KS4 History

Module 1 - Medicine In Britain

Core declarative knowledge: What should students know?

  • The difference between natural and supernatural treatments
  • Hippocrates, Galen, the church and the Theory of the Four Humours
  • Miasma theory
  • Dominance of Theory of Four Humours
  • Hospital care, barber surgeons, wise women, apothecaries and physicians including approaches to treatment and prevention
  • Why was there continuity in Medicine?
  • Introduction to Factor essays
  • Dealing with the Black Death; approaches to treatment and prevention
  • The Black Death – source analysis.
  • Class planning ‘Supernatural beliefs dominated…’ Factor essay.
  • The Renaissance period and its implications for medicine and science
  • Continuity and change in ideas about the cause of disease
  • The Renaissance period and its implications for medicine and science
  • Continuity and change in ideas about the cause of disease including the printing press, Royal Society and Thomas Sydneham
  • Class planning ‘There was more continuity than change…’
  • Harvey and Vesalius

Core procedural knowledge: What should students be able to do?

  • Can I identify key features of medicine in Medieval Britain?
  • Can I explain why the Theory of the Four humours continued to dominate natural ideas about the cause of disease and illness?
  • Can I explain why there was continuity in the ideas about the cause of disease during the Middle Ages?
  • Can I evaluate the significance of the Theory of the Four Humours?
  • Can I describe the work of medieval medics? – Can I explain the different approaches to treatments and preventions
  • Can I explain the approaches to treatment and prevention when dealing with the Black Death?
  • Can I explain the changes that took place in England during the Renaissance period?
  • Can I explain why there was continuity and change in the ideas about the cause of disease and illness during the Renaissance period?
  • Can I evaluate the impact of Thomas Sydenham and the Royal Society?
  • Can I explain why there was some change in the ideas about the cause of disease and illness during the Renaissance period?
  • Can I explain why there was continuity and change in the approaches to prevention and Treatment during the Renaissance?
  • Can I explain why Harvey was important in improving medical knowledge during the Renaissance period?
  • Can I evaluate the significance of individuals to medical developments during the Renaissance?

Links to prior learning (to be made explicit and tested)

  • References to the laissez faire attitudes of government.
  • Reference to the Black Death as taught in Year 7, the medical techniques taught in Year 8.
  • Reference to the importance of the Renaissance and Reformation, including the printing press.
  • Discussion surrounding the importance of God and the role of the church in society.
  • Enure sentence starters and historical skills learned at KS3 are maintained.
Module 2 - Medicine In Britain

Core declarative knowledge: What should students know?

  • Closing of the monasteries, hospital care and development in medical schools
  • Approaches to understanding and dealing with the Great Plague prevention and treatment
  • Explain why there was developments in dealing with epidemics during the
  • Great Plague – class planning
  • Revision to date and ‘very little change’ essay.
  • Medieval and Renaissance medicine revision
  • Very little development judgement essay class planning.
  • The significance of Jenner’s smallpox vaccination and its impact
  • Jenner judgement essay.
  • Pasteur’s Germ Theory and Robert Koch
  • The significance of Florence Nightingale and developments in hospital care
  • Video and Crimean War
  • The impact of anesthetics and antiseptics on surgery
  • Developments in vaccination

Core procedural knowledge: What should students be able to do?

  • Can I explain why there was limited provisions for hospital care in Renaissance England?
  • Can I explain the developments in dealing with epidemics during the Renaissance period?
  • Can I evaluate the developments in dealing with epidemics during the Renaissance period
  • Can I explain the medical developments between c1250-1700?
  • Can I evaluate the medical developments between c1250-1700?
  • Can I explain the significance of Jenner’s smallpox vaccination?
  • Can I evaluate the significance of Jenner’s smallpox vaccination?
  • Can I explain the significance of Pasteur’s Germ Theory?
  • Can I evaluate the significance of Pasteur’s Germ Theory?
  • Can I explain the developments in hospital care that took place during the period c1700-1900?
  • Can I evaluate the developments in hospital care that took place during the period c1700-1900?
  • Can I explain the developments of anesthetics and antiseptics in surgery during industrial Britain?
  • Can I explain the contribution of Pasteur to vaccinations?

Links to prior learning (to be made explicit and tested)

  • References to reaction to the Black Death
  • References to medieval ideas about causes and treatment of disease.
  • Reference to theory of Four Humours.
  • Reference to medieval hospitals and barber surgeons.
  • Reference to transference.
Module 3 - Medicine In Britain

Core declarative knowledge: What should students know?

  • John Snow and dealing with Cholera
  • Developments in public health and the reasons for the Public Health Act 1975
  • Revision: 1700-1900 timeline lesson
  • Magic bullets and penicillin
  • The impact of the NHS
  • Improvements in diagnosis, developments in genetics and understanding of lifestyle factors
  • The fight against lung cancer including methods of diagnosis, treatment and prevention

Core procedural knowledge: What should students be able to do?

