TOPIC CURRICULUM PLANNING

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1 Year Groups: 3/4 Term: Autumn 2 Theme: Ancient Greece Curriculum Objectives Art objectives: To create and plan a sculpture through drawing and other preparatory work (Year 4). Draw familiar objects with correct proportions (Year 4). Articulate how they might improve their work using technical terms and reasons as a matter of routine (Year 4). Describe some of the key ideas, techniques and working practices of artists, architects and designers who they have studied (Year 4). Know about great designers in history and describe their work (Year 3). Explain what they like or dislike about their work (Year 3). Computing objectives: Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts Use sequence, selection, and repetition in programs; work with variables and various forms of input and output Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs Geography objectives: Locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied English: Comic strip (Kronos creating the Gods) Factfile to create a factfile on a Greek God. Diary Entry from within the walls of troy or from a soldiers viewpoint. Drama freezeframe activity War of Troy Debating and persuading Athens v Sparta Drama activity based on the Battle of Marathon TV style news report. Maths: Chronology History objectives: Ancient Greece a study of Greek life and achievements and their influence on the western world. Chronological Understanding To use an increasing range of common words and phrases relating to the passing of time (Year 3). To be able to place some historical periods in a chronological framework and use historic terms related to the period of study (Year 4). Understanding and interpretation of events, people and changes Ask and answer questions, choosing from a variety of sources to show that they know and understand the key features of events (Year 3). Understand how we find out about the past and that events can be presented in different ways (Year 3). PAGE 1

2 Able to use sources of information in ways that go beyond simple observations to answer questions about the past (Year 4). Understand that sources may contradict each other and that some are more useful than others (Year 4). Beginning to compare different periods of history and the present day (Year 4). Historical Enquiry, Organisation and Communication Beginning to record ideas about the past in a structured way and can use set terminology (Year 3). Beginning to use more than one resource to find out about an aspect of the past (Year 3). To communicate their learning in an organised and structured way, using appropriate terminology and use a variety of resources to find out about aspects of life in the past (Year 4). PAGE 2

3 Lesson Subject/s Learning Objective Lesson Subject/s Learning Objective 1 Geography To find Greece on a map of the world. To know which continent Greece is based in. To suggest reasons why Greece is a popular tourist destination. 8 History To understand the key events of the Trojan War. 2 History/R.E To know how the Ancient Greeks believed the Earth was created. To understand how the Gods were created. 9 History To create a diary entry from either a Greek or Trojan perspective of the Trojan War. 3 History/R.E To understand that the Ancient Greeks worshipped a number of Gods. To understand how Ancient Greeks worshipped their Gods. To research a chosen God using internet search engines. 10 History/Art To understand the importance of Ancient Greek pottery to historians. To design an Ancient Greek pot. 4 History/R.E /Computin g 5 History To create a factfile on a specific God or Goddess. To know who the key Greek Gods and Goddesses were and their role. To know that the Minoans were the first civilisation to settle in Greece around 2000BC. To understand how archaeological discoveries inform us about past events/lives. To know the myth of Theseus and the Minotaur. 11 Art 12 Art To create an Ancient Greek pot. To paint our Ancient Greek pots. 6 Computing 7 History/Art To create a maze game using basic algorithms. To understand the Mycenae civilisation and the social classes. To design and draw a fresco based on evidence Archeologists have discovered History/Geo graphy/ Computing History/Geo graphy To find out and locate the prominent city states of Ancient Greece. to learn about and compare Sparta and Athens. To understand why the location of Sparta and Athens is important. PAGE 3

4 Lesson: 1 Date: Sept Subject/s: Geography L.O.: To find Greece on a map of the world. To identify the key features of Greece and why it is a popular tourist destination. - I can find Greece on a map of the world. - I know which continent Greece is based in. - I can suggest reasons why it is a popular tourist destination. English: Presenting information verbally to the class. TOPIC CURRICULUM PLANNING Input: Show children map of the world. Ask children if they can locate various places (i.e. the UK and the countries which make up the UK). Can they identify the continents and state how many there are in total? Children to focus on Greece, ask if anyone already knows where Greece is on the map and whether they know which continent it is based in. Ask children to predict what Greece may be like based on its location (i.e. lots of little islands beaches, near the equator hotter than the UK). Show children some pictures of Greek landscapes, how would they describe them? ADAPT POWERPOINT FROM TES Activity 1: Children to research modern day Greece in pairs. Each pair to find the below: Capital City Nature and Wildlife Population Location in Europe (i.e. southernmost country). Encourage children to independently research to find interesting facts not known by other groups. Recommended Websites (scroll down for country profile). Activity 2: Pairs to share what they have found with the class. As a whole class, discuss why Greece is a popular tourist attraction using the information each pair has found. CT to make notes on post-it notes for topic book. PAGE 4

