Curriculum planning spring term 2018 Key Stage 2: Year 5/6 Mrs Eilbeck and Mrs Taylor The Great Greeks

Transcription

1 Curriculum planning spring term 2018 Key Stage 2: Year 5/6 Mrs Eilbeck and Mrs Taylor The Great Greeks Class Reading: A selection of Ancient Greek Myths Trips/Visitor: Women from the Past- bringing history alive in the classroom-historical story-teller, Tanya Bentham Web links Geography: History: Science: Parental engagement opportunities: Presentation Who were the Greeks? Play script /drama. Main objectives Geography Geographical Skills & Field work: Locational knowledge: I can name and locate key counties and cities of Europe. I can use atlases, globes, maps and digital computer mapping to locate countries. Human and physical Geography: Introduction (1 WEEK) I can use maps to locate the where Europe is, with a focus on Greece and its islands. Activities Using maps from earlier identify some of the topographical features of Greece. Identify key countries and capital cities of Europe Children to give presentations on the human and physical geography of Greece. Compare Ancient Greece with modern day Greece. History An Ancient Civilisation study: The Great Greeks Introduction (2 WEEKS) & 2 1. Who Were the Ancient Greeks? I can explain how and why empires grow. I can explain the chronology of a timeline. 2. Ancient Greek Democracy I can explain how the political system worked in Ancient Greece. I can compare this system with other political systems. 3. Ancient Greek Olympics I can learn about the past from sources including art. Who Were the Ancient Greeks? Paired research? Know and understand significant aspects of history: nature of ancient civilisations, expansion and dissolution empires e.g. in the context of learning about the Ancient Greek Empire: How did it grow and why? Develop a chronologically secure knowledge and understanding of the Greek timeline. Ancient Greek Democracy Note connections, contrasts and trends over time. Ask questions about change, cause, similarity and difference in the context of learning how the ruling systems in Ancient Greece changed, before the democratic system, after and in the modern day. Ancient Greek Olympics Understand our knowledge of the past is constructed from a range of sources e.g. Greek vases. Note connections, contrasts and trends over e.g. How the

2 4. The Battle of Marathon I can compare different city-states and recall facts about the Battle of Marathon. 5. Greek Gods and Goddesses I can find out about Ancient Greek gods and goddesses and am able to use this knowledge to plan my own Greek myth. 6. The Trojan War I can use a range of sources to find out about the past and then present my findings. Olympics have changed over time but how some features have remained the same. The Battle of Marathon Make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses of the Battle of Marathon. Greek Gods and Goddesses Understand the methods of historical enquiry, how evidence is used to make historical claims when learning about the gods and goddesses. The Trojan War Understand how our knowledge of the past is constructed from a range of sources. Make connections, draw contrasts, analyse trends, frame historicallyvalid questions and create their own structured accounts, including written narratives and analyses in the context of finding out about the Trojan War. English See detailed Literacy Curriculum Planning for Y5/6 History Links Leaflet: Who were the Great Greeks? (Weeks 1 & 2) Narrative-Greek myths: retelling and/or own myth-theseus and the Monitor/ Medusa/ Icarus (Weeks 3 & 4) art link Character Profiles; Greek Mythical Creature (Week 5) art link Letter: Theseus to or Medusa to Pixl assessments Y6 (Week 6) Maths Science Greek Problems and numbers I can use and understand Greek number systems I can solve problems based on the Ancient Greeks Earth and Space Year 5 Science topics covered by Y5 7 Y6 this year. Spring 2 Newspaper report: The Greek Gazette-Mount Olympus Falls! /Ancient Greek Olympics/ Greek Gods Wrath Pupils Chosen event (Week 1 & 2) Fact Files: Greek Gods (Week 3) Report: The Trojan War (Week 4) Play script: Act out the story of Bacuis and Philomena (Week 5 drama included) Easter Assessments (Week 6) Selection of problem solving tasks. Introduction Prior understanding on the study of the Earth, Sun and Moon. What do pupils already know and what do they want to find out? Describing the Sun, Earth and Moon as approximately spherical bodies by understanding how this knowledge has been attained. arguments in the context of how ideas changed from a flat earth view.

