What we will learn and how: Topic: Ancient Greece Launch activity/visit: Dress up day Trip: Tying it together: Gallery of work

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1 What we will learn and how: Topic: Ancient Greece Launch activity/visit: Dress up day Trip: Tying it together: Gallery of work Subject focus for the topic: History Continuous objectives skills and knowledge for subject driver: To investigate and interpret the past Use sources of evidence to deduce information about the past. Select suitable sources of evidence, giving reasons for choices. Use sources of information to form testable hypotheses about the past. Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied. Seek out and analyse a wide range of evidence in order to justify claims about the past. Understand that no single source of evidence gives the full answer to questions about the past. To build an overview of world history Compare some of the times studied with those of the other areas of interest around the world. Describe the social, ethnic, cultural or religious diversity of past society. Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. To understand chronology Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural). Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line. Use dates and terms accurately in describing events. Identify periods of rapid change in history and contrast them with times of relatively little change. To communicate historically Use appropriate historical vocabulary to communicate, including: dates, time period, era, chronology, continuity, change, century, decade, legacy. Use literacy, numeracy and computing skills to an exceptional standard in order to communicate information about the past. Use original ways to present information and ideas.

2 Areas of Learning - objectives As geographers... To investigate places Identify and describe how the physical features affect the human activity within a location. Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location. Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time. To investigate patterns Describe how countries and geographical regions are interconnected and interdependent (in the past) To communicate geographically human geography, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water supplies. As artists To develop ideas Collect information, sketches and resources and present ideas imaginatively in a sketch book. Comment on artworks with a fluent grasp of visual language. Use the qualities of materials to enhance ideas. To master techniques Painting: Sketch (lightly) before painting to combine line and colour. Use the qualities of watercolour paints to create visually interesting pieces. Combine colours, tones and tints to enhance the mood of a piece. Use brush techniques and the qualities of paint to create texture. Develop a personal style of painting, drawing upon ideas from other artists. Collage - Use ceramic mosaic materials and techniques. Mix textures (rough and smooth, plain and patterned). Combine visual and tactile qualities. To take inspiration from the greats (classic and modern) Show how the work of those studied was influential in both society and to other artists. Create original pieces that show a range of influences and styles. As design technologists (DT)... Materials Cut materials with precision and refine the finish with appropriate tools (such as sanding wood after cutting or a more precise scissor cut after roughly cutting out a shape). Show an understanding of the qualities of materials to choose appropriate tools to cut and shape (such as the nature of fabric may require sharper scissors than would be used to cut paper). Construction Develop a range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filling and sanding). As effective coders and users of technology To connect Collaborate with others online on sites approved and moderated by teachers. Give examples of the risks of online communities and demonstrate knowledge of how to minimise risk and report problems. Understand the effect of online comments and show responsibility and sensitivity when online. As scientists Properties and changes of materials (see separate science planning) As linguists See BCC Scheme of work As musicians.. See music specialist plan As global citizens Describe and understand others points of view (Ancient Greek society) As physically active people Games Choose and combine techniques in game situations (running, throwing, catching, passing, jumping and kicking, etc.). Work alone, or with team mates in order to gain points or possession. Strike a bowled or volleyed ball with accuracy. Choose the most appropriate tactics for a game. Uphold the spirit of fair play and respect in all competitive situations. Lead others when called upon and act as a good role model within a team. As religious literate people. To understand beliefs and teachings Explain how some teachings and beliefs are shared between religions. Explain how religious beliefs shape the lives of individuals and communities. To understand practices and lifestyles Explain the practices and lifestyles involved in belonging to a faith community. Compare and contrast the lifestyles of different faith groups and give reasons why some within the same faith may adopt different lifestyles. Express their own values and remain respectful of those with different values.

3 Activities from our learning objectives How are we going to learn it? As historians we are going to Thinking points for topic: Place Ancient Greece on a simple timeline Play a treasure hunt where children have to complete cut up picture of a piece of evidence (archaeological/written/spoken) and say what it represents and its significance as historical evidence. Use gallery of pictures to determine true and false statements about Ancient Greece. Make deductions and informed speculation when analysing images on pots Use visual aids and create physical pyramids to understand Ancient Greek society and the influence of the large slave population. Discuss and analyse the role of women from pictures by using tentative language (e.g. perhaps) to show that is difficult to be certain. Discuss the distinction between life in Athens and Sparta for both men and women Understand and show on a timeline the golden age of Athens Solve a history mystery to explain how Athens could beat Persia at the Battle of Marathon Understand the importance of Greek Sea Power Explore how C5th BC Athens was a time of massive growth in new ideas and way of thinking. Focus on philosophers and ideas such as democracy. Articulate a range of reasons for and against the building of the Parthenon Understand the importance of honouring the gods and goddesses Learn how a democracy works and how citizens, then and now, can act to influence decisions Discuss Ancient Greek sport and culture. KQ: What can we tell about the Ancient Greeks from their interest in the theatre and festivals like the Olympics? Explore and discuss how the Ancient Greeks have influenced our lives today by looking at language and architecture influenced by classical Greek design. As geographers we are going to Use maps to point out the physical features of Greece: long coastlines, mountainous interior, abundant islands Understand the importance of Greek Sea Power in Ancient Greece. Use research and maps to discuss land use, settlements, key natural resources in Ancient and Modern Greece. As artists we are going to Design our own Greek vases based on Ancient Greek Myths Use collage to create Ancient Greek Mosaics Paint scenes from different myths Look at and design our own Greek patterns As Designer technologists we are going to Discuss classical Greek architecture and design. Design our own buildings based on Classical Greek design. As musicians we are going to Specialist teacher- see separate planning As effective coders and users of technology we are going to Year 5 Amber Making History making and editing videos using imovie. As global citizens we are going to (PSHE) (SMSC): +Mind Up Research Greek philosophers and quotes Continue with MindUP sessions in PSHE time Year 5 Turquoise Making robots- see Computing planning (shared drive) As linguists we are going to BCC Spanish scheme of work As mathematicians we are going to See Abacus planning As literary learners we are going to Read, retell and write Greek myths Use drama to interpret Greek myths Examine classical texts and their meanings

4 As physically active people we are going to Year 5 Amber/Turquoise Urswick basketball Dance As Religiously literate people learning we are going to Sikhism - See Hackney plan Linking learning to the drivers: Collaboration: Work together to deduce history and work on historical resources Respect: Consider Ancient Greek society in context As scientists we are going to As home learners we are going to See separate planning on properties and changes of materials See homework grid Books: Websites: Other: Folen s Primary history- Ancient Greece Eyewitness Ancient Greece Ancient Greece (Usbourne) The Groovy Greeks (Horrible histories) cient_greeks/the_olympic_games/ and_teachers/resources/cultures/ancient_greece. aspx

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