5 Can children find Greece on a map? Which continent is Greece in? Why is Greece a popular tourist destination? Why is Greece usually hotter than the UK? TOPIC CURRICULUM PLANNING Lesson: 2 Date: September Subject/s: History / R.E. L.O.: To know how the Ancient Greeks believed the Earth was created. To understand how the Gods were created. - I can name some of the Greek Gods. - I understand the difference between the Titans and the Gods. - I know how the Ancient Greeks worshipped their Gods. - I can recall the Greek Gods creation story. English: Children to create comic strip about Cronos and how the Gods came to being. Input Ask children to recap the last lesson and show where Greece is on a map of the world. Explain to children that the Ancient Greek civilisation began approximately 2000 BCE and that we will be working through the Ancient Greek timeline over the next 2 half terms. To begin with, we are going to be looking at how the Ancient Greeks believe the world began and how the Gods were created. Read The Birth of the Gods to the class (Usbourne Book of Greek Myths, pp. 9-17). Activity 1: Children to create a comic strip based on Cronus eating his children. To be completed during this lesson, allowing some time for children to share their versions. Differentiation: Have a comic strip with narrative boxes completed so that children have to draw the pictures. NEED TO CREATE How were the Ancient Greek Gods created? What was Cronos? What is the difference between a Titan and a God? PAGE 5

6 Lesson: 3 Date: September Subject/s: History / Computing L.O.: To understand that the Ancient Greeks worshipped a number of Gods. To understand how Ancient Greeks worshipped their Gods. To research a chosen God using internet search engines. - I know that the Ancient Greeks worshipped many Gods which had different roles. - I understand how the Ancient Greeks worshipped their Gods. - I can use search engines effectively to research my chosen God and make notes. English: Creating God fact-file (note taking during this lesson). Input: Go through beginning of the Greek Gods powerpoint (taken from Twinkl), gives a brief background to Greek religion and how they worship the various Gods. Explain to children that they are going to be researching a specific Greek God in order to create a fact file next lesson. Explain that they need to find out their relation to Zeus and their role. Additionally, they will need to find interesting facts and whether there are any myths about their God which interest them particularly. Ensure children know how to use search engines effectively and how to take notes efficiently (model to children). Activity: Children to research a specific God given to them by the CT (12 in total, Aphrodite, Apollo, Ares, Artemis, Athena, Demeter, Hephaestus, Hera, Hermes, Hestia, Poseidon, Zeus, Hades). Recommended Websites: PAGE 6

7 Mini-Plenaries: Throughout lesson, pause children to ask them to share any interesting facts or websites they have found. What is the role of your God? Does your God have any specific powers? How did the Ancient Greeks worship their Gods? Are there any interesting myths about your God? PAGE 7

8 Lesson: 4 Date: September Subject/s: History L.O.: To create a factfile on a specific God or Goddess. To know who the key Greek Gods and Goddesses were and their role. - I can create a fact file on a specific God. - I can present my factfile to the class. - I can name the key Greek Gods and Goddesses and know their role. English creating a fact file on a chosen Greek God TOPIC CURRICULUM PLANNING Input: Ask children to recap what they learnt last lesson about the Greek religion and how they worshipped their Gods. Following this, explain to children that using their notes they are going to be creating a Greek fact-file on their God. Go through the key features of a factfile and how they should look to present it model by creating a fact-file on Hercules or a made-up God. Sub-headings on God Type, powers, family, symbol and other interesting facts. CREATE MODEL FACTFILE Activity: All children to create a factfile on their specific God. Resources: to aid children there are information sheets on each of the Gods available if they need to extend their notes. What is the role of your God? Does your God have any specific powers? How could the presentation of your God be improved? What else would you want to research further? PAGE 8

