is useful with so much content being covered. Activities include source analysis video starter, independent note-taking, scenario diagnosis of case studies plenary, a developed analysis of Dulce et Decorum using video, a detailed introduction to the source questions with my technique for answering them (poster and handout to reinforce this), source evaluation work on gas attacks and problems with transport, follow-up source question and opportunities for peer assessment.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, The American West, c1835-c1895” (editor Leonard A. and published by Pearson) ISBN 9781292127309 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 3-4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: Ranching and the cattle industry, 1862-76 To understand the cattle industry and factors in its growth, including the roles of Iliff, McCoy and Goodnight, the significance of Abilene and the increasing use of the railroad network. To understand the impact of changes in ranching on the work of the cowboy. To understand the rivalry between ranchers and homesteaders. The Power Point leads students through all activities with accompanying resources. It also provides feedback and answers at intervals. Activities include key words, timeline analysis/colour-coding, independent note taking, a narrativ account 8 mark exam question, video Q&A, letter from a cowboy describing his first spring round-up, an explain 2 consequences (of ranching on the Plains) exam question.

IMPORTANT: Many of these activities refer to the textbook “Edexcel GCSE (9-1) History, The American West, c1835-c1895” (editor Leonard A. and published by Pearson) ISBN 9781292127309 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: Conflict and tension in the American West, 1876-1895 To understand the extent of solutions to problems of law and order: sheriffs and marshals. The significance of Billy the Kid, OK Corral (1881), Wyatt Earp. To understand the range wars, including the Johnson County War of 1892. To understand the conflict with the Plains Indians: the Battle of the Little Big Horn, 1876 and its impact; the Wounded Knee Massacre, 1890. The Power Point leads students through all activities with accompanying resources. It also provides feedback/answers at intervals. Activities include group discussion on the causes of lawlessness analysis of Billy the Kid and Wyatt Earp using summary written material, card sort on the Johnson County War, video Q&A on the Battle of Little Bighorn, timeline analysis of the battle, Wounded Knee Massacre storyboard and Facebook posts exercise on reaction.

This KS3 series of lessons investigate whether or not Field Marshal Haig deserves the nickname “The Butcher of the Somme” leading into a final source assessment. The Power Point leads students through all of the activities with accompanying student task booklet. Two short video clips are used to introduce the way in which Haig has been portrayed and the true nature of the Battle of the Somme. A simple cloze exercise outlines the key facts before a collection of sources are analysed to determine whether or not Haig does deserve to be known as “The Butcher”. This leads into a formal assessment where the students are asked to use the sources critically to produced a balanced written answer with a final judgment. A writing frame and mark scheme are included.

This lesson analyses the reasons why Churchill was such a great war leader. The starter asks students to consider a range of fabulous Churchill quotes and select their favourites and consider those which would be the most motivating in war time. Having established the popular view of Churchill, students then analyse factual information about the leader, categorising this into evidence that he both was and was not a great leader (the point being that he was not perfect). Students then listen to the famous “Fight them on the beaches” speech an annotate their own copy to appreciate the techniques at play. Using this knowledge, they then write their own motivational speech in the style of Churchill.

Two lessons which firstly consider why the US took the decision to drop the A-bomb and then whether they should have done it. The first lesson introduces Hiroshima and Nagasaki by considering a series of mystery images. Students then learn the key facts using sources and video footage. They then complete a source-based activity analysing possible reasons for dropping the bomb. There are three versions of this activity including a more detailed G&T version and an SEN colour-coding version. The second lesson evaluates whether the USA should have dropped the bomb by considering a range of arguments both for and against. This leads into a final hot-seating activity whereby a panel of representatives from the US government defend their actions against the critical journalists.

The two objectives of this lessons are to emphasise the extreme dangers involved in the D-Day landings but also to introduce KS3 students to the new type of source utility questions at KS4 (focus on Edexcel “How useful is… for an enquiry into…” but can also work more generically for source evaluation in general). The starter is a WW2 prior knowledge quiz which reveals panels of a mystery image for students to guess. This quiz may need to be adapted depending upon students’ prior knowledge but the questions are quite standard causes/events of WW2. Students then use a fantastic 3 minute video to answer who, what, why, where when? questions about the event. To gain the necessary contextual knowledge to effectively evaluate the sources, they read a passage an highlight “Dangers faced by soldiers”. There is then an introduction to a source evaluation technique we call COP (content, own knowledge and provenance). Students evaluate the usefulness of a first-hand account of a landing on Omaha. They then write up their evaluation using a writing frame if required (SEN support). As an extension, students can try to apply the COP technique to a completely fresh photograph source. Alternatively, this extension activity makes a good homework. In the plenary, students hear some extracts from a high-level answer and have to idenify them as either content, own knowledge or provenance.

