The KING’S Medium Term Plan – History
Y9 Learning Cycle 2 Programme 2015-2016
Module
Subject
Challenging
Question
Britain; Health and the people; c1000 to the present day
Thematic study overview; This study will enable students to identify and understand how medicine and public health has
developed over a long period of time. Students will consider the causes, scale, nature and consequences of both short and
long term developments. Students will discuss the impact of these on British society and how they were related to the key
features of that period. This new AQA syllabus will require students to see how developments in the wider world affected
Britain.
Students will consider the following;
Why has there been progress in the health of British people?
How and why has the pace and scale of medical development varied at different times?
What impact has medical progress had on people and society?
How and why have different factors been more important than others for individual medical development?
What is the significance of key individuals and events in the history of medical development?
This Learning Cycle will focus on the beginnings of change and progress in medicine, with particular focus on the
Renaissance and the dealing with/prevention of disease from the 12th Century. (Exam focus will be generic until the
syllabus has been accredited by Ofqual.)
Challenging Question; What were the features of change from 1300-1700 in medicine and health?
Lines of
Enquiry
Part 1; The beginnings of change 1300-1700.
Week 1: Medieval recap; How was the Black Death an example of Medieval lack of progress?
Week 2 and 3: How did individuals challenge medical authority and what opposition did they face?
Week 4: Was The Great Plague dealt with successfully?
Week 5: Was Edward Jenner’s idea to prevent disease widely accepted?
Week 6: Revision - knowledge based testing with Question 1 exam focus. Assessment week.
Week 7: Gap teaching – from assessment analysis.
By the end of this learning cycle, students in History will be able to answer;
What were the features of change from 1300-1700 in medicine and health?
In order to do this students must understand the following key areas;
•
•
•
•
Medieval recap - The Black Death in Britain, beliefs about its causes, treatment and prevention.
The Renaissance - Who challenged theory? Vesalius, Pare, Harvey; how did they make a difference?
How was the 17th Century Plague dealt with; improvements from the Black Death.
Which ideas began to prevent disease; the ideas of Edward Jenner and opposition to him.
The Ofqual assessment objectives which will be developed throughout the History GCSE course includes;
AO1 Demonstrate knowledge and understanding of the key features and characteristics of the period studied.
AO2 Explain and analyse historical events and periods studied using second –order historical concepts such as cause,
consequence and significance.
AO3 Analyse, evaluate and use sources (contemporary to the period) to make judgements, in the context of historical events
studied.
AO4 Analyse, evaluate and use sources (contemporary to the period) to make judgements about interpretations (including
how and why interpretations may differ), in the context of historical events studied.
Cross curricular and flight path links include; PPE (Year 8) development of philosophical ideas, discussion of the impact
of leaders on History and Medicine, focus on the medical profession and careers today.
Week 1
Medieval recap; How was the Black Death an example of Medieval lack of progress?
(3 Hours class
learning + 1
home
learning)
Hypothesis 1: – Medieval people believed the Black Death was a punishment from God.
Hypothesis 2: – The consequences of the Black Death were made worse by the lack of knowledge of disease.
Learning intention
• Students will identify key theories of the causes, treatments and consequences of the Black Death (1348-1350).
(Key knowledge; bubonic and pneumonic plague features, reasons for medieval beliefs/causes such as punishment, how the Black Death led to mass
destruction of the population, the types of treatments attempted and medieval measures such as family isolation.)
Success Criteria
 Students will understand the importance of The Black Death when describing the lack of progress in the Medieval period.
 Understand the causes believed by contemporary people, and the cause known today.
 Analyse the impact of the Black Death on Britain.
Students will:
Level 1 Basic description of features.
KGP 2-3 students can state, very simply, that medical progress was limited in the Medieval period as shown by the Black Death. They can list causes,
symptoms and consequences.
Level 2 Detailed description of features.
