Download Yr 5 - Ancient Greece

All Saints’ CE Primary School
Learning challenge planner
Date: Autumn 2016
Prime learning challenge:
Teacher: Mr Yates
Class: Year 5
Ancient Greece – To learn about the history, culture and beliefs of the Ancient Greek people.
Past
Present
Context
Pupils have some understanding of Ancient
Greek gods and stories from Greek mythology
from work done in the past.
Pupils are particularly interested in the
mythology of Ancient Greece and the stories
and names of the gods. (Children expressed
an interest in how this linked with Roman gods
and also with the Solar System work and the
naming of the planets we covered last term.)
Children wanted to find out more about the
history of the Olympics.
Having taught a similar topic before, children
are usually very engaged with the stories
around the Greek gods and the mythology. It
will give them opportunity to do some good
pieces of creative writing.
Children will learn about the geography of
another country and will compare lifestyles of
a historical civilization with their own. Children
will also learn about relevant social and
political ideals such as democracy.
What do pupils already know/understand?
Do they have any misconceptions?
By the end of this
prime learning
What do pupils want to know/understand?
What are they interested in? What motivates them?
How is this challenge relevant to the needs of your children?
Gifted and talented
children can ...
Identify Greece on a world map
Find approximately where the capital city is on a map of Greece
Know the capital city is Athens
Identify some of the islands and places from stories and information read about Greece
(e.g. Crete [Minotaur])
Know the names of some of the major Greek gods and what the Greeks believed they
were the gods for.
Make the links between the Roman and Greek gods and know the names for the
equivalent gods.
Understand about the culture and way of life of Ancient Greece and how it is different to
modern day Greece.
Identify artefacts that might be of Greek origin from primary and secondary sources.
Name the types of particular Ancient Greek buildings such as acropolis, temple, Parthenon,
amphitheatre etc. And recognise some features of Greek architecture. (Doric/Ionic etc.)
Know some of the famous mythological beasts from Ancient Greek lore and use these to
create and describe their own.
Read and understand some of the famous tales from Greek mythology. (Including fable
work by Aesop.)
Most children can...
Identify Greece on a world map
Know the capital city is Athens
challenge...
Identify some of the islands and places from stories and information read about Greece
Identify some of the islands and places from stories and information read about Greece
(e.g. Crete [Minotaur])
Know the names of some of the major Greek gods and what the Greeks believed they
were the gods for.
Understand about the culture and way of life of Ancient Greece and how it is different to
modern day Greece.
Identify artefacts that might be of Greek origin from primary and secondary sources.
Name the types of particular Ancient Greek buildings such as acropolis, temple, Parthenon,
amphitheatre etc.
Know some of the famous mythological beasts from Ancient Greek lore and use these to
create and describe their own.
Read and understand some of the famous tales from Greek mythology. (Including fable
work by Aesop.)
Less able children can ...
Identify Greece on a world map
Know the names of some of the major Greek gods
Identify artefacts that might be of Greek origin from primary and secondary sources.
Recognise the types of particular Ancient Greek buildings such as acropolis, temple,
Parthenon, amphitheatre etc.
Know some of the famous mythological beasts from Ancient Greek lore and use these to
create and describe their own.
Read and understand some of the famous tales from Greek mythology. Including fable
work by Aesop.
Pre-learning
Planned outcomes
Wow!
Knowledge of pitch from previous activities.
Assessment of children.
Previous knowledge about parts of topic.
Creation and description of their own
mythological beast developing their creative
and descriptive writing.
Reading some of Aesops fables and
attempting to write a fable of their won.
Looking at the structure and design of
Ancient Greek buildings styles of architecture
and attempting to construct a model of one.
Class Assembly Performance
Greek Artefacts - resources
Construction of model Greek temple or
building (See British Museum website.)
How will you make sure you are pitching appropriately?
What are the children working towards?
What are the experiences?
Reflection
How will you reflect & evaluate?
Marking after each lesson.
Feedback from the pupil’s evaluations at the end of each lesson.
Assessment of creative work outcomes.
Regular conversations with support staff and the teachers in Year 5 to review and evaluate the topic.
