Medicine Through Time

Overview

Duration: 90 minutes
Class size: 11 students
Subject: History – Pearson Edexcel Medicine Through Time (UK, Key Stage 4 / GCSE)
Focus: Revision session targeting core themes – cause, treatment, prevention, care, diagnosis, and anatomy, plus exam practice.

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Learning Objectives

By the end of this session, students will be able to:

• Recall key medical developments and understanding of anatomy across historical periods.
• Analyse causes of disease and illness in different eras.
• Evaluate treatments, prevention methods, and care strategies used through history.
• Understand historical and modern diagnosis techniques.
• Respond to typical Pearson Edexcel exam questions confidently and accurately.
• Collaborate and self-assess to improve exam technique and content recall.

Curriculum links:

• Pearson Edexcel GCSE History (9-1) Medicine Through Time specification (2016 onwards)
• UK National Curriculum History Programme of Study for Key Stage 4
• Developments in medical knowledge and impact on society (England / Wales)

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Resources Required

• Whiteboard and markers
• Printed timeline cards of medical developments (cause, treatment, prevention, care, diagnosis, anatomy)
• Copy of Pearson Edexcel Medicine Through Time exam question paper (past paper extract)
• Laptops/tablets (if available) for interactive quizzes (e.g., Kahoot! style)
• Colour-coded highlighters
• Student exercise books or revision sheets

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Lesson Structure

1. Starter Activity (10 minutes)

Quick Recall Quiz – “Medical Milestones Match-Up”

• Hand out sets of timeline cards divided into six categories: cause, treatment, prevention, care, diagnosis, anatomy.
• Students work in pairs to arrange cards in chronological order on their desks.
• Then, pairs join another pair to discuss and justify their ordering.
• Teacher circulates, probing understanding and clarifying misconceptions.

Purpose: Activate prior knowledge and foster collaborative reflection on major developments.

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2. Direct Teaching Input (15 minutes)

Focused Mini-Lectures on Each Theme

• Using an interactive whiteboard timeline, teacher presents 2-3 pivotal examples per category (cause, treatment, prevention, care, diagnosis, anatomy).
• Include contrasting approaches between periods: Ancient, Medieval, Renaissance, Industrial, Modern medicine.
• Use visual aids like diagrams of historical anatomy understanding and key treatment tools.
• Emphasise changes driven by scientific breakthroughs and social factors.

Incorporate ‘Think-Pair-Share’ questions:

• How did understanding of anatomy influence treatment choices?
• What caused a shift from superstition to scientific diagnosis?

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3. Group Activity – The “Six Squares Revision Carousel” (25 minutes)

Set-Up: Classroom divided into six stations, each representing one theme category.

Task:

• In small groups (2 or 3 per group), students rotate every 4 minutes to one station.
• Each station has a short source extract, a key question, and an exam-style question related to that theme.
• Students annotate the source with colour-coded highlighters (e.g., pink for cause, green for treatment).
• Groups answer the question collaboratively and leave feedback for the next group.

Examples:

• Cause station: Analyse a medieval understanding of disease causes and compare with modern perspectives.
• Treatment station: Evaluate the effectiveness of a Civil War treatment method.
• Prevention station: Explain how public health reforms in Victorian England reduced disease spread.

Purpose: Deepen analysis skills and reinforce detailed knowledge contextually.

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4. Guided Exam Practice (20 minutes)

Step 1: Individual Attempt

• Provide a selection of examiner-style questions differentiated by mark bands (e.g., Describe, Explain, Source evaluation).
• Students spend 10 minutes writing their response to one question.

Step 2: Peer Review

• Swap books or papers with a partner using a peer-assessment checklist focusing on: content accuracy, use of evidence, exam technique.
• Give constructive feedback to each other, then briefly discuss in pairs.

Step 3: Brief whole-class discussion of sample high-scoring answers – teacher clarifies exam mark scheme expectations and common pitfalls.

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5. Plenary & Metacognitive Reflection (10 minutes)

“Two Stars and a Wish”

• Each student writes down two things they have mastered in this revision session and one area they wish to improve.
• Volunteer sharing to promote confidence and identification of next revision steps.

Optional: Use quick electronic polling or sticky notes for teacher to assess whole-class understanding, informing future planning.

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Differentiation & Inclusion

• Pair higher and lower attainers for peer support.
• Provide sentence starters for exam answers to support writing development.
• Use clear, concise language and visual aids for EAL learners.
• Allow extended time or alternative assessment methods if needed for SEND students.

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Assessment and Feedback

• Continuous formative assessment through quizzes, peer feedback, and questioning.
• Use examiner mark scheme exemplars during exam practice to guide understanding.
• Highlight progress and areas needing reinforcement in subsequent lessons.

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Extension Ideas

• Create a digital mind map collaboratively linking causes, treatments, and prevention across eras.
• Students create short video “news reports” as historical medical practitioners explaining diagnosis or treatment.
• Incorporate historical empathy by writing a diary entry from the perspective of a care provider in a plague hospital.

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This lesson integrates active, student-centred revision with structured exam practice to boost both knowledge retention and exam technique, aligned closely with Pearson Edexcel and UK GCSE History standards. Using engaging group work and metacognitive reflection supports meaningful learning and self-confidence to succeed in high-stakes assessments.