9 Lesson: 5 Date: September Subject/s: History L.O.: To know that the Minoans were the first civilisation to settle in Greece around 2000BC. To understand how archaeological discoveries inform us about past events/lives. To know the myth of Theseus and the Minotaur. - I know that the Minoans were the first civilisation to settle in Greece. - I can state links between the excavations of Knossos and the Minotaur myth. - I can suggest how Theseus may have felt and explain my reasoning. Input: Explain to children that the Ancient Greek civilisation began approximately 2000BC and we know the first civilisation based in Greece were called the Minoans. Discuss with children how we might know this (i.e. archaeological findings). Inform the children that remains of the Minoan civilisation were discovered in 1899 by a British archaeologist, Sir Arthur Evans, who named them the Minoan civilisation after the King of Crete named Minos. Show children video summarising the Minoans ( DOWNLOAD TO MEMORY STICK, ask children to make notes on the Minoan civilisation and ask them to share interesting facts as a class. Following this, read Theseus and the Minotaur to the children (Usbourne Book of Greek Myths, page 99). Discuss links between the myth and the discovery of Knossos by Sir Arthur Evans. Activity: 1) In pairs, children to discuss and write down how they think Theseus was feeling as his made his way through the labyrinth. Share as a class. 2) Children to become Theseus, what can they smell as they explore the labyrinth? What can they see? When they come across the Minotaur, what do they do? Do they have a plan? Children to note down their ideas and share as a class. WORKSHEET TAKEN FROM TES How do we know information about the Minoan civilisation? What can (an artefact) tell us about Minoan life? How can what Sir Arthur Evans excavated be linked to the myth of Theseus and the Minotaur? If you were Theseus, how would you feel on the quest? PAGE 9

10 Lesson: 6 Date: September Subject/s: Computing L.O.: to create a maze game using basic algorithms.. - I can create a background using blocks to build a maze. - I can program commands that control the movement of a sprite. - I can program consequences for specific actions. TOPIC CURRICULUM PLANNING Input: Following on from looking at Theseus and the Minotaur, children are to create a maze on Scratch. To begin with, ensure that children understand what an algorithm is (i.e. a set of rules). Discuss success criteria as a class such as the below: Consequences for actions if the sprite hits the walls, moves back (i.e. back 10 steps). Goal Ensure that there is an aim for the player to reach. Include a message to congratulate the player. A suitable sprite (possible to download a soldier or minotaur sprite?). To direct children, go through the programming in stages such as: 1) Change sprite 2) Design background/maze (ensuring space for the sprite). 3) Code sprites movement. 4) Code consequences for actions. 5) Code goal and message for reaching goal. Activity: Children to create and design their own maze game, allowing children the opportunity to play on a friend s maze at the end of the lesson. Can you resize and change your sprite? What are the consequence of the sprites actions? How have you programmed the sprites movements? PAGE 10

11 Lesson: 7 Date: September Subject/s: History/Art L.O.: To understand the Mycenae civilisation and the social classes. To design and draw a fresco based on evidence Archeologists have discovered.. - I know the Mycenae were a civilisation who were proud of their military and destroyed the Minoan civilisation. - I understand the Mycenae people following a social hierarchy. - I know what the Mycenae civilisation were most well known for. - I can create a Mycenae fresco based upon their military pride. Input: Begin by explaining to the children that the Mycenae civilisation ruled mainland Greece from approx 1600 BC to 1100 BC. They are sometimes called the first Greeks because they were the first to speak the Greek language. When the Minoan civilisation began to crumble in 1450 BC, the Mycenae conquered the island and took over. Here they developed the Minoan Linear A script, developing what archaeologists and historians call Linear B. They were called the Mycenae civilisation after the largest city during their period in control, Mycenae which had a population of 30,000. They were famous for their military power and their trading. They built large trade ships and travelled to places like Egypt (show map) where they traded goods such as olive oil and wine for metals and ivory. Show children The Lives of the Myceneans powerpoint and ensure children understand the social hierarchy of their civilisation (first few slides). Ensure children are aware that this is a source based powerpoint, therefore the pictures evidence why archaeologists and historians understand these concepts of the Myceneans. Activity: Explain to the children that the Myceneans were well known for many factors. However, the military style frescos evidence quite an abstract art style which influence Ancient Greek art style throughout the Ancient Greek civilisation. Keep the Fresco Art slide on the IWB and allow children time to draw and colour (in pencil) their own military inspired frescos. What were the Myceneans well known for? How was their society structures? What did their frescos evidence? What did archaeologists discover which tells us about Mycenae life? PAGE 11

