Main Theme: The Ancient Greeks
End project: Giant Greek God models
Intent: What wider skills do we want the children to have developed by the end of this theme, supporting future learning and life skills?
- Problem solving
- Working as part of a team
- Ability to show leadership
- Information gathering
- Making links
Intent: Outline the factual/topical areas that will be covered, enhancing the development of knowledge and cultural capital?
- Launch day – visiting the ancient Olympics and understanding the Greek city-states.
- Map of Ancient Greece and location of Greece on the European map.
- Timeline of Ancient Greece.
- Gods and Goddesses
- Difference between ancient and modern Greece
- Comparisons between Greece and the U.K.
- Athens and Sparta – Greek warfare
- Sound as separate science lessons
Intent: What opportunities will there be to develop Literacy and Numeracy skills?
- Time machine- How to fix a time machine (ENGLISH)
- Pandora's box (ENGLISH)
- Non-chronological report for Greek gods and goddesses
- Retrieval of information
Impact: What opportunities will be provided to assess the development of knowledge and skills?
- Timeline- Can you place this event of timeline.
- Comparisons of Greece (ancient and modern) and UK
- Gods and Goddesses
Impact: What specific areas of knowledge/skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?
|Subject Knowledge/Skill||Curriculum Areas Covered|
|Names and places dates of significant events from past on a timeline.||History|
|Gives reasons why changes in houses, culture etc may have occurred during a time period.||History|
|Uses subject specific historical words to describe such as monarch.||History|
|Uses words and phrases: century, decade, BC, AD, after, before, during.||History|
|I can confidently name and locate countries in Europe, North and South America on a map.||Geography|
|Use annotated sketches and prototypes to explain ideas||Design Technology|
|Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay).||Art|
|Recognise that vibrations from sound travel through a medium to the ear.||Science/Music|
|Find patterns between the pitch of a sound and features of the object that produced it. Find patterns between the volume of a sound and the strength of the vibrations that produced it.||Science/Music|
|Recognise that sounds get fainter as the distance from the sound source increases.||Science/Music|
Impact: What specific wider skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?
Learning Skills Statements
- I can work to my own targets
- I can learn from a mistake
- I can organise myself and resources when working independently or in a group.
- I can debate issues until a sensible compromise is reached.
- I can break my learning into manageable chunks.
- I can recognise how my attitude and behaviour impact my learning.
- I can take on a range of roles within a group
- I can motivate people to contribute more effectively.
- I accept the fact that I can try and fail
- I can share my ideas and thoughts with the whole class
Reynolds Academy PrincipalRebecca Scott
Tollbar MAT Chief ExecutiveDavid J Hampson
OBE, BSc, BA.