The lessons starts by testing the students’ prior knowledge of the plague from general knowledge or previous work on the Black Death. They then link the “Ring a Ring o’ Roses” nursery rhyme to the plague. After going through some key knowledge, students label a diagram of a plague doctor and consider which parts of his costume might actually have protected him. They then answer some comprehension questions on Samuel Pepy’s diary extracts to gain a sense of life at the time. The main activity is to create a public information poster to help citizens of London stay safe using only the knowledge available at the time. For the plenary, students consider how this poster would be different if they could have used modern-day knowledge.

IMPORTANT: Some of these worksheets and activities refer to the textbook “Edexcel GCSE (9-1 History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the new approaches to prevention: the development and use of vaccinations. Case Study: Jenner The Power Point leads students through all activities with feedback and accompanying worksheets. These include a mystery image starter, storyboard and knowledge recall activity, analysis of reactions to and impact of the vaccine, cut, sort and stick on the development of vaccinations. The key assessment is a 12 mark explanatory question “Explain why there was rapid change in the prevention of smallpox after 1798.” This includes exam technique guidance and the opportunity for peer assessment.

IMPORTANT: Some of these worksheets refer to the textbook “Edexcel GCSE (9-1 History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers at least one lesson, depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the extent of change in care and treatment: the Public Health Act 1875. The Power Point leads students through all of the activities with accompanying worksheets and activities. These include a short video/recall starter giving an overview of changes, comprehension questions, card sorts and class discussion on impact.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around one lesson depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the fight against lung cancer in the twenty-first century; diagnosis, treatment and government action. The Power Point leads students through all activities with accompanying worksheets/resources. It also provides feedback and answers at intervals. Activities include paired and class discussion, individual research and note-taking and a card sort on government action with venn diagram.

IMPORTANT: Some of these worksheets refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around one lesson depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about Fleming, Florey and Chain’s development of penicillin. The Power Point leads students through all activities with an accompanying worksheet. It also provides answers/feedback at intervals. Activities include an introductory overview video clip with questions, analysis and colour-coding of reasons for development of Penicillin, a comparison of Fleming v. Florey and Chain and judgement upon their relative achievements and a thought-shower on continuing developments.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1 History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 3 lessons depending upon your class and their overall ability/work-rate. Aims and Objectives: To understand the fight against Cholera in London, 1854; attempts to prevent its spread; the significance of John Snow and the Broad Street Pump. The Power Point leads students through all activities with regular feedback and accompanying worksheets. These include a starter fact-file, information sorting and categorisation, problem solving using card sort. The lessons end with an assessed exam question; “Louis Pasteur’s publication of the Germ Theory was the biggest turning point in medicine in the period c1700-c1900”. How far do you agree with this statement? (which students should be able to answer by this stage of the specification). Exam tips and the opportunity for peer assessment are included.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 2 lessons depending upon your class and their overall ability/work rate. I have grouped two separate lessons/resource sets into one sale item as by this stage of the course I found that I was quite eager to get though the final content and that my students were becoming ready to move on to something fresh. Aims and Objectives: To learn about the improvements in diagnosis: the impact of the availability of blood tests, scans and monitors. To learn about the extent of change in treatment: advances in medicines, including magic bullets and antibiotics. The Power Points lead students through all activities with accompanying worksheets. They also provide feedback/answers at intervals which is handy as this part of the course is rather content-heavy. Activities are largely worksheet based and focus on analysing reasons for change. Worksheets provide an information overview using time lines etc. to reduce note-taking and speed up this section of the course. For assessment, I have included a 4 mark exam question on changes in diagnosis with advice, structure and the oportunity for peer assessment.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around one lesson depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the advances in understanding the causes of illness and disease: the influence of genetic and lifestyle factors on health. The Power Point leads students through all activities with accompanying worksheets. It also provides feedback/answers at intervals. Activities include paired discussions, analysing the cause of change and individual note taking. I’ve kept the format and activities quite simple as the topic of DNA is so complicated and my class got quite unnecessarily caught up in trying to understand what DNA was (they do not need to understand the science for this course, only the history/development of medicine).

IMPORTANT: Some of these worksheets refer to the textbook"Edexcel GCSE (9-1) History, Medicine through time, c1250-present" (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 3-4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the approaches to prevention and treatment and their connection with ideas about diseases and illness: religious actions, bloodletting and purging, purifying the air, and the use of remedies. The Power Point leads students through all activities with accompanying worksheets. These include card sorts, analysis/categorisation of written notes, paired/whole class discussion, knowledge questions and note-taking. It also provides feedback/answers at intervals. It leads up to a 16 mark judgement question with explanation and support. A writing frame is also included if required.