Curriculum Overview
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Lesson |
Subject |
Lesson Title |
Skill |
Core Knowledge |
Lesson Brief |
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1 |
English |
Meet Zeus! |
In this lesson children will: Listen and respond to multi-step instructions, contributions and viewpoints of others and participate actively in collaborative conversations |
By the end of this lesson children should know: Multi-step instructions are a list of instructions that children must retain and then carry out. There are many possible viewpoints that people might have. People should respect each other's viewpoints, and where they disagree, acknowledge the other person's opinion and respond politely. |
Meet Zeus (Ζεύς), king of all the gods, ruler of the skies, cloud gatherer and master of rain. Listen to his torrid tale of how he fought and conquered his father, Cronus, then drew lots with his brothers, Poseidon and Hades, to become supreme ruler of the gods. Find out about his deadly powers and his lightning bolts, which he hurls at those who displease him. Hear why he carries his sceptre and his regal eagle. God of Justice and Mercy, the protector of the weak, and the punisher of the wicked. What can you discover about the mighty Zeus? |
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2 |
English |
Finding out more about Zeus |
In this lesson children will: Identify key details in a text in response to a retrieval question or research task. |
By the end of this lesson children should know: A retrieval question asks you to find stated information in a text. A research task requires reading a text to discover information about a subject. Research findings and answers to retrieval questions should be relevant and accurate |
Use a range of information books and other historical source materials to find out information about Zeus. Listen, read and watch animations of Zeus’ story, retelling it in their own words to sequence and understand. Note: Are there any discrepancies between the different versions of Zeus’ tale? Why might the accounts be different? |
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3 |
English |
Gods and goddesses |
In this lesson children will: Identify key details in a text in response to a retrieval question or research task. |
By the end of this lesson children should know: A retrieval question asks you to find stated information in a text. A research task requires reading a text to discover information about a subject. Research findings and answers to retrieval questions should be relevant and accurate. |
Work in groups to find out about other gods and goddesses born of divine parentage, such as Aphrodite, Apollo, Ares, Eirene, Pluto, Poseidon, Hestia, Hera, Demeter and Hebe. Use a range of information sources and stories to find out more, discussing the myths and legends that surround them. Make notes to describe the deity’s appearance, behaviour and actions, organising their ideas using headings, bullet points and mind maps. Note: Each group should share their findings with the whole class. How are the gods similar or different? |
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4 |
English |
Writing descriptions |
In this lesson children will: Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary. |
By the end of this lesson children should know: A planning sheet is a given template with sections to help you plan your writing. You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet. Writing in note form means not writing in full sentences and only including the main ideas. |
Draft a short description of their favourite god or goddess, organising their ideas using headings and subheadings and making links between paragraphs. Consider how literary techniques, such as alliteration and metaphor, could be used to make their descriptions more exciting. Note: Model examples of alliteration and metaphor, listening to children’s suggestions and working together to create exciting possibilities. |
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5 |
English |
Digital profiles |
In this lesson children will: Assess the effectiveness of their own and others’ writing, noticing some ways to improve the grammar, vocabulary or conventions of the type of writing. Proof-read for spelling and punctuation errors. |
By the end of this lesson children should know: Checklists remind you of the grammar, vocabulary and conventions required for a type of writing. The effectiveness of a text can be assessed by checking whether it meets its intended purpose. Constructive feedback is a supportive way of celebrating success and giving advice about how someone can improve their writing |
Search the web for images of their chosen god or goddess. How many different images can they find? Download the image they feel best illustrates their description and create a digital profile of their god or goddess. Check their work for errors in spelling and grammar before printing. Note: Use hot seating to ask a ‘god’ or ‘goddess’ questions. Children should be able to pose and answer questions based on their reading and research. Encourage empathetic answers thinking about how the god or goddess would respond. |
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6 |
Geography |
Ancient Greece |
In this lesson children will: Analyse maps, atlases and globes, including digital mapping, to locate countries and describe features studied. |
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Investigate maps of ancient Greece, noting how the country was once divided into a collection of smaller city-states. Make a simple sketch map to show the states of ancient Greece, including important geographical features, such as islands, seas and mountains. Note: Tell the story of the war between the two states of Sparta and Athens, highlighting their differences and explaining the reasons for the war. |
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7 |
History |
History detectives |
In this lesson children will: Describe the achievements and influence of the ancient Greeks on the wider world. |
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Visit or loan ancient Greek artefacts from a local museum and become history detectives. Look carefully at exhibitions, artefacts and museum signage and listen to experts talking about the topic. Ask questions to find out more information. Begin to collate information by drawing and making notes. Note: Share findings collectively, comparing notes and cross referencing information. Display findings on a learning wall or project map. |
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8 |
History |
Timelines |
In this lesson children will: Describe the achievements and influence of the ancient Greeks on the wider world. |
