A full scheme of work for Edexcel GCSE Medicine Through Time 1250-Present. A Perfect opportunity to use / amend or add to your own scheme of work for this topic. Included: - 27 lessons all categorised into (Ancient Beliefs - Medieval - Renaissance - 19th Century and 20th Century. - Lesson outcomes - Lesson key content / learning focus - Resources -Pedagogical Suggestions - Differentiation - Exam Style Assessment Questions for Each Lesson - Cross-Curricular Links - Homework Ideas - SMSC Questions / Themes in Each Lesson

The purpose of this lesson is to develops students’ knowledge upon the Greensboro sit-in movement and its significance to the civil rights Movement. Pupils will enter the room and handed an information recording sheet - various news articles will be stuck around the room pupils will be in 'the pit' - and will have to work out what has happened - who - when - where and why before drawing a scene based upon the information they have collected. Pupils will be introduced to the Sit-in movement though slides and a video (embedded). there are lots of discussion questions included here to prompt discussion. Pupils will then inquire into the significance of the sit-tin movement through a card sort - an activity is embedded into the lesson plan here however, this can be changed to suit your class. Pupils will then answer an exam style question to explain the significance of the sit-in movement. Success criteria and literacy scaffold is included here to support. Further advice and descriptions can be found within the presentation. Please see my shop for other high quality resources.

The lesson begins with an inquiry into Martin Luther King Jr. Pupils are encouraged to discuss what they already know before studying a newspaper article written by a white journalist about his involvement in the boycott - pupils sue this (highlighters) to assess his leadership qualities. Pupils then look at 'the bigger picture' - pupils will use their worksheet to wander the room or work in groups studying information provided to them or stuck around the room. Pupils are encouraged to visit at least 3 sheets and record what they can learn about the successes of the boycott. I have provided 3 AFL activities proceeding this task (choose to suit your class / ability) 1. Mix-Pair-share 2. Snowball fight 3. Group discussion (A1 paper required) Pupils will then answer an assessment question (Challenge and prompt sheet provided for differentiation). Once this is done pupils are provided with a previously prepared answer and are encouraged to peer assess it with the mark scheme (handout provided) pupils can then reflect upon their own answer in relation to the handout. Further advice can be found in the description of the presentation. Please see my shop for other high quality history resources.

**FREE KNOWLEDGE ORGANISER INCLUDED. ** Lesson begins with pupils relecting upon what they need to revieve the perfect eduxcation. Pupils will engage in a Mix-Pair-Share activity to teach eachother bout the changing views to Educatiion in Elizabethan Society (older attitudes V humanist views). Pupils will then compare a gammar school time table from the Elizabethan era with their own school time table. Pupils are cnouraged to spot the diofrferences / similarfites. the main tack is centered around pupils conducting an 'elizabethan OFSTED Schools inspection based around the following schools, who had access to them interms of sex / social siatus/ age. 1. Grammar Schools 2. Home Schooling 3. Petty Schools 4. Schools for girls 5. Universities Pupils then watch a clip (link in description to identify punishments. Plenary: Pupils pull out of a hat /bag cards with pupil details on them. They then use these to inform where they stand in the appropriate area of the class room which links in with what school that type of pupils would have attended. Further instructions are included in the description of the power point.

Lesson begins with students recalling why the riots of 1965-68 began. This can then lead into the introduction of this lesson which focuses upon King’s campaign in Chicago. Pupils will watch the first 5 minutes of an ‘Eyes on the Prize’ Documentary to set the scene, there are questions included to support, these can be printed off or one question delegated to each table to answer. Teacher then consolidates initial learning through using a GIF map to discuss the housing and black ghetto problems Chicago was experiencing. this leads into a 4 mark inference question to assess progress. the main tasks is cantered around pupils assessing the successes and failures of the ‘Chicago Campaign’. Teacher will copy PP 72-73 of Pearson ‘Conflict at Home and Abroad’ textbook - pupils work in pairs to highlight success and failures in different colours, before planning an 16 mark statement question answer between them. This can then be completed professionally as homework. the lesson ends with video clip and a reflection of MLK and his assassination. Pupils can have the opportunity to write an obituary for MLK’s life as a plenary. Peep sheet and a structure strip are included to help support pupils in planning their 16 mark question and chunking information about the Chicago Campaign.

A two sided revision sheet for Elizabethan England. - Key Dates & events . Threats at Home and Abroad . Religious Settlement . Elizabethan society and exploration - Key words - Significant Individuals.

In this lesson pupils will assess to what extent Edward VI was a good King during the short time he was in power. As pupils enter the class they will be provided with a portrait picture of Edward and Henry VIII. Pupils will mix and then pair up with a pupil who has the opposite portrait to them. Pupils will discuss the similarities between the two portraits. Pupils will then answer the question: Why has the artist painted Edward in a similar way to Henry? (White boards could be used to showcase visual progress). Pupils will then watch a video (link provided) pupils are encouraged to identify the challenges Edward will face during his reign. The main task is designed around pupils circulating their classroom studying evidence stuck to the walls (9 sheets) gathering and categorising this information about Edward into 'Good King & 'Bad King'. This can then be used to answer an exam style question which assesses 'balance'. Plenary: Pupils will form their overall judgment and can either verbally explain though a whole class judgment line or individually on a sticky note to be stuck to the board. There are plenty of directions this lesson could take and various ways the source evidence could be used to suit your class. A prompt and challenge sheet has been included to stretch and challenge / support weaker students.

