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Curriculum Coverage (Previous, Expected and What Follows On) Prior National Curriculum Coverage National Curriculum Coverage Subsequent National Curriculum Coverage

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Curriculum Coverage (Previous, Expected and What Follows On) Prior National Curriculum Coverage National Curriculum Coverage Subsequent National Curriculum Coverage Curriculum Coverage (Previous, expected and what follows on) Prior National Curriculum Coverage National Curriculum Coverage Subsequent National Curriculum Coverage A study of an aspect or theme in British history Britain’s settlement by Anglo-Saxons and Scots, Ancient Greece – a study of Greek life and that extends pupils’ chronological knowledge this could include: achievements and their influence on the western beyond 1066, for example: world . The changing power of monarchs using . Roman withdrawal from Britain in c. AD case studies such as John, Anne and 410 and the fall of the western Roman Victoria Empire . Changes in an aspect of social history, . Scots invasions from Ireland to north such as crime and punishment from the Britain (now Scotland) Anglo-Saxons to the present or leisure . Anglo-Saxon invasions, settlements and and entertainment in the 20th Century kingdoms: place names and village life . Anglo-Saxon art and culture The achievements of the earliest civilizations – . Christian conversion – Canterbury, Iona an overview of where and when the first and Lindisfarne civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus The Viking and Anglo-Saxon struggle for the Valley; Ancient Egypt; The Shang Dynasty of Kingdom of England to the time of Edward the Ancient China Confessor, this could include: . Viking raids and invasion . resistance by Alfred the Great and Athelstan, first king of England . further Viking invasions and Danegeld . Anglo-Saxon laws and justice . Edward the Confessor and his death in 1066 Sequence of Teaching and Learning Overarching Question What influence have the Ancient Greeks had on our life today? Session 1 NC Statements Session Content Key Vocabulary Introduction Who were the Ancient Greeks? Civilisation, Gods, time period, Zeus, Poseidon, Hades, Can they use dates What time period did they live in? Hestia, Hera, Ares, Athena, Apollo, Hermes, Artemis, and historical What do you know about the Ancient Greeks (link to ‘Who Hephaestus, Uranus, Chronos, Dionysus, Heracles, Eros language in their Let the Gods Out?’ and Greek myths from T4W)? and Demeter. work? What influence did the Greek gods have on their civilisation? Which Greek gods have you heard of? Create a fact file about at least 4 different Greek gods or goddesses. Challenge- create a family tree including as many Greek gods and goddesses as possible. Session 2 Altar, andron, abandon, debate, tunic, Sparta and Can they use dates What was it like to live in an Ancient Greek family? Athens. and historical language in their Use books, images on pottery and the internet to research work? the following questions. What were the Ancient Greek’s homes like? What was it like growing up in Ancient Greece? What food did they eat? What clothes did they wear? What jobs could they do? Use your research to write a diary entry as a Greek child. Challenge- To mention a teaching from one of the Greek Gods or Goddesses. Session 3 Can they test out a Sparta vs Athens Athens, Sparta, democracy, navy and obedience. hypothesis in order to answer a Athens’ Government ruled as a democracy. They were first question? ever to rule in this way. Sparta was a city strictly ruled by the king. He made all the decisions in Sparta. Athens was a creative state. They believed in good education for boys. Boys could join the army or navy if they wanted to. Sparta was a city focused on obedience and war. The people did not have any luxuries. Boys did not have to work or be educated as they trained to be warriors from an early age. Boys had to join the Spartan army. Girls were not seen as important in Athens. Girls could be taught at home only if they had rich parents. Girls were not allowed to take part in war, business or education. Girls grew up to be mothers of warriors. Although they were not allowed to fight, girls took part in the training because fit women produced healthy babies. Classroom debate: The house says ‘Sparta was a better place to live.’ Allow for research time. Create a holiday brochure for Athens or Sparta using persuasive language. Session 4 Can they draw a Introduction- Archaic Period, Classical Period, Hellenistic Period, timeline with Archaic Period- When the Greeks began to explore Athens, Sparta, philosophy, democracy, Peloponnesian different time philosophy and theatre. The formation and the rise of the Wars, Alexander the Great and conquer. periods outlined city-states such as Athens and Sparta. which show different Classical Period- Introduction of democracy in Athens. Art information, such and philosophy became important in Athens. Athens and as, periods of Sparta fought in the Peloponnesian Wars. Alexander the history, when Great rose to power- conquering much of Europe and famous people Western Asia. lived, etc.? Hellenistic Period- The death of Alexander the Great. Can they use their Greece began to decline in power before it was conquered mathematical skills by Rome. to work exact time scales and Provide pupils with printouts and highlighters so that they differences as can highlight key events to add to their timeline. need be? They will then need to sequence the events to be able to include them in the correct places on their timeline. Session 5 Can they describe The First Olympic Games Zeus, chariot, javelin, Olympics, Olympians and Mount historical events Olympus. from the different What is the Olympics? period/s they are What sporting events take place during the Olympics? studying/have studied? The first Olympic games were held in 776BC. The games were then held every 4 years in honour of the god Zeus (ruler of the Olympians of Mount Olympus). The games included wrestling, javelin, jumping and chariot racing. What was the purpose of the games? Why is this a significant event in history? Design and label the Olympic stadium. Session 6 Can they create Democracy, monarchy, oligarchy, Tyrants, city-states, timelines which The beginning of democracy. elected and representatives. outline the development of There were three main types of government: specific features, Democracy - A government ruled by the people, or such as medicine; assembly. Officials and leaders were elected and all citizens weaponry; had a say. transport, etc. Monarchy - A single ruler like a king. In Athens this ruler was called a Tyrant. Can they use their Oligarchy - When the government is ruled by a small group. mathematical skills Over time some city-states, like Athens would change to work exact time governments. Sometimes they were ruled by Tyrants and, scales and at other times, they were a democracy. differences as need be? Athenian Democracy Democracy in Ancient Greece was very direct. What this means is that all the citizens voted on all the laws. Rather than vote for representatives, like we do, each citizen was expected to vote for every law. What laws would the Ancient Greeks be voting for? Create a minimum of 3. Session 7 Can they use dates Debate- Democracy, monarchy, oligarchy, Tyrants, city-states, and historical The house says ‘The Ancient Greeks have had no influence elected, representatives, Zeus, chariot, javelin, language in their on our life today.’ Olympics and Olympians . work? Class split in half into two groups- for and against the house. Pupils given time to write/record their arguments to then present their arguments to a member of SLT during a formal debate. .
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