The KING’S Medium Term Plan – History
Y9 Learning Cycle 1 Programme 2015-2016
Module
Britain; Health and the people; c1000 to the present day
Subject
Challenging
Question
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 begin by focusing on Medieval medicine, with particular exam technique focus on Question
1.
Challenging Question; Was Medieval medicine as progressive as the Ancient world?
Lines of
Enquiry
Part 1; Medicine stands still.
Week 1: What impact can factors, individuals and events have on medical change?
Week 2: Did medicine progress in the Ancient World?
Week 3 and 4: What impact did Medieval doctors; religion and surgery have on medical progress?
Week 5: How has public health developed from the Romans to the Middle Ages?
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;
To what extent did Medieval medicine stand still?
In order to do this students must understand the following key areas;
•
•
•
•
The progress made in the Ancient Greece; religious ideas vs. logical philosophy. The impact of Asclepius
and Hippocrates.
The medieval doctor, training and beliefs about the cause of illness.
Medical progress as a consequence of Christian and Islamic medicine and surgery.
Public health in the Middle Ages and the impact of the Black Death.
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 Hippocrates and Galen’s philosophical ideas,
discussion of the impact of leaders on History and Medicine, focus on the medical profession and careers today.
Week 1
What impact can factors, individuals and events have on medical change?
(3 Hours class
learning + 1
home
learning)
Hypothesis 1: – An event is more important than an individual on medical progress.
Hypothesis 2: – The most important factor that influences medical development is doctors.
Learning intention
• Students will identify key developments and individuals for contextual understanding of the Britain; Health and the people. They will outline the difference
between individuals, events and factors. They will then study Egyptian medicine as a case study for background knowledge.
(Key knowledge – example critical events/turning points; blood type discovered, first kidney transplant, the Germ Theory. Impact of individuals; Vesalius.
Factors that affected medicine in Ancient Egypt; writing, religion (embalming), the Nile and trade (the discovery of herbal resources).
Success Criteria

Students will understand the importance of events as turning points.

Understand the impact of Vesalius.

Describe three factors that helped Egyptian medicine.
Students will:
Level 1 Basic description
KGP 2-3 students can state, very simply, that medical progress can be affected by people, events and key factors such as the River Nile in Egypt.
Level 2 Detailed description of limited aspects
KGP 4-5 – Students can explain one or two ways medical progress can be affected such as events like the discovery of blood type (event), Vesalius
(people) or the Nile (factors).
Level 3 Detailed description of a wider range of aspects
KGP 6+ - Students can analyse a variety of different ways medical progress can be affected; categorizing events, people and factors.
Progress Outcomes:
AO1 – Explain how key discoveries, Vesalius and key factors in Egypt have affected medicine.
AO3 – Use a variety of sources to complete an exam practice question so that pupils can explain the work of Andreas Vesalius.
Overview of lessons this week:
•
Students will start the week being introduced to the new key issue question and looking at key events that have shaped our medical knowledge.
•
Students will discuss the impact of Vesalius on medical progress in Ancient Greece and answer an exam question worth 4 marks. REACH time
will utilized to improve exam technique following teacher feedback.
•
The final session of the week will look focus on Ancient Egypt as a case study so that pupils can understand how different factors can improve a
civilisation’s medical progress.
Home learning:
Pupils will complete a research task on a medical individual of their choice due the following Tuesday.
Week 2
Did medicine progress in the Ancient World?
(3 Hours class
Hypothesis 3: – All Ancient Greeks were driven by religious beliefs.’
learning + 1
home learning)
Learning intention
• Students will understand the difference between faith healing and practical philosophy.
(Knowledge –
Success Criteria

Students will describe an Asclepion using a source (from June 2014 paper)

Students will identify key features of faith healing/Asclepius in Greece and practical philosophy/Hippocrates.
Students will:
Level 1 Basic description
KGP 2-3 students can state, very simply who Asclepius is, what an Asclepion is and what Hippocrates is famous for (including the Four Humours).
KGP 4-5 – Students can explain the difference between faith healing and practical philosophy; particular description of Asclepius and Hippocrates
required.
Level 3 Detailed description of a wider range of aspects
KGP 6+ - Students can analyse how far both faith healing and practical philosophy had an impact on medical progress.
Progress Outcomes:
AO1 – Explain Asclepius, asclepions, Hippocrates and the Four Humours.
AO2 – Explain the possible consequences of faith healing. Outline the significance of Hippocrates.
AO4 – Describe an Asclepion using a source.
Aspects of CA will be present when pupils must consider if faith healing actually helped healing (despite typical present understanding).
Overview of lessons this week:
•
Students will start by studying Asclepius, the God of Healing and how the Greeks believed he would heal.
•
Students look at the consequences of faith healing and determine if this would help or hinder health. A ‘Source A’ type question will be used to
provide feedback for REACH time.
•
The final session of the week will look at Hippocrates and the Four Humours, with discussion based around the impact this individual had.
Home learning:
Pupils will learn a selection of key words in order to complete a spelling test due the following Tuesday.
Week 3+4
What impact did Medieval doctors, religion and surgery have on medical progress?
(6 Hours class
(Lesson 1+2 Medieval medicine)
learning + 1
Hypothesis 4: – Medieval doctors were highly trained.
home learning)
(Lesson 3+4 Medieval progress and religion)
Hypothesis 5: – Christian emphasis on care was a step forward for Medieval medicine.
Hypothesis 6:- Islamic doctors further improved medical development.
(Lesson 5+6 Medieval surgery)
Hypothesis 6: – Medieval surgery was more advanced because of specialist surgeons.
Learning intention
• Students will understand how the Medieval period led to medical progress in a number of areas.
Knowledge and understanding of; doctors underwent training in university, and the prevalence of ancient ideas and practices such as the work of Galen. A
medieval doctor’s toolkit, their effectiveness and methods. The importance and strength of Christianity, the role of the church on improving care and the
significance of prayer. This will then be compared to the achievements of Islamic medicine, the importance of evidence based practice and the use of
pharmacy measures. Finally Medieval surgery, understanding how wounds were treated, the view of pus and the ideas of Hugh and Theodoric of Lucca.
Success Criteria