3 Spherical Bodies I can explain why we know the Sun, Earth and Moon are spherical. I can identify scientific evidence which does or does not provide evidence for an idea or argument. The Planets I can name and describe features of the planets in our solar system. I can order the planets in our solar system. Geocentric Versus Heliocentric I can explain how planets move in our solar system. I can identify scientific evidence which does or does not provide evidence for an idea or argument. Night and Day I can explain day and night and the apparent movement of the sun across the sky. I can identify scientific evidence which does or does not provide evidence for an idea or argument Night and Day International I can investigate night and day in different parts of the Earth. I can report and present findings from enquiries. Mind map presentations to the rest of the class. Add in extra findings. Describing the movement of the Earth, and other planets, relative to the Sun in the solar system by learning the order of the plants and how they move in the solar system. Describing the movement of the Earth, and other planets, relative to the Sun in the solar system by examining the geocentric and heliocentric theories. arguments in the context of the shift from heliocentric models of the solar system to geocentric models Using the idea of the Earth s rotation to explain day and night and the apparent movement of the Sun across the sky by examining why the sun appears to move and the arguments for the Earth s rotation. arguments in the context of the evidence for the Earth s rotation. Using the idea of the Earth s rotation to explain day and night and the apparent movement of the Sun across the sky by predicting night and day in different places on Earth. Reporting and presenting findings from enquiries, including conclusions, in oral and written forms such as displays and other presentations in the context of investigating night and day. Computing Movement of the Moon I can explain the movement of the Moon. I can select use and combine a variety of software (Inc. internet) on a range of digital devices to design and create a rage of programs, systems and content that accomplish given goals, (inc. collecting, analysing, evaluating and presenting data and information.) Describing the movement of the Moon relative to the Earth by explaining how the Moon orbits the Earth Use search engines and online encyclopaedia to find information on life in Ancient Greece. Research key facts on the Ancient Olympic Games Make leaflets and fact files for the Greek Gods. I can think carefully about e-safety Create a presentation on Who were the Ancient Greeks Use software to manipulate images to create a panoramic image of a scene from Ancient Greece.

4 Art/DT I can use technology safely, respectfully and responsibly; recognise unacceptable behaviour; identify a range of ways to report concerns about contents and contact. I can improve their mastery of art and design techniques including drawing, painting with a range of materials. I can create and use my art sketch book to record observations and use to review and revise ideas. Ongoing in all ICT activities Greek Theatre Masks: Use for Greek play script Models: Medusa Collage: Greek Gods Music PE I can select and use a wider range of materials and components, including textiles- according to their functional properties. I can understand how key events and individuals in design and technology history have helped shape the world. I can improvise and compose music for a range of purposes using the inter-related dimensions of music. I can develop an understanding of the history of music. I can research the history of the Olympic games and its significant impact on sport today. I can play competitive games- modified where necessary. Painting: Greek Gods, Mythical creatures Ancient Greek Vases: clay and wax (Research and investigate those found through the ages) Compose a piece of music- linked to the actions of a mythical creature. Use a wide range of percussion instruments. Add to play-script/drama Research the Greek God of music.. Discrete Netball & Dance Spring 2. Discrete Hockey & Cross-country Ancient Olympic Games: Research on the Ancient Greek Olympic Games. I can compare performances with previous ones and demonstrate improvement to achieve personal best. PSHE SMSC: Discrete links with SMSC curriculum Rights Respecting: Discrete reference to all of the Rights of the Child British Values: Particular link with how Ancient Greece was the first ever DEMOCRACY particular focus when researching Ancient Greeks. Global learning: Ancient Greece as the workshop of the world Influence of some inventors. Parental Involvement Parents invited into class to watch their children s Greek drama work.

5