KGP 4-5 – Students can explain the features of the Black Death and begin to explaiin the significance of this event when considering medical progress in
Britian.
Level 3 Explanation of impact.
KGP 6+ - Students can analyse how far medical progress was symbolized by the Black Death; categorizing causes, events and consequences.
Progress Outcomes:
AO1/AO2 – Explain the causes, events and consequences of the Black Death.
AO3 – Use a variety of sources to complete an exam practice question so that pupils can explain the impact of the Black Death.
Overview of lessons this week:
•
Students will start the week being introduced to the new key question and looking at key events that led to the spreading of the Black Death in
Britain.
•
Students will discuss the causes of the Black Death so that they understand how far this hindered medical progress.
•
The final session of the week will look focus consequences of the Black Death so that they can explain the significance of this event in
medical history.
Home learning:
Pupils will complete a research task on a Renaissance medical individual of their choice due the following Tuesday.
Week 2+3
How did individuals challenge medical authority and what opposition did they face?
(6 Hours class
(Lesson 1+2 Vesalius)
learning + 2
Hypothesis 3: – ‘Pioneers were vital to change in the 14th-18th Century.’
home learning)
(Lesson 3+4 Pare)
Hypothesis 5: – ‘Pare’s own intelligence was the sole reason for the progress he made.’
(Lesson 5+6 Harvey)
Hypothesis 6: – ‘Harvey made a significant challenge to medical authority through proof.’
Learning intention
• Students will understand the impact of Vesalius, Pare and Harvey on the medical world.
(Knowledge – Students will know the discoveries and ideas of three pioneers; Vesalius, Pare and Harvey. They will identify that Vesalius studied anatomy
and wrote the significant ‘The Fabric of the Human Body’. They will describe how Pare learnt from wars about surgery and developed ointments and
ligatures. They will also explain how Harvey changed the way people believed the blood was circulated and how he provided proof through experiments.
Using this knowledge they will analyse how each individual faced opposition.)
Success Criteria
 Students will describe the characteristics of the work of Vesalius, Pare and Harvey.
 Students will be able to suggest how far these discoveries changed medical knowledge and how each had an impact on people as well as the
medical world.
Students will:
Level 1 Basic description
KGP 2-3 - Students can state, very simply who Vesalius, Pare and Harvey were and what ideas they had. They will describe the Renaissance period.
Level 2 Detailed description of features.
KGP 4-5 – Students can explain the key features of each of the three indivdiauls and show how they were different. They will apply this knowledge to
suggest if each individual helped to make progress in the Renaissance period.
Level 3 Explanation of a wider range of aspects
KGP 6+ - Students can analyse how far the three individuals had an impact on medical progress for the population at that time and how they were
opposed.
Progress Outcomes:
AO1 – Explain the works of Vesalius, Pare and Harvey.
AO2 – Explain the consequences of the work of the three pioneers . Outline the significance of each to contemporary and future developments.
AO3/4 – Use a variety of sources to describe the individuals’ work.
Aspects of CA will be present when pupils must considering the common links between the individuals.
Overview of lessons this week:
•
Students will focus for two lessons on each of the three pioneers. The first knowledge building lesson will allow the students to describe each
individual and gain mastery of knowledge on their discoveries, within a Pioneer Portfolio.
•
The second lesson of each of the three pioneers will encourage the students to identify the impact of each individual, then and now,
answering an exam question to be REACH marked or creating a chart that outlines how their ideas brought about change.
Home learning:
Pupils will learn a selection of key words in order to complete a spelling test due the following Tuesday.
Week 4
Was ‘The Great Plague’ dealt with successfully?
(3 Hours class
Hypothesis 7: – The measures taken to prevent the spread of the Great Plague shows progress in the Renaissance
learning + 1
period.
home learning)
Learning intention
• Students will understand how the Great Plague was dealt with and how far this was an improvement on The Black Death.