12 Lesson: 8 Date: September Subject/s: History L.O.: to understand the key events of the Trojan War. - I can create a freeze frame to show a key event from the Trojan War - I can use the story from the Iliad to learn about the Trojan War. - I can look at artefacts and understand how they help inform us of past civilisations. - English: Drama activity Children creating freeze frames to show key events of the Trojan War. Input: Inform the children that the Mycenaean civilisation are arguably most famous for their involvement in the Trojan War. Explain that we know about the Trojan War because a famous Greek poet, Homer, wrote the Iliad (a poem) around 800BC. This told the story of a war between Greece and Troy (a city in Asia minor, now Turkey), research has shown that there was a war around 1250BC. Discuss with the children whether the time difference effects the validity of the story. Explain the background of the war to the children (good summary pp28-29 of The Usborne Internet-Linked Encyclopedia of Ancient Greece). Activity 1: Children to work in groups of 5 and act the Trojan war out in freeze frames. Freeze frames could include the following: Helen and Paris running away to Troy. The Greek laying siege to the walls of Troy. The wooden horse being left outside the gates. The wooden horse entering Troy. Hand out artefact pictures from the excavations led by Heinrich Schliemann during the 1870 s. Prior to this, it was thought that Troy was a place of legend however historians now widely accept that Troy was a real place. Activity 2: Children to look through artefact pictures and see if they can figure out what it the object is, what it was used for, who may have used it and what it is made from. Working in groups on their tables Artefact resource taken from Twinkl. Each group to show their freeze frames, ensuring that someone (who could also be part of the freeze frames) narrating/explaining what is happening. What were the key events of the Trojan War? How did we find out about the Trojan War? Why do you think the Trojan War occurred? PAGE 12

13 Lesson: 9 Date: September Subject/s: History L.O.: To create a diary entry from either a Greek or Trojan perspective of the Trojan War. - I can create a diary entry from either a Greek or Trojan perspective of the Trojan War. - I can include reference to events which happened during the war. - I can engage the reader by informing them of feelings I may have felt. - I can write in the correct tense and person. English: Children creating diary entry linking in with the key events of the Trojan War. Input: To recap the story, show children the video taken from Explain that the Gods were also involved in the Trojan War which is also part of the myth: Give opportunity for children to ask any questions on the Trojan War to ensure that they all have a good understanding before they move on to write a diary entry. Before children begin writing a diary entry, discuss as a class the key features and create a success criteria. Move on to how they can make the diary entry their own, by either writing from a Greek or Trojan perspective. They could even write as though they are the famous warrior Odysseus who came up with the Trojan Horse idea or as a Greek soldier hidden in the horse. Model writing the diary to ensure that children understand the correct tense and that they will be writing in 1 st person. Activity: Children to create diary entry from the perspective of a soldier involved in the Trojan War. Allow opportunity for children to share their diary entries at the end of the lesson. How would the solder feel? What tense and person should the diary entry be written in? PAGE 13

14 Lesson: 10 Date: September Subject/s: History L.O.: To understand the importance of Ancient Greek pottery to historians. To design an Ancient Greek pot. - I can suggest reasons as to why Ancient Greek pottery is important to historians. - I can give examples as to how the pottery was used. - I can design my own pot based upon the Ancient Greeks. TOPIC CURRICULUM PLANNING Input: Explain to the children that the Ancient Greeks placed pride in their pottery and art techniques, as evident in the pots archaeologists have discovered. Go through the Pottery powerpoint slides ensuring that children understand the importance of pottery in telling us about Ancient Greek life. Ensure plenty of discussion and opportunity for children to interpret what the pottery tells us about Ancient Greek life. Activity: Children to design and sketch what they want their pots to look like. All designs will be on a Greek type pot, however when creating pots, children will have the option to create a simple coil-style bowl or a typical Ancient Greek vase style pot. Children to either sketch their pot completely or use a template to sketch their pattern and design on too. (Find template) Why is Ancient Greek pottery important to historians and archaeologists? How was pottery used by the Ancient Greeks? What about Ancient Greek life has inspired your design? PAGE 14