Pupils define ‘Humanism’ as a hook. ‘Did you know’ - mix - pair - share activity to assess reasons for Sydenham’s significane (Teaching instructions included on the resource) Pupils then study Sydenham - extracting important information about him, befroe judging his importance and discoveries to the progression of Medicine. (AO2) Introduce the printing press and pupils judge the significance of this during the Renaissance period and the impact it had. Pupils then compete in teams to identify infomration about the Royal society before explaining its Significance. Edxecel Pearson Medicine Through Time Text Books will be required for this lesson. pp-44-46

**FREE KNOWLEDGE ORGANISER INCLUDED. ** There are two parts to this lesson. 1. Pupils will identify why Mary was a threat. Pupils will be handed a Tudor family tree as they enter class. The question on the board will be: Why was Mary a threat? E.g. She was Catholic or next in line for the Throne. After receiving feedback pupils will then watch a short video clip where they will be further asked to identify other reasons why Mary was a threat to Elizabeth. Pupils will then use this information to describe two feature of Mary’s threat to Elizabeth. (I have a provided a WAGOL to support pupils with this task). 2. Decision making activity. Pupils are then informed about the reasons which led Mary to flee to England. Pupils will engaged in an active decision making activity to decide what Elizabeth should do about the problem of Mary. Pupils will be able to then use this information to form a judgment about what they believe would have been the correct decision for Elizabeth to make. Before it is revealed that Elizabeth decided to imprison Mary for 19 years. A1 paper will be required. There are further instructions and prompts included within the presentation.

This was recently graded an Outstanding lesson for one of my KS3 classes. Pupils will start by listening to a slavery song to empathise with slaves who worked in the cotton fields. Pupils will then watch a short BBC video explaining the experiences / work life of slaves on a plantation before exploring evidenced to study the experience of a slave on a plantation. Pupils' will then consolidate their learning through answering a structures exam style question. Stretch and challenge opportunities included for more able pupils, differentiation through outcome and evidence packs can easily be adapted to suit your pupil's needs. Included: presentation (resources included in lower half of presentation for printing) Worksheet booklet (class books will not be required) Thorough Lesson plan SMSC included, literacy and numeracy included. Differentiated outcomes. All video and music links are embedded or included to access online.

Lesson Plan: Pupils watch a choice of videos to then chronologically arrange a card sort into the events of the day. The main task is literacy relay where pupils will work in teams to answer the questions related to the lessons learning intention. Finally pupils will form a personal judgment regarding: Did the USA deserve all the blame for 9/11? Videos are embedded into the presentation, however I have also provided the links for these as well. I have used this lesson to form part of my history lesson on terrorism through time, however this could also be used for RE / Social Studies / PSHE.

The purpose of this lesson is to encourage pupils to reflect upon the progress made by the civil rights movement by 1960. Pupils will inquire into who the freedom riders were and the purpose, aims and possible problems of their movement. Pupils will lead their own learning though the collection of information to then record this information in chronological order on their worksheets to create a time line. All videos, sound clips and random name generator are embedded with further advice upon the structure of the lesson to be found in the description of the presentation. Pupils will complete the lesson though comparing the freedom riders with other nonviolent methods of campaigning so far during the civil rights movement - E.g. Greensboro Sit-ins to then form an overall judgment.

This Assembly is designed to enthuse students (of any year group) to take part in a 'Leadership Challenge' which can be completed over the course of a half term. Student booklet is included which once completed can be collected in by their teacher / form tutor / head of year and certificates awarded. Success Criteria: - Become a ‘lead’ learner in lesson. - Peer support. - Lead a group discussion. - Help your form run an assembly. - Help design / run a starter or plenary. - Support an after school / charity event. Assembly begins with a 'hook' clip from Peter Pan's 'Following the Leader' song (embedded). Ask students to reflect upon any leaders they can think of (a good opportunity to reflect not only on world leaders but leadership within school e.g. School Council / Head Boy / Girl). Ask students what qualities you must possess to aspire to a leadership role. A video clip is then shown (embedded) and students are encouraged to identify any leadership skills which have just been identified (either by students or from what was displayed on the Presentation). Students are then introduced to the 'Leadership Challenge', success criteria cards can already be placed upon student chairs upon entering, these can now be addressed. Finishes with a prayer about leadership and encouragement to begin the challenge!

The purpose of this lesson is for students to debate if Nixon was right to keep the invasions of Cambodia and Lao a secret from the US public during his Vietnamisation program. This skill is linked with final 16 mark statement questions found in papers 1 /2 &3. Studentts begin though a starter task of attempting to fill in a blank map completing the names of the countries, the Ho Chi Minh Trail, Gulf of Tonkin and any cities etc. Students are introduced to the invasion of Cambodia through a short video clip of Nixon's televised explanation (embedded). The main task revolves around the teaching and learning strategy of '6 monkeys'. All explained within the resource pack attached . After assessing the impact of this invasion in 1970 students are introduced to the invasion of Laos in 1971 and how the US public reacted to the news of these invasions. Students are to complete a short 4 mark source evaluation activity linked with the Kent State Shooting protest. After these tasks and debates students will be ready to form an overall judgment regarding the initial debate question: Was Nixon right to keep the invasions of Cambodia and Laos a secret from the US population? I have included an extension video showcasing a news report of how currently the US are attempting to get Cambodia to repay for the damages caused during the invasion (video embedded).