This KS3 lesson introduces the concept of propaganda and censorship. The Power Point leads students through all of the activities with accompanying worksheets. The famous Lord Kitchener poster is used to introduce the methods used in propaganda. Students define propaganda and censorship before thought-showering types and availability in WW1. In small groups they freeze-frame a range of propaganda images and discuss their messages/methods. With livelier classes at the end of the day, I’ve sometimes gone straight onto the worksheet analysis and left this part out though. Students then make their own propaganda posters using the techniques they have learnt. I use this as a competition and display. This will either take one lesson and a homework or two lessons.

This Key Stage 3 unit explores the causes of WW1 and then goes on to analyse the reasons why the German Schlieffen Plan failed, leading to trench warfare. It will take around two lessons to complete. The Power Point leads students through all of the activities. There are a number of very nice short video clips on the causes of WW1, including a great Horrible Histories clip (when available) but I particularly like the Blackadder clip attached. Be warned- the final punchline is “bollo**s” and I often censored this with a timely cough much to the annoyance of the class. The lessons start by contextualising Europe in 1914 with some map work and identification of alliance systems. We then identify and analyse the causes of WW1 using the passage provided. The following lesson, the students start by problem-solving Germany’s dilemma and proposing their own war plans- I’ve had some very interesting and intelligent responses to this, along with some quite frankly bizzare/amusing. After studying the Schlieffen Plan, students translate the actual events into a series of annotated maps before analysing the reasons for the plan’s failure and writing this up in an extended paragraph.

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 2-3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the extent of change in care and treatment: the impact of anaesthetics and antiseptics on surgery. The Power Point leads students through all activities with accompanying worksheets. It also provides feedback/answers where useful along with advice on exam approach. Activities include a mystery image starter, key terms, thought-shower, annotated timeline (cut and stick or event ordering), analysis of achievements comparing Simpson and Lister, ranking of arguments against change and a final 12 mark explanation essay question followed by peer assessment.

This KS3 unit of work covers several lessons and I’ve generally been quite flexible and allowed classes who are particularly engaged with the topic and research to spend longer on it. The lessons build up the students’ knowledge and understanding of trench structure, purpose, conditions and warfare. The booklet ensures that all students know the key facts surrounding this topic with the Power Point leading students through all of the activities. A few different starter activities are included at the end of the Power Point which can be selected according to the length of time spent on the main activities. Having worked through the key facts and background, the students undertake more independent research. Support materials are included for weaker classes, such as research tables and a source booklet which covers all of the key areas. I have used a great variety of resources depending upon each class- textbooks, library lessons, Internet, videos etc. Once the research is complete, the students complete the Trench Diary assessment task which is levelled according to subject knowledge and understanding of cause/effect. A mark scheme is included. Support materials are also included in this pack, such as a plan outline for students who require a little more guidance and a writing frame for the less able.

This Edexcel 9-1 GCSE unit covers between 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the extent of change in care and treatment: improvements in hospital care and the influence of Nightingale. The Power Point leads students through all activities with accompanying worksheets. These include event ordering of Nightingale’s life, summarising her impact and analysing continuity and change in hospital care. Having carried out numerous assessments already in this scheme of work, the lesson ends with a straight-forward Florence Nightingale obituary which could be set as a homework task.

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 2-3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand continuity and change in explanations of the cause of disease and illness. The influence in Britain of Pasteur’s Germ Theory and Koch’s work on microbes. The Power Point leads students through all activities with accompanying worksheets. These include a true and false quiz, table comparison of old and new ideas, information categorisation and ordering and a 16 mark exam question with guidance. The experiment could be left out but my classes loved it and it really works if done correctly. You will need to keep the one bread sample totally sterile, so handle minimally with sanitised hands and bag straight up. The contamination of the other piece of bread is great fun- we rubbed it on door handles, the floor and one student had it under his armpits! Don’t pierce the sandwich bags but pin them in a light/warm place like your department staff room. Everybody will love to watch the mould develop whilst eating their lunch. It also provides a valuable lesson on why hands should be washed before eating.