  • Can I explain the significance of the cholera epidemics of 1832-54?
  • Can I explain the significance of John Snow?
  • Can I evaluate the significance of John Snow’s work in preventing the spread of epidemics?
  • Can I explain the reasons for the Public Health Act 1875?
  • Can I evaluate the reasons for the Public Health Act 1875?
  • Can I consolidate my understanding of the medical developments within the period c1700-1900?
  • Can I explain the significance of magic bullets to medical treatments in the 20th century?
  • Can I explain how the development of penicillin led to rapid progress in the treatment of infection?
  • Can I evaluate the factors in the development of antibiotics?
  • Can I explain the impact of the NHS on approaches to prevention and treatment in Britain?
  • Can I evaluate the impact of the NHS on approaches to prevention and treatment in Britain?
  • Can I explain the development of high-tech medical and surgical treatments in hospitals?
  • Can I explain how developments in genetics affected medicine?
  • Can I explain the increase in promoting healthy lifestyle choices in modern Britain?
  • Can I explain why lung cancer became so prevalent in Britain during the 20th Century?
  • Can I evaluate the government’s response to lung cancer?
Module 4 - Medicine In Britain

Core declarative knowledge: What should students know?

  • The trench system
  • Key battles on the Western Front: Ypres Salient, the Somme, Arras, Cambrai and the use of mines at Hill 60
  • Problems of ill health from the trench environment; nature of wounds from riffles and explosives; problem of shrapnel; wound infection and head injuries
  • Effects of gas attacks
  • X Rays
  • Blood transfusions
  • Brain surgery and plastic surgery
  • The work of the RAMC and FANY
  • Transport and stages of evacuation

Core procedural knowledge: What should students be able to do?

  • Can I describe key features of the British sector of the Western Front?
  • Can I describe key features of key battles that took place on the Western Front?
  • Can I investigate the problems the terrain caused for medicine on the Western Front?
  • Can I describe the different types of injuries and medical conditions present during WWI?
  • Can I evaluate the usefulness of primary sources for an enquiry into the effects of gas attacks on the Western Front?
  • Can I recall the medical context at the beginning of WWI?
  • Can I evaluate primary sources for an inquiry into the development and use of x-rays on the Western Front?
  • Can I explain the significance of blood transfusions and splints to medical care on the Western Front?
  • Can I evaluate the developments in surgery that took place on the Western Front?
  • Can I describe the key features of the chain of evacuation?

Links to prior learning (to be made explicit and tested)

  • References to historical context of World War One taught in Year 8.
  • Referencing source skills used in year 9, including sentence starters, PANDA and SPED.
Module 5 - Elizabeth

Core declarative knowledge: What should students know?

  • The problem of legitimacy, gender, marriage
  • Her character and strength
  • Elizabethan society and government in 1558
  • Challenges at home and from abroad: French threat and financial weakness
  • Religious divisions in Europe
  • Elizabeth’s religious settlement of 1559
  • The Puritans, Recusants and the Papacy
  • Mary’s claim to the throne, arrival in England and her relationship with Elizabeth
  • The Revolt of the Northern Earls
  • The Ridolfi, Throckmorton and Babington Plots
  • The work of Walsingham
  • The execution of Mary Queen of Scots.

Core procedural knowledge: What should students be able to do?

  • Can I describe 2 features of Elizabeth’s character?
  • Can I describe 2 features of Elizabethan society and government?
  • Can I describe 2 features of the threat from France?
  • Can I describe 2 features of the Catholic Church in 1558?
  • Can I describe 2 features of the Act of Supremacy/ the Act of Uniformity/ the Royal Injunctions?
  • Can I explain why there was opposition to the Religious Settlement?
  • Can I describe 2 features of Mary Queen of Scots?
  • Can I explain why Mary Queen of Scots was a threat to Elizabeth?
  • Can I describe 2 features of the revolt of the Northern Earls?
  • Can I describe 2 features of the Ridolfi/Throckmorton/Babington Plot
  • Can I explain why Mary Queen of Scots of Executed?
  • Can I explain why the work of Walsingham was important to Elizabeth?

Links to prior learning (to be made explicit and tested)

  • References to continuity and change in gender roles over time
  • References to continuity and change in government over time
  • References to the geography of Europe
  • References to religious change in England since the Reformantion
  • Reference to the way governments deal with opposition – i.e Civil War
Module 6 - Elizabeth

Core declarative knowledge: What should students know?

  • The pirateering of Sir Francis Drake
  • Reasons for the rivalry with Spain
  • The Spanish Netherlands
  • Singeing of the King of Spain’s beard
  • Reasons for the Spanish Armada
  • Reasons why the Armada failed
  • Consequences of the English victory
  • Education and Leisure in Elizabethan England
  • Reason for the increase in poverty
  • Changing attitudes to the poor
  • Reasons why the Elizabethans explored
  • Significance of Raleigh
  • Reasons for the colonization of Virginia
  • Reasons for the failure of Virginia

Core procedural knowledge: What should students be able to do?

  • Can I describe 2 features of Elizabeth’s involvement in the Netherlands?
  • Can I describe 2 features of the Raid of Cadiz?
  • Can I explain why Sir Francis Drake was important to the outbreak of war with Spain?
  • Can I explain why Philip launched the Spanish Armada?
  • Can I describe 2 features of education in Elizabethan England?
  • Can I describe 2 features of leisure for: the nobility, gentry, merchants, labouring poor, theatre, sport?
  • Can I explain why leisure was an important part of life in Elizabethan England?
  • Can I describe 2 features of population increase in Elizabethan England?
  • Can I explain why Elizabethans were able to explore the New World?
  • Can I describe 2 features of the colonisation of Virginia?

Links to prior learning (to be made explicit and tested)

  • Reference to role of education in shaping/defining social class and permitting social mobility
  • Reference to cross curriculuar history of sports, theatre and music in Britain
  • Reference to the role of government in determing taxation and assisting the poor.
  • Reference to the growth and end of the British Empire.