Students will explain how useful a source based on a medieval dissection class is (8 marks – draft specification).

Students will compare sources on Christian and Islamic medicine.

Students will explain how useful a source by Theodoric of Lucca is (8 marks)
Students will:
Level 1 Basic description
KGP 2-3 students can state, very simply that medieval times brought some progress with doctors being trained, religious scholars improving care and
surgery developing due to key individuals.
Level 2 Detailed descriptions of limited aspects
KGP 4-5 – Students can explain one or two points about Medieval progress, e.g. – effects universities and training, the role of Christian care and hospitals,
the importance of Islamic pharmacies, developments in surgery. They can identify key facts using a source.
Level 3 Detailed description of a wider range of aspects
KGP 6+ - Students can analyse a variety of different aspects of whether there was Medieval progress and explain them in detail using a source and by
looking at the usefulness of the source.
Progress Outcomes:
AO1 – Explain Medieval medicine and progress; doctors, universities, Christian and Islamic medicine, surgery.
AO4 FOCUS – a variety of contemporary sources 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 medieval doctors, their training and toolkits. Students will make links to Ancient medicine.
•
Pupils will then study the impact of Medieval medicine, comparing Christian care and hospitals to Islamic pharmacies. A variety of contemporary
sources will provide deeper knowledge of both Christian and Islamic medical progress. Opportunity for feedback and REACH will take place in
these lessons.
•
Students will study whether Medieval surgeons worked efficiently and how methods developed during this era.
Home learning:
Students will complete a research activity based on the work of Galen and his impact on later medicine.
Week 5
How has Public Health developed from the Romans to the Middle Ages?
(3 Hours class
Hypothesis 7: – Public Health regressed after the Roman era.
learning + 1
home learning) Hypothesis 8: - Public Health was better in a Medieval town than in a monastery.
Hypothesis 9: – The Black Death was a significant event in the history of Britain.
Learning intention
• Students will understand how far Public Health regressed in the Medieval period.
(Knowledge –Roman Public Health and its efficiency, fall of Rome and the later regression of PH in Medieval Britain. The poor conditions and hygiene in
Medieval towns and stress factors such as lack of central leadership and wealth. Description of towns such as lack of drainage and running water,
comparing to monasteries where some wealth could be found. Case study on the Black Death identifying causes (including medieval beliefs of punishment
from God or the position of the stars). Know the real cause of fleas on rats from Asia and the destruction of 50% of the population.
Success Criteria

Students will describe Public Health in Medieval Times.

Students will evaluate how useful a source on the Black Death is (new 8m question)
Students will:
Level 1 Simple descriptive comments
KGP 2-3 students state that Medieval cleanliness was worse than the Roman period, giving examples from Medieval towns and can identify key features
of the Black Death.
Level 2
KGP 4-5 – students identify the difference between Roman and Medieval public health and explain the disparity between town health and monasteries.
Can describe the Black Death in detail, including the causes.
Level 3 Explains two or more features of Public Health, may attempt agreement or disagreement on hypothesis.
KGP 6+ - Analyses the Roman and Medieval era by comparing Public Health within and across time periods. Describes the significance of the Black
Death.
Progress Outcomes:
AO1 – Explain Public Health within and across time periods. Describe the Black Death.
AO2 – Explain the causes and consequences of the Black Death; explain the causes of regression with Public Health.
A03/4 – Make judgements on interpretations of Public Health using contemporary sources.
Overview of lessons this week:
•
Students will look at the Roman Public Health to then discuss regression through time. They will conclude by identifying reasons for this
regression.
•
Students look at both Medieval towns and monasteries, comparing how people lived in each. CA will take place during analysis of key words
lined to Public Health.
•
The final session of the week will look at the Black Death; its causes, consequences and far reaching significance to the health of British people.
Home learning:
Pupils complete a reflection by completing spider diagrams on Public Health and The Black Death. Revision.
Week 6
Pupils will revise Medieval Medicine 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.
Extended Learning
Discussion/research of current medical practice, compared to Ancient and Medieval periods.
Introduction of the 16 m question; ‘Has religion been the main factor in developing Medieval medicine.’