A review starter/plenary for AQA 8145 Health and the People - focused on the modern period (20th and 21st century) . 10 recap questions to be completed in pairs/individually. Answers included. Useful for interleaving and reviewing knowledge.

Lesson exploring the extent of multiculturalism and tolerance by 1997. The starter explores the case of Stephen Lawrence and considers what it shows about the extent of multiculturalism in Britain. Using Oxford AQA textbook students create a table showing progress and limitations in race relations by 1997. Students then debate the extent of tolerance in Britain utlising talk tokens, leading to a written judgement on the extent of tolerance and multiculturalism. This leads to a judgement line assessing the extent of tolerance - linking to the L4 and L5 criteria of the mark scheme.

Knowledge organiser covering the Unit 5 - Towards a new consensus topic (end of Thatcher and Reagan) - useful for introduction/retrieval/revision

A resource focusing on reviewing key content from AQA 8145 Elizabethan England unit. Pupils answer the key questions individually or in pairs as a starter or plenary to review key topics. Useful for interleaving and reviewing prior knowledge throughout the year or could also be used as a homework task. Answers for teachers also included - could be used online on platforms like show my homework with self or peer-marking.

A resource focusing on reviewing key content from AQA 8145 Elizabethan England unit. Pupils answer the key questions individually or in pairs as a starter or plenary to review key topics. Useful for interleaving and reviewing prior knowledge throughout the year or could also be used as a homework task. Answers for teachers also included - could be used online on platforms like show my homework with self or peer-marking.

Work booklet practising the 4 mark ‘how and why’ intepretations for America 1920-73. Suggested structures given with opportunities to practise a variety of interpretations.

This lesson explores the success of surgery in the Medieval period and the extent of progress. The lesson begins with an exploration of what is needed to make surgery successful, leading to a video exploring how surgery developed. This is then extended upon with the card task adding to the table of evidence. A progress check recaps students understanding, leading to a written judgement on which area saw the most progress. Finally a judgement line/post it plenary allows an assessment of how much progress students believe was made in the Medieval period.

This lesson compares the impact that Christianity and Islam had on surgical development in the Medieval period. The lesson starts with a source task which introduces the differing perspectives, leading to an evidence gathering comparison table of the two religions. A video further develops Islamic medicine, allowing a judgement on why Islamic doctors made more progress at this time. Students then apply their learning to a ‘similarity’ question leading to a written judgement/timed response

This lesson explores the development of anaesthetics and antiseptics, and the impact on surgery. The lesson begins with a discussion of the issues remaining in surgery with a video introducing Simpson and Lister. This then leads to an exploration of the role of anaesthetics and antiseptics through completing categorisation tasks and written responses, with the addition of a progress checkpoint. Students then plan and answer an 8-mark significance question around anaesthetics, marking their own or their peers and improving their answers. A judgement plenary allows students to develop which they feel was most significant and over which time.

This lesson revisits Vesalius, Pare and Harvey and focuses on how they helped surgery to develop. The lesson begins with a Medieval surgery knowledge audit, leading to a task on Vesalius and ranking his contributions in terms of importance. Students then review Harvey, considering successes and limitations, moving on to review Pare and his importance. At each stage challenge questions extend thinking and promote comparison of significance. An opportunity for ‘utility’ practice on Pare leads to a plenary debate on who had the largest contribution to the development of surgery in the Renaissance.

This lesson explores the role of the individual (John Hunter) in bringing surgical development in the Early Modern period. The lesson begins with a video exploring his significance, leading to a reduction task of the ‘top 3’ reasons for his significance in the different fields (books, training etc). Students then apply this to an 8-mark significance plan, leading to an overall assessment of surgical progress by 1800. Finally, a judgement line plenary allows an overall assessment of how much progress had been made in surgery by 1800.

This lesson recaps the key content on Public Health from Medieval England to the modern day beginning with a quiz-quiz-trade starter. Students then categorise the evidence into the different factors, using this to plan a 16-mark essay response on the government being the most important factor in developing public health. Students then write a model paragraph and self or peer assess this. Finally, students complete a trio recap plenary.

This lesson explores the extent of progress by the end of the 18th century for causes and cures. The lesson begins with a recap of how disease had been treated up to the start of the Renaissance, leading to a video allowing exploration of change and continuity of medicine. The lesson leads to a source task, exploring scientific v supernatural cures in this time, leading to a table task assessing progress and remaining limitations. Finally, students complete a continuum plenary assessing the extent of progress by the 18th century.

This lesson focuses on planning and writing a 12-mark essay assessing which was more important in ending the depression in America: New Deal or WW2. The lesson starts with a rapid recap of both, swapping and sharing information, leading to a collaborative, modelled planning of the essay after exploring Level 3 criteria. Students then write a judgement to the essay and complete a judgement line plenary.

This lesson explores how WW2 affected the USA both positively and negatively. The lesson starts with a recap of key terms from the previous lesson (e.g. Cash and Carry), moving into a video introducing the impact of WW2 on US society/economy/politics. Students then use the hand out to create a table showing the positive and negative impacts of WW2, leading to application planning to an 8-mark response on the impact of war on African-Americans and women. Students then debate the overall impact of WW2 on America, leading to an interpretation plenary on the legacy of WW2, linking in knowledge gained from the lesson.

This lesson begins with students exploring what they already know about WW2, using a video then to note down how the US became involved. Students then explore the stages to war from 1935-1941 assessing how involved America was at each stage. Students then complete notes and questions on how Pearl Harbour was the trigger point for US involvement. Students then create a mind map showing how WW2 benefitted the US economy. A judgement plenary explores how ‘beneficial’ WW2 was for America.

This lesson explores how Herbert Hoover attempted to tackle the issues of the Great Depression. The lesson begins with an interpretation of Hoover, allowing students to make an inference. Students then explore the biography of Hoover and suggest what kind of a leader he would be. A video outlining Hoovervilles leads to an assessment of the different methods Hoover used to tackle the depression - for each students assess if each was a success or failure and why. Students then link the learning to a 4-mark describe question, revisiting the interpretation of Hoover as a plenary.

This lesson explores why Roosevelt beat Hoover in the 1932 election. The lesson starts with an interpretation of Hoover with students supporting and challenging this, leading to a consideration of what voters would want in 1932. A video then introduces the election, leading to students assessing in a tabe why Hoover was unpopular and Roosevelt popular. Students then complete a written assessment, leading to a judgement line plenary on who was responsible for the loss of the 1932 election.

This lesson explores the causes and variety of opposition to the New Deal. A source starter allows inferences of criticisms of the New Deal, leading to a video exploring motivations behind the critics. Students then explore one opponent in depth and present to either the whole class or small groups, building a picture of the five main opponents. An interpretation plenary allows a review of criticisms of the New Deal and interpretation skills.

The first lesson in the scheme American 1920-73: Opportunity and Inequality, focusing on what American society was like by 1920. The lesson begins with an exploration of existing knowledge of America, moving to exploring the American political system. Students then watch a video on how immigrants came to America through Ellis Island, leading to an assessment of which groups held the most ‘value’ in society at the time. Students then create a spider diagram on why people emigrated to America at this time, linking it to the melting pot idea. Finally, students summarise America society by 1920 with 5 key words or phrases.