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Order events and dates from ancient Greek history on a timeline. Place and date significant events and people, such as the first Olympic Games, the first Persian war and the Battle of Marathon, the Peloponnesian Wars, the reign and death of Alexander the Great, the discovery of displacement by Archimedes, the invasion of the Romans and the end of the city states, Athens and Macedon. Note: Children could use appropriate software to create a digital timeline of Greek history. Ask the children ‘Is there anything on our timeline that links to life in modern times?’ |
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9 |
Art and design |
Sculpting the gods |
In this lesson children will: Create a 3-D form using malleable or rigid materials, or a combination of materials. |
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Make a giant 3-D head of their chosen god or goddess, using a wire former and papier mâché or modroc. Look at images of the Easter Island carvings for scale and inspiration and Greek sculptures for authenticity and style. Before sculpting, make drawings to decide on features, expressions and headwear. Once dry, paint with colour or use sponges to create the effect of stone or marble. Note: Display their sculpted heads on plinths and columns, or even on Mount Olympus. Children’s writing about the gods and goddesses could be displayed alongside their sculptures. |
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10 |
Physical education |
Athletic activities |
In this lesson children will: Demonstrate a broader range of throwing, running and jumping techniques, in isolation or combination, with improving accuracy and competence. |
By the end of this lesson children should know: A range of techniques can be used to throw, run and jump with increasing accuracy and competence. For example, overarm throwing is useful for throwing over long distances and can be improved using a range of techniques, such as standing sideways to the target and pulling the throwing arm back behind the head. |
Take part in athletic activities, such as running, jumping and throwing to please the gods. Compete against each other, perhaps taking on the roles of citizens from different states of ancient Greece. Note: Link athletic work to further research work about the types of festivals in which the ancient Greeks would participate, such as the Olympic games, the Pythian games and the Isthmian games. |
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11 |
English |
Icarus and Daedalus |
In this lesson children will: Listen to, read independently and discuss a range of fiction, poetry, plays, non-fiction and reference books, making enthusiastic and positive contributions in turn that show their understanding. |
By the end of this lesson children should know: A play is a story that is written to be performed. A reference book is a book of facts, such as a dictionary, atlas or encyclopedia, that is used to find out a specific piece of information. Readers have different opinions of books, which they can share with others. |
Listen to, read or watch an animated version of the legend of Icarus and Daedalus. Discuss what they think might be the message of this story and why it has been retold by generations over thousands of years. Consider whether the message of this story still remains true today. Note: The tale of Icarus is still well known today. It is worth explaining to the children that many of these myths and legends have been passed down through generations by word of mouth and their messages are still relevant today. |
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12 |
English |
A day in the life |
In this lesson children will: Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary. |
By the end of this lesson children should know: A planning sheet is a given template with sections to help you plan your writing. You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet. Writing in note form means not writing in full sentences and only including the main ideas. |
Read an imaginary diary account from a day in the life of Icarus or Daedalus and consider what everyday life was like for them. Imagine that they are either Icarus or Daedalus and draft ideas for a further diary entry written the day or week before they put their escape plan into action. Note: Provide a range of historical source materials, so that the children can find out about the lives of wealthy kings in ancient Greek times. Recap on features of diary writing, including personal tone, rhetorical questions, self-reflection, past tense and short sentences. |
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13 |
English |
Hypothetical questions |
In this lesson children will: Orally rehearse and write sentences, making some choices about vocabulary and sentence structure. |
By the end of this lesson children should know: Teacher modelling can help you to see the process of building sentences. Writing and editing on a whiteboard or in a draft book can help you to improve a sentence by replacing generic words for precise vocabulary choices and varying sentence structure. |
Focus on the use of hypothetical questions. Analyse texts, highlighting examples and discussing their purpose in a piece of writing. Revisit their diary writing, considering where they can add one or two hypothetical questions. Note: Explain to the children how a hypothetical question is used to make the reader think about something. Model some examples of rhetorical questions that Icarus might ask, such as ‘What if my father thinks that I am foolish? What harm can come to me? Birds fly, so why can’t I?’ |
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14 |
English |
Dear diary… |
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Write a final copy of their diary entry, checking for and correcting any spelling, grammar and punctuation mistakes. Work with a partner to read aloud their diary entries, checking that they make sense and are fluently written. Note: Encourage the children to read their diary entry aloud to an audience, reading with expression, in character as either Daedalus or Icarus. |
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15 |
English |
Greek alphabet |
In this lesson children will: Listen and respond to multi-step instructions, contributions and viewpoints of others and participate actively in collaborative conversations. |
By the end of this lesson children should know: Multi-step instructions are a list of instructions that children must retain and then carry out. There are many possible viewpoints that people might have. People should respect each other's viewpoints, and where they disagree, acknowledge the other person's opinion and respond politely. |
Listen to and join in with a performance of the Greek alphabet. Try to recite the alphabet in unison, reading from the phonetic alphabet. Write words and sentences from their diary entry in Greek, using a web-based translation tool. Note: Display the Greek alphabet with the English alphabet so children can practise writing and forming the Greek letters in their written work. Ask them ‘μπορείτε να το κάνετε?’ (Can you do it?) Are there any similar sounds, letters or words still used in English today? |