(Knowledge and understanding of; how the Great Plague was spread upto 1665, how the Lord Mayor of London issued orders such as ‘women searchers’
and how this showed progress from Medieval times.)
Success Criteria
 Students will explain how useful a source based on The Great Plague is. (8 marks – draft specification – REACH marked).
 Students will explain the measures taken by the Lord Mayor of London.
 Students will compare The Black Death to The Great Plague.
Students will:
Level 1 Basic description
KGP 2-3 - Students can state, very simply that the Great Plague was similar to the Black Death but can list some of the measures taken to prevent its
spread in the Renaissance period.
Level 2 Detailed descriptions of limited aspects
KGP 4-5 – Students can explain the Great Plague and describe the Lord Mayor’s measures. They can identify key facts using a source.
Level 3 Detailed explanation of a wider range of aspects
KGP 6+ - Students can analyse a first hand source and suggest how useful it is when studying the Great Plague.
Progress Outcomes:
AO1 – Explain The Great Plague and how it was similar/different to the Black Death.
AO4 FOCUS – a contemporary source will be analysed to focus on question 1 technique ‘How useful is Source A…’
Overview of lessons this week:
•
Students will start the week looking at contemporary sources so that they can describe the Great Plague.
•
Pupils will then study the impact of the Lord Mayor of London’s measures and decide if they were effective or not.
•
Students will apply this knowledge to a ‘how useful’ question.
Home learning:
Students will complete a research summary diagram of the Renaissance period.
Week 5
Was Edward Jenner’s idea to prevent disease widely accepted?
(3 Hours class
Hypothesis 7: – Inoculation is the same thing as vaccination.
learning + 1
home learning) Hypothesis 8: - People rushed to use Jenner’s inoculation.
Hypothesis 9: – Vaccination was Jenner’s main triumph.
Learning intention
• Students will understand the impact of Edward Jenner on the prevention of smallpox.
(Knowledge – the difference of inoculation and vaccination. How cowpox led to the discovery of vaccination, who Edward Jenner was and how his
research was important. The impact of Jenner and vaccination through statistics within Britain and the wider world.)
Success Criteria
 Students will describe Jenner’s work as a doctor using inoculations and then his discovery of the Smallpox vaccination.
 Students will evaluate how both inoculation and vaccination affected contemporary people in Britain and the wider world.
Students will:
Level 1 Simple descriptive comments
KGP 2-3 students state the ideas that Jenner developed.
Level 2 Descriptive detail
KGP 4-5 – students identify the difference between inoculation and vaccination. They can describe Jenner’s research and the impact this had on the world.
Level 3 Explains the wider impact of both inoculation and vaccination, along with the significance of Jenner.
Progress Outcomes:
AO1 – Describes/explains the work of Jenner.
AO2 – Explain the causes and consequences of Smallpox vaccinations.
A03/4 – Make judgements on the interpretations of Jenner’s impact.
Overview of lessons this week:
•
Students will look at the work of Jenner and describe his use of inoculation.
•
The next session will focus on the research of cowpox and look at Jenner’s casebook to understand the development of vaccination.
•
Finally students will apply this knowledge by creating a summary of the effect this discovery on towns in Britain and the wider world.
Home learning:
Revision guide
Week 6
Pupils will revise the Renaissance period and practice exam technique for Q1 ‘How useful is Source A…’ questions.
(3 hours class
learning)
Assessment will be both knowledge and technique based on Q1.
Use of CA to encourage perspective thinking will be used in revision/assessment week, such as image discussions.
Gap Analysis Reinforcement
Gap
This end of module time will be allocated to re-teaching any gaps discovered in each individual’s knowledge as a result of the
Reinforcement assessment process. Exam technique using the styles of PEEL and PEEC will also be practiced.
Extended Learning
Discussion/research of current medical practice, compared to the Renaissance periods.
Introduction of the 16m question; ‘How did individuals impact on the development of medicine in the
Renaissance?’