The KING’S Medium Term Plan – History

Y9 Learning Cycle 3 Programme

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 focus on the period from the 18th Century onwards, where a 'Revolution in Medicine' took

place. This thematic study will be completed with a final focus on 'Modern Medicine'. (Exam focus will be generic

until the syllabus has been accredited by Ofqual.)

Challenging Question; How did the field of Medicine develop rapidly from the 1700s to the Modern Day?

Lines of

Enquiry

Part 3; A Revolution in Medicine

Week 1: How significant was the development of the Germ Theory?

Week 2: Why did anaesthetics and antiseptics revolutionise surgery?

Week 3: How far was Public Health improved in Britain in the 1800s?

Part 4; Modern Medicine

Week 4: How did the modern treatment of disease and surgery improve the health of British people?

Week 5: Revision - knowledge based testing for Part 3. Synoptic recap of Part 1 and 2. Assessment week.

Week 6: How did reforms develop Public Health in Britain from the 1900s onwards?

Week 7: Mini assessment on Part 4. Gap teaching – from assessment analysis.

By the end of this learning cycle, students in History will be able to answer;

How did the field of Medicine develop rapidly from the 1700s to the Modern Day?

In order to do this students must understand the following key areas;

A Revolution in Medicine (1800s)?

• The Germ Theory; Pastuer, Koch and Ehrlich. Did this effect the average person in Britain? • The development of anaesthetics and antiseptics - Simpson and chloroform, opposition and

consequences. Lister and antiseptics. The effects on an example; childbirth in Britain and surgery. • Cholera, the consequences of the Industrial Revolution and the impact of the Public Health Acts/reformers

in Britain. • Which ideas began to prevent disease; the ideas of Edward Jenner and opposition to him.

Modern Medicine (1900s)

• The development of modern treatments such as pharmaceuticals eg) penicillin. • The impact of war and technology; X-ray, radiation , key hole surgery, transfusions. • The importance of Government on modern public health; Booth, Rowntree, the Beveridge Report, Welfare

State and the NHS. 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 ethical issues within modern medicine, discussion of the impact of leaders on History and Medicine, focus on the medical profession and careers today.

Week 1

(3 Hours class

learning + 1

home

learning)

How significant was the development of the Germ Theory?

Hypothesis 1: – The Germ Theory had a significant effect on both British health and future medical development. Learning intention • Students will identify the process of Pasteur's discovery, the impact this had on British health and the consequent developments that followed. Success Criteria

Students will; understand how and why Pasteur discovered germs.

Explain the discoveries of Koch, Ehrlich and Pasteur.

Analyse the impact of the Germ Theory. Students will: Level 1 Basic description of features. KGP 2-3 students can state, very simply, the discoveries of Pastuer, Koch and Ehrlich. Level 2 Detailed description of features. KGP 4-5 – Students can explain the features of the discoveries of Pastuer, Koch and Ehrlich and begin to explain the significance of these discoveries when considering medical progress in Britain. Level 3 Explanation of impact. KGP 6+ - Students can analyse how far medical progress was made as a result of the Germ Theory and compare the individuals Pasteur and Koch. Progress Outcomes: AO1/AO2 – Explain the key features of Pasteur, Koch and Ehrlich's work. AO3 – Use a variety of sources to complete an exam practice question so that pupils can explain the impact of the Germ Theory. 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 discovery of germs;

Pasteur's story.

• Students will discuss the impact of the Germ Theory by outlining the consequent work of Koch and Ehrlich.

• The final session of the week will compare and evaluate the individuals Koch and Pasteur; linking this to the impact of the Germ Theory.

Home learning:

Pupils will complete a task that involves researching everyday medical treatments and how the work Pasteur, Koch and Ehrlich affected them.

Week 2

(3 Hours class

learning + 1

home

learning)

Why did anaesthetics and antiseptics revolutionise surgery?