IMPORTANT: The final revision task refers 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. The rest of the lesson works independently. This Edexcel 9-1 GCSE unit covers around 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand how the Great Plague in London, 1665, was dealt with: approaches to treatment and attempt to prevent its spread. The Power Point leads students through all activities with accompanying worksheets. These include information prioritisation, categorising/analysing information, creating an illustrated table, a 4 mark exam answer and some end of unit revision using the textbook.

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 Renaissance medicine case study covers at least one lesson and perhaps longer depending upon the ability and work-rate of your class. Aims and Objectives: To understand William Harvey and the discovery of the circulation of the blood. The Power Point leads students through all activities with accompanying worksheets and activities. Students create notes which develop their understanding of Harvey’s discoveries and also analyse the impact of these upon medicine. The lesson ends with a short written verdict on the importance of Harvey.

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 2-3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand continuity in approaches to prevention, treatment and care in the community and in hospitals. Change in care and treatment: improvements in medical training and the influence in England of the work of Vesalius. The Power Point leads students through all activities with accompanying worksheets. It also provides handy feedback/answers at intervals and advice on exam approach. Activities include group and individual note-taking/mind-mapping, group discussion and a 16 mark essay-style exam question with a writing frame included if required.

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 and whether you decide to write the exam answer in full. Aims and Objectives: To understand continuity and change in explanations of the cause of disease and illness. To understand the new scientific approach, including the work of Thomas Sydenham in improving diagnosis. To understand the influence of the printing press and the work of the Royal Society on the transmission of ideas. The Power Point leads students through all activities with accompanying worksheet. It also provides feedback/answers at intervals. Activities include card sort stater, comprehension questions/note-taking, think words, 4 mark exam question and essay planning for a 12 mark explanation question (could also be answered in full).

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 2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand how people dealt with the Black Death, 1348-49; approaches to treatment and attempts to prevent its spread. The Power Point leads students through all activities with regular feedback and accompanying worksheets. These include a starter fact file, information categorisation/analysis and a final TV news report group competition followed by the textbook end of unit recall quiz. Having already completed two full written assessments as part of the unit, the competition injects a bit of fun.

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.

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.

A lesson which looks at how people in the Middle Ages understood the Black Death. The starter activities clarify the facts about the Black Death, explaining how it really spread, the symptoms and its effects. PLEASE CHECK THE VIDEO IS APPROPRIATE FOR YOUR CLASS. My students loved seeing the re-enactment of the symptoms and tbh it’s really no worse than the state of myself by the end of term but please check that it’s not too graphic for your class. The activities will work without this video. My weaker classes complete the cloze exercise and then analyse the causes and cures. They then use a writing frame to produce a Black Death Diary ensuring that the information they include is true to medieval ideas. My stronger classes complete the cloze exercise and then use a collection of sources to work out the causes and cures for themselves, recording these in a table. They then wrote the diary without the writing frame

This unit will take approximately two hours including assessment writing time. The starter activities ask students to pool their prior knowledge about Robin Hood using video clips as prompts. This then leads into a discussion about fact, fiction and legend and how the modern tale came into existence. Students then use a collection of sources to complete a research table considering whether or not Robin Hood was a real historical figure or a fictional character. A simplified SEN collection of sources is also included. The final assessment is a discursive essay which asks student to consider both arguments before reaching an overall verdict. A mark scheme is included.

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. The first two lessons of Edexcel 9-1, Medicine Through Time (although in reality this work will take longer than two lessons to do thoroughly). Aims and Objectives: To understand the supernatural and religious explanations of the cause of disease. To understand the rational explanations: the Theory of the Four Humours and the miasma theory; the continuing influence in England of Hippocrates and Galen. The Power Point leads students though all activities with accompanying worksheets. It also provides feedback/answers at intervals. A 12 mark explanation question is introduced and set with a writing frame provided.

This lesson considers why the Nazis lost WW2 and what the longer-term results were for the post-war world. The starter is a memory recall using the bunker scenes from the film Downfall. This also asks the students to make inferences. Students then use their prior knowledge of the events of WW2 to explain why the Nazis ultimately lost. Using the information provided, students analyse ways in which the post-war world improved as opposed to continuing problems. They then end with a consideration of the merits of just revenge versus forgiveness using the example of the Holocaust survivor who forgave the doctor who experimented upon her as a stimulus for discussion.

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.

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.