Links with English, mathematics & ICT
English – Wide range of writing across the curriculum: play scripts (Assembly – children producing their own work for assembly performance),
writing and reading fables, myths and legends. Include coverage about Greek theatre and link in with myths work and playscripts.
Mathematics – Investigating some of the work carried out by Greek mathematicians and how it links to work they study today. How the Greek
alphabet is an important part of maths.
ICT – Research using the internet. Online maps. Comparing primary and secondary sources.
LC1
Learning challenge questions
Where is Greece?
LC2
What are primary and secondary sources of historical
information?
LC3
What was Greek society like?
Subject learning challenges (and pitch)
Exploration of the geography of Greece. The location in the world and
within Europe. Bordering countries. Ways of recognising the country on a
map – islands, across from Italy etc.) Finding out the capital and other
major cities. Geographical features such as lakes, rivers, mountains.
Places that are linked to other Ancient Greek stories e.g. Crete, Mt
Olympus and locate those places.
Compare and contrast different sources of information from Ancient
Greece. Children will look at different objects and data and decide
whether it would be classed as a primary or secondary source. Children
to discuss the advantages/disadvantages of each source.
Children to find where Athens and Sparta are. Comparison of the cities.
Use resources to show scene from each city. Explain Greece was
separate states at this time – not unified.
Explain democracy and discuss the relevance today in the world. (Lead
onto why army and ships were so important - city states often fought against each
other, the armies needed to cross water and it would take a long time to cross the hills,
on foot, with heavy armour. )
(Use example battle e.g. Marathon as example.)
LC4
What did the Ancient Greeks believe in?
LC5
What styles of building were found in Ancient Greece?
Children to research and find out about the stories and descriptions of
the main Greek gods. Discuss how they link to the Roman gods and also
to other areas of life e.g. Naming Planets/space objects/zodiac.
Sketch impressions of the gods.
Children to investigate the different types of architecture the Ancient
Greeks were famous for and learn the names of some famous buildings.
Children will make labelled sketches of different types and use these to
design their plan for a Greek temple which they will then construct. (DT)
Skills Covered During This Unit
History
A study of the way of life, beliefs and achievements of the people living in
Ancient Greece and the influence of their civilisation on the world today.
5.
a recall, select and organise historical information
b use dates and historical vocabulary to describe the periods studied
c communicate their knowledge and understanding of history in a variety
of ways
4 Pupils should be taught:
a how to find out about the events, people and changes studied from an
appropriate range of sources of information, including ICT-based sources
b to ask and answer questions, and to select and record information relevant
to the focus of the enquiry.
a about characteristic features of the periods and societies studied, including
the ideas, beliefs, attitudes and experiences of men, women and children
in the past
Geography
Confidently identify significant places and environments stated within KS2 N.C
Confidently use an atlas. (Location of places and areas discussed in topic around Greece and
the Mediterranean)
HA groups to continue work on latitude/longitude
Recognise world map as a flattened globe.
ICT
Use more precise search techniques to find information e.g. AND or quotation marks.
Skim and select information.
Use/create hyperlinks to find information
Acknowledge the source of information and understand issues of copyright.
Find and compare primary and secondary sources using ICT [History skills]
To use simulations and explore models in order to answer ‘What if … ?’
questions, to investigate
DT
When planning and designing models of Greek buildings, to communicate their ideas through detailed
labelled drawings
Use ICT in assisting the design of the building – see British Museum website [Greek temples]
To develop a design specification
To plan the order of their work, choosing appropriate materials, tools and techniques
To select appropriate tools, materials, components and techniques
To use tools safely and accurately
To make modifications as they go along
To evaluate their products, identifying strengths and areas for development, and carrying out
appropriate tests
To evaluate against their original criteria and suggest ways that their product could be improved
Art
Music
.Use a sketchbook to develop ideas. (Focus on DT this half-term)
Create different effects using combinations of pitched sounds
Identify different starting points or composing music.
Compose music individually or in pairs using a range of stimuli and developing their musical ideas into
a completed composition. (Recorders can be used for this.)
Present performances effectively [with awareness of audience, venue and occasion (Next term)]
Improve their work through analysis, evaluation and comparison.