(Lesson 1 Anaesthetics)Hypothesis 1: – ‘Anaesthetics met opposition because people were scared in the 1800s’. (Lesson 2 Antiseptics) Hypothesis 2: – ‘Lister's antiseptics changed surgery dramatically.' (Lesson 3) Hypothesis 3: – ‘Aseptic surgery led to many saved lives.’ Learning intention • Students will understand the impact of anaesthetics and antiseptics on the medical world and the development of aseptic surgery. (Knowledge – Students will know the discoveries and ideas of three pioneers; Simpson, Lister and Semmelweiss. They will explain Simpson's discovery of chloroform, Lister's carbolic acid and Semmelweiss' pursuit of aseptic surgery. Using this knowledge they will analyse how each individual faced opposition and how their methods became accepted, such as Queen Victoria using chloroform in child birth.)

Success Criteria

Students will describe the characteristics of the work of Simpson, Lister and Semmelweiss.

Students will be able to suggest how far these discoveries changed surgery and how each had an impact on people of the time and beyond. Students will: Level 1 Basic description KGP 2-3 - Students can state, very simply who Simpson, Lister and Semmelweiss were and what surgical discoveries they made. They will describe the how this changed surgery. Level 2 Detailed description of features. KGP 4-5 – Students can explain the key features of each of the three individuals and show how they were different. They will apply this knowledge to suggest if each individual helped to make progress in the surgical field. 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 Simpson, Lister and Semmelweiss . 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 one lesson on each of the three pioneers. Using diagrams and chart pupils will research each individual. They will

then compare surgery from Medieval/Renaissance times to the 19th Century.

Home learning:

Pupils will learn a selection of key words in order to complete a spelling test due the following Tuesday.

Week 3

(3 Hours class

learning + 1

home

learning)

How far was Public Health improved in Britain in the 1800s?

Hypothesis 1: – Cholera was dealt with no better than the Black Death. Hypothesis 2: – The Public Health Acts were a major step forward Learning intention • Students will understand how Cholera was dealt with and how far this was an improvement on The Black Death. Pupils will then explain the Public Health Acts and reformers such as Chadwick.

(Knowledge and understanding of; what Cholera was and how it spread in the 1800s, the theories of Snow and disease, changes to Public Health including the Public Health Acts of 1848 and 1875 and the Great Stink 1858. The importance of Chadwick, Bazalgette and Farr.)

Success Criteria

Students will explain how useful a source based on Cholera is. (8 marks – draft specification – REACH marked).

Students will explain the measures introduced in the Public Health Acts.

Students will compare The Black Death to Cholera

Students will analyse the factors affecting development at this time. Students will: Level 1 Basic description KGP 2-3 - Students can state, very simply what Cholera was and can list some of the measures taken to prevent its spread. Level 2 Detailed descriptions of limited aspects KGP 4-5 – Students can explain cholera and describe the key features of the Public Health Acts, the Great Stink and the work of Chadwick. They can identify key facts using a source. Students can identify the different factors affecting progress. 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 Cholera and Public Health .

Progress Outcomes: AO1 – Explain the effects of Cholera and how it led to improved Government input, such as the Public Health Acts. AO4 FOCUS – a contemporary source will be analysed to focus on question 1 technique ‘How useful is Source A…’ and question 3 'Compare' technique. Overview of lessons this week:

• Students will start the week looking at contemporary sources so that they can describe Cholera and Industrial Britain.

• Pupils will then study the impact of the Public Health measures and decide if they were effective or not.

• Students will apply this knowledge to a Qu3 'Compare’ question.

• Finally students will analyse the role of individuals in this period.

Home learning: Students will complete a practise source question.

Students will complete a research summary diagram of the Renaissance period.

Week 4

(3 Hours class

learning + 1

home

learning)

How did the modern treatment of disease and surgery improve the health of British people?

Hypothesis 1: – Penicillin was the most important medical discovery in History. Hypothesis 2: - Medicinal drugs only have positive effects. Hypothesis 3: – The Government had more influence than ever before in the 1900s. Hypothesis 4: - Surgery has been most influenced by war. Learning intention • Students will understand the impact of Fleming and Penicillin and compare this to other modern drug developments including alternative medicine. Students will also summarise how surgery has developed over the last 100years. (Knowledge – the discovery of Penicillin by Fleming, issues with drug development (eg, Thalidomide) and how factors including science and technology, communication, religion, war, government and individuals affect modern progress. The impact of the World Wars on surgery and the rapid progress of technology that has led to developments such as transfusions, X-rays, transplants and cosmetic surgery.)

