Year 4

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
  • Reasoning
  • Ability to show leadership
  • Information gathering
  • Making links
  • Confidence

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

Resilience

  • I can work to my own targets
  • I can learn from a mistake

Resourcefulness

  • I can organise myself and resources when working independently or in a group.
  • I can debate issues until a sensible compromise is reached.

Reflectiveness

  • I can break my learning into manageable chunks.
  • I can recognise how my attitude and behaviour impact my learning.

Reciprocity

  • I can take on a range of roles within a group
  • I can motivate people to contribute more effectively.

Confidence

  • I accept the fact that I can try and fail
  • I can share my ideas and thoughts with the whole class

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Reynolds Academy Principal

Rebecca Scott

Tollbar MAT Chief Executive

David J Hampson
OBE, BSc, BA.
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