15 Lesson: 11 Date: ## Subject/s: Art L.O.: To create an Ancient Greek pot. - I can create an Ancient Greek pot. - I can follow my initial design. English: Extension activity involves the children writing instructions about how they created their pots. Input: Begin by prompting discussion around the importance of Greek pottery in telling us about Greek life. Begin by showing a picture of a pot on the IWB and ask children to interpret what the pot tells us about the Ancient Greeks. This lesson children are going to either be creating a coil-style pot or an Ancient Greek vase style pot (more challenging). Go through powerpoint slides to show how to create a coil style pot and show the youtube clip of how to create the vase-style pot. Activity: Children to mould their Ancient Greek pots in to the shape they desire. Extension: If children finish moulding their pots, they can begin to write How to... instructions. What will your Ancient Greek style pot tell us about their way of life? Can you create and order the steps you have completed to make your pots? PAGE 15

16 Lesson: 12 Date: ## Subject/s: Art L.O.: To paint our Ancient Greek pots. To evaluate our completed pot. - I can follow my initial design. - I can successfully paint a pot in the Ancient Greek style. - I can identify what I like and do not like about my pottery piece. - I can articulate how I could improve my pottery piece. TOPIC CURRICULUM PLANNING Input: Ensure children have opportunity to look at further Ancient Greek pottery and art. Remind them that their art style is quite abstract (remind and link to the Mycenae military inspired art frescos). On IWB s show children Ancient Greek style patterns that they could look to incorporate into their final piece. Allow opportunity for children to show and share their designs to ensure that all children understand what the Ancient Greek style is and how they could incorporate it into their pottery pieces. Activity: Children to paint their pots using black acrylic paints. Extension Activities: Children to evaluate their pots (CREATE EVALUATION TEMPLATE). How does your pot reflect an Ancient Greek style design? How could you improve your pot? What works well on your pot? PAGE 16

17 Lesson: 13 Date: ## Subject/s: History/Geography/Computing L.O.: To find out and locate the prominent city states of Ancient Greece. - I know some of the key city states of Ancient Greece. - I can present my findings in a coherent way to the group. TOPIC CURRICULUM PLANNING Input: Recap where Greece is on a map of Europe. Show children where the main city-states of Ancient Greece were located. Discuss city-states with the children, question whether anyone knows why they are called cities as opposed to just city-states. Show children video taken from Ensure children understand the vocabulary used beforehand, i.e. democracy and aristocracy). Allow children opportunity to discuss the notion of city states, perhaps considering the pros and cons. Introduce the main task to the children. Activity: Children to research a specific city state in groups of 4/table groups (Athens, Sparta, Corinth, Argos, Megara, Delphi) by writing what they find on a large piece of sugar paper. Recommended Websites: Factsheet from TES. Ensure children have time to share their findings with the rest of the class. Have a large map of Greece on the IWB so that children can show where the : Where is the city-state located? Is where the city-state located important for any particular reason? What is the city most well known for? Does it have any prominent landmarks? PAGE 17

18 Lesson: 14 Date: ## Subject/s: History L.O.: to learn about and compare Sparta and Athens. To understand why the location of Sparta and Athens is important. - I know where Sparta and Athens are located on a map. - I can suggest reasons as to why their location is important. - I can suggest some contradictions in the way of life between the inhabitants of both city-states. English debating and persuasion skills. Input: Begin by asking children whether they can remember where Athens and Sparta is on the map. Discuss whether their location is important (i.e. Sparta is surrounded by mountains). Go through powerpoint (TAKE FROM TES) which highlight how contrasting the two city states are. Ensure children have opportunity to discuss whether they would prefer to be from Sparta or Athens throughout. Activity 1: Provide children with statements which relate to either Athens or Sparta. The statements clearly contradict each other and show how different the two city-states were. Children to organise the statements in pairs, ensuring they discuss why with their partner. Once completed, go through as a class discussing the answers. Activity 2: Allocate half of the room to Sparta, the other half of the room to Athens. Using what they have learnt during the lesson, children to move to the side of the room they believe they would prefer. Questions could include: Which city-state provided the best education? The inhabitants of each city-state had a better quality life? Finish off with, Which city-state would you prefer to be part of? Ensure that for each question there is opportunity for debating and for children to change their mind (explaining why when they do). Why is the location of Athens and Sparta important? Where are they located? How do the two city-states differ? Which city-state would you prefer to be an inhabitant of? PAGE 18