Our resources have been written to a high standard and fine tuned in the classroom. The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. During my 34 years in challenging schools, I have published resources for Heinemann, Pearsons, Hodder, Folens, BBC and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then contact us via our Facebook or Linkedin pages.
Our resources have been written to a high standard and fine tuned in the classroom. The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. During my 34 years in challenging schools, I have published resources for Heinemann, Pearsons, Hodder, Folens, BBC and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then contact us via our Facebook or Linkedin pages.
This resource is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic as it is supplied in word. The main activity focuses on how our understanding of the causes of infection and diseases has changed from Prehistoric or Modern Times. It can be used as a starter, plenary, homework or revision exercise for students studying GCSE Medicine Through Time.
When you purchase this resource, you will be able to download a single page word document with a learning objective, instruction and sixteen key turning points in our understanding of the causes of infection and disease. Once complete the timeline makes a great revision aid and allows students to see how some ideas have changed over time, whilst others have stayed the same. You can easily add in an additional challenge task by getting your students to add in additional key events or to create a key to show which changes were influenced by religion, , war or technology.
This resource will especially appeal to both visual and kinesthetic learners.
Aims and Objectives:
Theme: Medicine Through Time
Know: How has our understanding of the causes of infection and disease changed over time?
Understand: What different factors led to these changes taking place?
Analyse: What has changed and what has stayed the same over time?
WILF - What Am I Looking For?
Identify and Describe: How has our understanding of the causes of infection and disease changed over time?
Explain: What different factors led to these changes taking place?
Evaluate: What has changed and what has stayed the same over time?
If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
These excellent resources have bundled together to give you outstanding value. The over a range of social, moral, spiritual and cultural issues that relate to a number of subjects.
If you would like to know more then please click on each resource. They are aimed at the fully range of ability. You can cut them out and put them into an envelop for students to sort or you can get them to cut, sort and stick them into their books. Failing that they can create a key or use highlighters and stick the whole sheet into their books.
I have also produced an American version of these resources called Moral Philosophy, but this bundle is smaller and the resources included have been especially adapted for US schools.
If you would like some further updates, then please follow me on the TES or facebook.
Is IVF a miracle of science or simply man interfering in the laws of nature and natural conception? If a couple are infertile is it the will of God or an illness which can be treated like any other infection or disease? Should women past their natural child bearing age or same sex couples be allowed to have children through IVF? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against IVF. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability.
When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as eighteen fully editable statements that can sorted under them. I’ve also linked in three video clips to this page which are worthwhile watching with your students depending on their ability.
The aims of this lesson / activity are:
Theme: The Value of LIfe
Know: What is IVF?
Understand: What are the arguments for and against the use of IVF?
Evaluate: Should scientist interfere with the laws of nature and natural conception through IVF?
WILF - What am I Looking For?
Identify and describe - What is IVF and why are some people opposed to it?
Explain - the arguments for and against using IVF to help people become parents?
Analyze - Should scientist interfere with the laws of nature and natural conception through IVF?
If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
Seating plans are great tool to help you learn the names of your students and sit them according to the data you’ve been given for your students. This great resource is designed to be used as a seating planner for a typical science classroom. Simply pick the layout which best matches your room and then customise the slide. You can then then copy and paste the slide to create a set for your timetable.
When you purchase this resource you will be able to download a Mircosoft PowerPoint which includes eight slides and a title page. Each slide has a standard science classroom layout. On each table there are two name boxes. Simply delete the text and add your pupils names. Please see previews for more information.
The last two slides offer advice on where to sit students based upon research on ‘attention zones’ and the amount of information students retain.
When moving the tables around your template, it sometimes easier to group them together. Once complete, you can beam your new seating plan on your IWB to help you learn their names and so that everyone knows where they are sitting.
Kind Regards
Roy
The great resource deals with the tricky topic change and continuity in Medieval Medicine in Britain.
The resource includes a PowerPoint with all the resources and worksheets that are required for the lesson as well as a recent lesson plan I wrote to help teach this topic with this resource.
The PowerPoint includes:
Aims & Objectives
A starter + a differentiated version
Information Slides
Source analysis activity
A card sort / activity on change and continuity
An extended question which has been differentiated to include a slide to help structure responses
Peer and self analysis feedback sheets.
Blank templates for the activities.
The aims and activities are:
• Theme: Medicine in Britain, 1250 – present
• Know: What were the key features medieval medicine?
• Understand: Which key features of ancient medicine were still being used in medieval times?
• Evaluate: How far did ancient ideas about medicine continued to be used in the medieval period?
• Skills: Change and Continuity
Learning Outcomes
• Levels 1 – 4 = Identify & describe: What changed and what stayed the same?
• Levels 5 – 7 = Explain: What had changed and what had stayed the same?
• Levels 7 – 8 = Analyse: How far did medical ideas changed during the medieval period?
