This lesson contains: A starter about the Somme and to summarise the viewpoint of a person who was there are the time. A teacher-led overview of trenches, what they were and what they looked like. There is a consolidation discussion to decide what they can see going on in a typical trench and what questions they would ask. A comprehension gap fill task based on the knowledge they just gained about trenches. A task to watch a video about trenches and to label their own cross-section. They then use the information on the board to label the design of the trenches, including the front, support and reserve trenches etc. An opportunity to teach how to do the ‘follow up’ question and then to practice it. An optional extension to watch a YouTube video and argue why trenches were so neccesary based on the new weapons of war. **Attachments: ** 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter with a recall quiz table. A video which goes over the injuries soldiers faced on the front line. This can initiate discussion of the worst ones caused by the enemy or by conditions. A teacher-talk run through of the new injuries faced. Students use this to label their diagram about shrapnel, head wounds, new weapons and infection. A task to study the major injuries in more detail, including trench foot, trench fever, shell shock etc. Students complete questions as they work through. A chance to practice a source usefulness question based on gas attacks. Extra exam practice questions to push students further or can be used for homework. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A recall starter task based on previous learning. An overview of the major treatments used, and students complete the questions as they work through. Students work through the methods of dealing with infection, including wound excision and the Carrel-Dakin Method. Students look at the Thomas Splint via an informative video and the use of mobile x-rays. Students then complete the questions. Blood transfusions and transfusion kits are covered, as are brain surgery and plastic surgery. There is a video about plastics before students complete questions on these methods and uses. An opportunity to do exam questions to practice on treatments. There are all different types covered. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter to recap previous knowledge on the ‘modern medicine’ topic. Background information about the acceptance of cigarettes in the media and in culture before the 1960’s. There is a YouTube video from the Flintstones advertising cigarettes which would be unacceptable today. An overview of lung cancer, its causes and some statistics, followed by a YouTube video and a gap fill exercise about the diagnosis and treatment of lung cancer. An activity to make more detailed notes on the worksheet, using the information provided, about the difficulties in diagnosing lung cancer and the five main ways to treat it. An overview of methods of prevention of lunch cancer, including statistics and examples of recent poster adverts and some YouTube clips of recent adverts. There is a consolidation colour-coding task to determine which measures by the government encouraged or forced smokers to quit, and what protected non-smokers. A plenary to review using an exam question. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter to consider what ‘life choices’ mean and how they might affect the cause and cure of diseases. A discussion of what lifestyle factors affect out health, e.g. sun, alcohol, drugs, fast food, stress etc. This is because this lesson is about how greater awareness of diseases caused by lifestyle factors has helped us in the modern era. An overview of the pioneers of research on lifestyle, including Charles Booth’s original map and report and Edwin Chadwick’s report on the poor. An activity to do guided reading of information to do with lifestyles and complete a series of levelled questions to show their understanding. An opportunity to do an exam question comparing causes of disease in the modern era with another era. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter to consider what ‘sins’ are committed today and what would be regarded as such. This leads on to the next activity. An overview of Medieval sin and the seven deadly sins. Students complete an activity shown on the board in which they match the seven sins to their meaning. This is fun and challenging. You can also enhance the debate about which would be considered sins today. A teacher-led walkthrough of some sins on the board using contemporary sources as a way of recapping the sins and checking their knowledge. A task to study a serious of information sheets, which can be posted around the room or used in groups, which contains how people tried to please God and gain access to heaven, from going through the priest, pilgrimages, paying etc. This is followed by a task to study 4 different characters and decide which method they would most likely be able to afford/use. A final plenary to create a list/poster/advert with advice for how to get to heaven. Attachments: 1 x Powerpoint Presentation 3 x Word Files

This lesson contains: A starter to recap previous course knowledge and an introduction to the NHS to see what students know about it. An activity for students to note down, from the on-board images and info, reasons why there were problems accessing care at the turn of the century. A task to make notes on the reasons for the NHS being created, including the increase in democracy, the impact of WW2 and the roles of William Beveridge and Aneurin Bevan. A YouTube video covering what services the NHS offered and a gap fill exercise to consolidate its impact. A brief summary of the resistance to the NHS. A plenary that has a quote from Tony Blair for students to argue for or against, and a final opportunity to do a practice exam question. Either can be used, or both depending on requirements. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter to recap previous course knowledge. A discussion of who is responsible for public health, and what this means, and how this might be taking place, including through new laws, advertising campaigns and vaccines. A YouTube video about government attempts to improve health with follow-up discussion. Examples from YouTube (linked in the PPT) of lifestyle campaigns introduced by the government for eating healthily, against drink driving and about preventing smoking. A task to study the information provided and complete three sections on a worksheet about the actions taken by the government. This covers vaccination against measles and other diseases, the campaigns and the new laws brought in to protect people. A plenary exam question to practice and weigh up the increased government involvement in this era compared to previous ones. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to study Alexander Fleming’s petri dish and to describe what they see and what it might show. A brief background of the research and work on Pasteur, Snow, Lister and Koch that led to the research by Fleming on Penicillin, and the need for it because of the spread of staphylococcus. A useful YouTube video that gives an overview of the discovery of penicillin and the later contributions of Florey and Chain. Students then have an A3 worksheet (or A4 if you need to) with the chronology of events and gaps to complete with a word bank at the bottom. This is extended by determining the factors that led to the discovery, either war, individuals, government, increased technology or chance. An overview of how penicillin became the first mass produced drug, and then students determine who had the biggest influence on the creation of penicillin. There is an exam question, and support sheet, available do this. Attachments: 1 x Powerpoint Presentation 1 x Word File 1 x Publisher File

This lesson contains: A starter to compare treatments used in the Medieval, Renaissance and the Industrial Era, as a set up for this lesson. An overview of the use of magic bullets, from the early start of Koch’s research and the idea of using anti-bodies to fight disease, to Paul Ehrlich’s approach to curing syphilis. This is aided by visuals on the board and a YouTube summary video. An activity to use the information provided to complete a table of questions on Ehrlich’s discovery of the first magic bullet. A look at how access to care was increased in the modern era and why this happened, using the Boer War and new laws to help students answer the questions. A detailed look at new technology from this era that advanced treatment methods, such as hypodermic needles etc. Students then highlight the improvements on their worksheet that has lots of information about dialysis, x-rays, pace makers etc. A plenary to answer or attempt/plan an exam question. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter quiz based on previous learning. An overview of the chain of evacuation. The teacher than takes the students through each of the RAD, Dressing Station, CCS and Base Hospital. There is a short video and students take notes in the boxes on their flow chart sheet. The answers are also there with facts to help students improve their notes afterwards. An activity to study about who provided the care, which includes the RAMC and FANY. Students then have an opportunity to attempt a ‘two features’ exam question. A plenary challenging students to determine which picture relates to each place on the chain. Extra exam questions for all types, including a long exam question, on this topic. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter to link key words to their meanings. A background of the idea of DNA and the double helix and what this means for humans. Archibald Garrod’s contribution is noted and then a YouTube video is used to give details of Crick & Watson and Franklin & Wilkins’ contributions to the field of DNA and how it can help us understand what causes hereditary diseases. An activity to use the information provided to answer comprehension and extension questions. A gap fill task to show the impact DNA had on medicine. A review plenary task to answer quiz-style questions. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files 1 x Word File

This lesson contains: A starter which reteaches previously taught material, which can be edited to suit whatever you previously taught. An on-board overview of the background to the Blitz and some of the statistics, so that students can work out that this war took its toll on civilians much more than the previous war. The slides then take students through the idea that aircraft are now much more deadly in this war, with examples from Spain, Poland and China, and then looking at Rotterdam as well. A discussion task for students to determine where the Nazis might attack given the choice of different targets on the map. Students might choose between cities, industry or military targets, and justify this choice. A main task to work through the guided reading in the booklet to discover what the Blitz was, what the intention was (from sources), and then what the impact of the Blitz was. These exercises are done in the students’ book. It uses on-board information to show the shelters, defense forces and subways being used, as well as a video from Blitz Street on YouTube. A final task to use the sources provided to answer what the cost of the Blitz was, and where this worked in crushing Britain. A plenary to examine photos of London during the Blitz and write how this would have affected the people living there. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter which reteaches previously taught material, which can be edited to suit whatever you previously taught. An overview of the war and its global impact. Students then see two short examples of why people fought and look at the different experiences of a person from British Africa and British Caribbean. They might speculate as to why these experiences were different. An overview of why people from the empire fought. Students then take notes in a mind map or bullet point format from the board. A main task to study 7 information cards, one from different parts of the empire, and to assess their contributions. They record these on the worksheet. A video and then excerpt to judge whether empire troops received recognition and the respect they deserved for their contributions. The video and excerpt give different interpretations of this so that students can make a judgement. A plenary to support or contradict David Olusoga’s quote about the empire and its contribution. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter which reteaches previously taught material, which can be edited to suit whatever you previously taught. An overview of what the Homefront was and how the concept of ‘Total War’ works, with a quote from a historian and examples of how it affects the home front. A few slides where the teacher can explain the adjustments to living that took place during the war, to ease into the main task. Students then use the two-page information sheet to complete the table provided with notes about the impact the war had on people at home. An opportunity to study a quote about total war and give examples of what they learnt that can verify or contradict the quote. A plenary to write a paragraph about life in the war. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter which reteaches previously taught material, which can be edited to suit whatever you previously taught. An overview of the bombing of major cities and the purpose of the evacuations. Students looks at some sources and figures of those evacuated and draw assumptions about the meaning or intent behind some of the propaganda behind the evacuation initiative. The main task to study what the experiences were like. Students watch a video and discuss how reliable it is as a source, then look at the sources on the information sheet provided and find positive and negative experiences. Students then write about how lives were changed by the war. A plenary to consider what five items they would take with them if they were evacuated. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter task to consider the traits of witches and what makes them scary. It also tests students’ prior knowledge of the punishment of witches. A task to draw a mind map in their books and then there are four slides of information about what the ‘witch craze’ was all about, based on common myths surrounding witches. The slides include info on how they look, what they go and about sabbats, witches marks and how people tried to ward off witches from their door. A task to study the first page of the information sheet to summarise why people became afraid of witches (based on superstition and fear) and then to find out how the witch craze began and how people started hunting for witches. A case study on five different women who were accused of witchcraft. The students find out what they did that raised this suspicion, and they decide whether there are any modern-day explanations that might explain what had happened. Students then determine, by colouring the small cauldron, how guilty in reality each woman was. The students then find out, from the slides, that all women were executed and this makes them see the injustice of the witch craze. A plenary to have students define some of the key words from the lesson. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter task that has questions that can be amended or altered based on what you have been previously teaching. A quick reminder/discussion about why witches were scary to people in Europe at the time and what people worried might happen. An introduction to Matthew Hopkins and his role in the witch craze. Students read the information sheet and use it to answer a couple of questions about him in full sentences. A larger task to use the worksheet to label the different methods Hopkins used to discover the guilt of witches. Students look at familiars, herb use, pricking witches, waking witches, swimming witches, marks and moles and their actions as well. They have some extension questions to follow up on the information they have learned and extend their thinking. An overview of how witches were then punished, followed by the modern cultural depictions of witches. There is then a short activity to read the later Witchcraft Act of 1735 and to summarise how it ended the witch craze, including information on the last cases tried in the UK. A plenary to write a letter making arguments against Hopkins and his use of torture against witches as a way of summarising what they have learned. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter task that has questions that can be amended or altered based on what you have been previously teaching. A brief introduction to the start of the war, and then students use the information presented on the PPT to complete the boxes on their worksheet to differentiate between the Roundheads and the Cavaliers, who they supported, what they wore and what their aims were. An activity to study the information sheet and find out about the different way in which musketeers and pikemen fought, as well as then labelling the two different soldiers based on the descriptions on the sheet. An activity to find out about the difficulty faced by soldiers when choosing sides. There are four large sources and for each, there is a question that analyses what is being said. The students answer these questions in their books with an extension to explain two reasons why soldiers found it hard to choose sides. A plenary activity which can be done as a whole class on the board. There is a summary task on an interactive website from British Civil Wars. It is a drag and drop activity which can be done as a whole class discussion. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter task to check students’ chronological knowledge of the common monarchs studied at KS3. Feel free to change or alter (or add) as needed. An overview of what a civil war is. Students have an opportunity to discuss this and then write down a definition. Students then find out it is between Charles and parliament. There is a chance here to discuss what parliament is, if the students don’t already know it. The students can then be shown an overview slide that shows the death toll and impact the war will go on to have. An activity to note down, from teacher-led slides, the beliefs which Charles held. This will help to build a picture of the reasons why a potential conflict might arise. This includes his power beliefs (divine right of kings), his religious beliefs and his financial beliefs. This helps later when the students categorise the reasons for the war into these groups. There is a video giving an overview of the causes of the Civil War that students may find interesting. It is made by English Heritage. A main activity which might span over the two lessons. This is to follow the narrative of events (a 3 page information booklet provided) and complete their timeline on the worksheet provided. This maps out the major events in the road to war. For each event, students summarise what caused the disagreement and then judge, using the scale, how much guilt Charles had for each event. The students will then colour-code the timeline to show whether the cause is to do with power, money or religion. There Is then a chance to do a write up using the evidence they have gained. This is to decide whether Charles was to blame. The students could be asked to also do a ‘one hand, other hand’ piece of work if you prefer. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files