This KS3 unit of work should take around four lessons to complete. It includes the assessment for the unit on the Tudors. The Power Point leads students through all of the activities with accompanying resources. Aims and Objectives: To learn some facts about Henry VIII and decide whether these make him a good or a bad king. To consider why we have different opinions about Henry VIII and how our sources aren’t completely reliable. To use (critically) a range of different types of sources to reach a reliable judgement on the key question. The first lesson introduces the idea of source reliability by drawing inferences from the Holbein portrait and then considering two source samples- one which supports and another which contradicts the painting. Students are asked to consider why they are different. We then study the six wives of Henry, completing a cut and stick activity (wife to fate) and begin to make our notes on whether he was a good or bad king. The second lesson covers the break with Rome and then a card sort, adding further information to our good v. bad table. The extension activity asks students to use a range of resources to add to their notes. I used our class textbooks but also informatioin that I took from BBC schools. This is also a good homework task at this stage as it can be completd using the Internet. The third lesson is where there students prepare for the assessment using a collection of eight sources. An SEN version of the source sheets is also included. The fourth lesson is the assessment write-up. The students are asked to use both the sources and their own knowledge to present a balanced argument before reaching a final judgement. A mark scheme is included.

This KS3 lesson is part of our work on The Stuarts and comes at the start of the course. We therefore introduce King James I with some source work. However, if the lesson is to be completed in the lead up to Bonfire Night, then this first part can simply be removed, leading you straight into the Gunpowder Plot itself. It will take between 1-2 lessons depending upon how many tasks are completed. Aims and Objectives: To use sources to think about what type of king James I was (CAN BE LEFT OUT). To know the key events of the Gunpowder Plot. To understand why some people think the plotters were set up. The lesson starts with the option of some source analysis to investigate what type of person King James I was. There is a more detailed version of this source sheet and a simpler SEN version. We then introduce the Gunpowder Plot with the Horrible Histories clip. The students then use this initial overview to cut out the jumbled events and order them. These are stuck onto the storyboard which is then illustrated (I’ve set this as a homework and competition). The following lesson we look into the conspiracy theory using a range of sources supporting both sides. Students produce a balanced written answer on whether they agree that the plotters were set up before reaching their final verdict.

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.

This KS3 topic covers a single lesson and introduces the course on The Tudors by providing students with a complete overview of the monarchs. It’s simple but effective and I’ve had fantastic justified reasons from students when I’ve used it. Aims and Objectives: To know the Tudor family tree and the order in which they reigned. To know a few basic facts about each of the Tudor monarchs. To compare their reigns and make a judgement on who was the greatest Tudor monarch. The starter focuses on the family tree and establishes the order and reasons for reigns. We then work through each of the monarchs, whilst students rank them on a continuum from worst to best. I’ve always made them note down two reasons for each but the information sheet could equally be adapted into cards for them to order. Students are then asked to make an independent judgement on which monarch was the greatest and we discuss the choices at the end.

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 historical context of medicine in the early 20c: the understanding of infection and moves towards aseptic surgery; the development of x-rays; blood transfusions and developments in the storage of blood. To learn about experiments in surgery and medicine: new techniques in the treatment of wounds and infection, the Thomas splint, the use of mobile x-ray units, the creation of a blood bank for the Battle of Cambrai. The two Power Points lead students through all activities with accompanying worksheets. They also provide feedback at intervals and advice on exam approach. Activities include a fact recall quiz, independent note-taking, information prioritisation, analysing the effectiveness of treatment, a four mark follow up question, preparation for the 4 mark factual recall question with a carousel activity.

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 nominally covers 2 lesson but in practice will take at least 3-4 depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the work of the RAMC and FANY. The system of transport, stages of treatment and underground hospital at Arras. The Power Point leads students through all activities with accompanying worksheets/resources. It also provides worked examples and exam advice. Activities include an ordering of the four stages of evacuation starter, a listening exercise with student diagram, independent note-taking, an 8 mark source evaluation exam question, a plenary of medical scenarios whereby students decide how far to pass the student along the chain of evacuation and when to award the sought after “Blighty” award, a cloze exercise with source extension on the work of FANY, and a four mark follow up question.

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, 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 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 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, c 1250-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 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about new approaches to prevention: mass vaccinations and government lifestyle campaigns. The Power Point leads students through all activities with answers/feedback and exam technique advice for answering 12 mark questions. Activities include a source inference starter, note-taking and weighing up of improvements v. continuing problems in treatments and access to care. This leads into a 12 mark exam question “Explain why there was rapid progress in disease prevention after c1900.” An essay planning sheet is included. Students are encouraged to review each others’ plans and peer assess the written answers.

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 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the extent of change in care and treatment: the impact of the NHS and high-tech medical and surgical treatments in hospitals. The Power Point leads students through all activities with accompanying worksheets. It also provides feedback/answers/demonstrations at intervals. Activities include watching the very quaint contemporary promotional cartoon which showcases the improvements offered by the NHS, cloze exercise, thought-shower, analysis of high-tech treatments and discussion/linking of NHS to the introduction of high-tech treatments.

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 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 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 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.

This KS3 lesson provides an overview of events and then analyses the reasons for the Allied victory in WW1. The Power Point leads students through all of the activities. After a brief introductory video, the students rate the level of the Allies’ success through seven closing stages. Having gained an overview of events, students then carry out a range of analytical activities using the cause cards provided. They are asked to group the cards into Allies’ strengths vs. German’ weaknesses, long vs. short term and then group them into social, military and economic. After reading a worked example of an explanation of military reasons, students select either social or economic reasons and produce an explanatory paragraph to demonstrate their understanding.

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 nice Christmas themed lesson has helped me to keep both SLT happy with its academic integrity and the students happy with a bit of Christmas cheer in that final week of term! We introduce the 1914 truce with the Sainsburys advert. The basic factual recall quiz afterwards is a nice chocolate winning opportunity. Students then cross-reference the advert’s idealised portrayal with a series of sources to reach a final judgement on how accurate the Sainsburys’ portrayal was. This is written up in the form of a response from the Advertising Standards Agency to a complaint about the advert not being accurate.