Success Criteria

Students will describe Fleming's work and decide the relative impact of penicillin.

Students will analyse how far drug development has improved health in Britain.

Students will evaluate the influence of factors and decide which has greatest impact, particularly on surgery. Students will: Level 1 Simple descriptive comments KGP 2-3 students identify who Fleming was and what penicillin is used for. They will list medicinal drugs that have and have not been useful. Finally students will describe surgical developments. Level 2 Descriptive detail KGP 4-5 – students describe Fleming and how he discovered penicillin. They will explain the effects of medicinal drugs and which factors had influence. Finally students will explain how war and technology have influenced surgery. Level 3 Explains the wider impact of penicillin and further medicinal drugs. They will evaluate the relative influence of factors, particularly on surgery.

Progress Outcomes: AO1 – Describes/explains the work of Fleming and other drug development such as thalidomide. Explore the rapid development of surgery in the 1900s. AO2 – Explain the causes and consequences of penicillin. A03/4 – Make judgements on the interpretations of Fleming's impact and discuss the usefulness of contemporary sources.

Overview of lessons this week:

• Students will look at the work of Fleming and describe what caused his discovery.

• The next session will focus on the further research of medicinal drugs and look at the pros and cons of modern drugs.

• Finally students will apply this knowledge by determining the factors that have influenced modern drug development (L3) and surgery (L4).

Home learning:

Revision guide

Week 5

(3 hours class

learning)

ASSESSMENT

WEEK (Part 3

plus synoptic

link to Black

Death).

Lesson 1; Pupils will complete the 'surgery' aspect above. Lesson 2; Pupils will revise Part 3; 'A Revolution in Medicine' and practice exam technique for Q1 ‘How useful is Source A…’ questions and Qu 3 'Compare' question. Lesson 3; Assessment will be both knowledge and technique based on Q1/Q3 - synoptic content through comparing to Black Death. Use of CA to encourage perspective thinking will be used in revision/assessment week, such as image discussions.

Week 6

(3 Hours class

learning + 1

home

learning)

How did reforms develop Public Health in Britain from the 1900s onwards?

Hypothesis 1: – The Liberals were crucial to changes in Public Health. Hypothesis 2: - The Welfare State and NHS were huge steps forward for the British people. Learning intention • Students will understand the impact of Public Health reformers and the development of the Welfare State/NHS in Britain. (Knowledge – the importance of Booth, Rowntree and the Boer War. The Beveridge Report and how this led to the Welfare State. How the NHS began and the costs then and today.

Success Criteria

Students will describe how Liberals changed the way Britain cared for its people.

Students will evaluate the impact of the Welfare State and the NHS. Students will: Level 1 Simple descriptive comments KGP 2-3 students identify important works such as the ideas of Booth, Rowntree and the NHS. 2 Descriptive detail KGP 4-5 – students describe the how Booth and Rowntree influenced Public Health. They will describe the introduction of the NHS and compare this to how Public Health was organised in the past. Level 3 KGP 6+ Explains the wider impact of individuals, war and Liberal Government. Analyses the costs and changes to the NHS over the last 50years. Progress Outcomes: AO1 – Describes/explains the work of Booth, Rowntree, and the Liberals. AO2 – Explain the causes and consequences of having a Welfare State. A03/4 – Make judgements on the influence of the NHS and factors that influenced Public Health. Overview of lessons this week:

• Students will look at the work of Booth and Rowntree, including the impact of the Boer War.

• The next session will focus on the research of the Liberals, Welfare State and the NHS.

• Finally students will apply this knowledge by creating a summary of the impact of the above on British Public Health, up to today.

Home learning:

Revision for multiple choice synoptic assessment of knowledge.

Week 7

(3 hours class

learning)

Pupils will revise learning so far including Part 4; 'Modern Medicine' and complete a knowledge based multiple choice synoptic exam. This will include Gap reinforcement below.

Gap Analysis Reinforcement

Gap

Reinforcemen

t

This end of module time will be allocated to re-teaching any gaps discovered in each individual’s knowledge as a result of

the two part 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 1800s+.

Introduction of Question 1 'How useful' and Question 3 'Compare' questions.

Recap of the 16m question; ‘How did individuals impact on the development of medicine in modern

medicine?’