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16 |
Geography |
Plotting a journey |
In this lesson children will: Analyse maps, atlases and globes, including digital mapping, to locate countries and describe features studied. |
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Locate Greece on a globe or map, identifying the continent on which it lies and its surrounding countries. Look at pictures and photographs of the Greek landscape, making judgements about physical aspects of its geography, including weather, terrain and settlements. Plot the journey made by Icarus and Daedalus from the island of Crete to Sicily. Note: Children could use satellite mapping tools to plot their route, estimating the distance travelled and how long the journey might have taken. |
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17 |
History |
Everyday life in ancient Greece |
In this lesson children will: Describe the achievements and influence of the ancient Greeks on the wider world. |
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Use a range of historical source materials, including books, artefacts, images and information books, to investigate the everyday life of the ancient Greeks, contrasting the lives of the rich and poor. Record their findings using drawings, labels, notes, ICT and written work. Note: Children could work in separate research groups to explore different aspects of everyday life. Homes, children, food and warfare would all make interesting research topics. Each group could then give a short presentation on their findings. |
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18 |
Design and technology |
Designing a pair of wings |
In this lesson children will: Plan which materials will be needed for a task and explain why. |
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Imagine that they are Daedalus, the master craftsman. Invent a pair of wings for Icarus that would withstand the Sun’s heat. Experiment with design options, labelling moving parts. Identify which materials they will use to make their designs and construct the finished wings using a variety of techniques. Explain how they will test their wings. Note: Children could write instructions to explain to others how to make and test their wings. Do any of the designs work? There could be some inspirational inventors in the class. |
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19 |
History |
Famous Greeks |
In this lesson children will: Describe the achievements and influence of the ancient Greeks on the wider world. |
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Find out about other famous Greeks, such as Plato, Aristotle, Parmenides, Archimedes, Pythagoras and Alexander the Great. Use a range of historical resource materials to find out the information and record on Top Trumps style cards. Decide, as a class, the categories for each card. Note: Categories could include dates of birth, greatest achievements, influence on modern life, dates of death, inventions, battles won, influence on modern life and intelligence. |
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20 |
Physical education |
Practise makes perfect |
In this lesson children will: Work outdoors effectively as part of a team to safely navigate familiar places and solve problems. |
By the end of this lesson children should know: Working effectively as a team means working within a group to complete an activity well or achieve a shared goal. It involves following instructions, listening to others, taking turns and using people's strengths to achieve the goal. |
Continue taking part in a range of physical challenges. Practise and perfect athletic techniques, including distance running. Focus on teamwork to complete challenges, such as relay and team pentathlon. Note: Invite a professional or specialist sportsperson to work with the children on other ancient Greek sports, such as wrestling and discus throwing. |
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21 |
English |
The Trojan horse |
In this lesson children will: Listen and respond to multi-step instructions, contributions and viewpoints of others and participate actively in collaborative conversations. |
By the end of this lesson children should know: Multi-step instructions are a list of instructions that children must retain and then carry out. There are many possible viewpoints that people might have. People should respect each other's viewpoints, and where they disagree, acknowledge the other person's opinion and respond politely. |
In groups, listen to, watch or read alternative versions of the story of the Trojan horse. Share findings with the main group, comparing the different versions of the legend and noting any differences between them. Make lists of the similarities and differences between each story. Discuss why versions differ and how reliable they think each source might be. Note: Before getting started, play a simple Chinese whispers game with a couple of tricky sentences to see how sentences change from the start of the circle to the end. How did the detail of the sentence change? Consider why some stories, myths and legends survive over thousands of years and why the details sometimes change as they are passed down through generations. |
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22 |
English |
Time to debate! |
In this lesson children will: Articulate and justify answers, ideas, arguments and opinions during discussions, including about books that are read to them and those they can read for themselves, taking turns and listening to what others say. |
By the end of this lesson children should know: Ideas can be justified by explaining your reasoning using extended sentences. |
Imagine that they are a resident of Troy observing the Trojan horse outside the city gates. Work in teams to create an argument for and against allowing the horse inside the gates. Take part in a debate: should the horse be welcomed in or sent on its way? Note: Invite another adult, parent or peer to judge who makes the most persuasive argument. Did they manage to change the fortunes of Troy? Or did it end the same way? You may like to project a large image of the horse on an IWB as the debate rumbles on. |
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23 |
English |
Building the Trojan horse |
In this lesson children will: Assess the effectiveness of their own and others’ writing, noticing some ways to improve the grammar, vocabulary or conventions of the type of writing. Proof-read for spelling and punctuation errors. |
By the end of this lesson children should know: Checklists remind you of the grammar, vocabulary and conventions required for a type of writing. The effectiveness of a text can be assessed by checking whether it meets its intended purpose. Constructive feedback is a supportive way of celebrating success and giving advice about how someone can improve their writing. |
Read commands given by Odysseus to his Greek soldiers for building the Trojan horse (Odysseus might have been a good leader, but in this activity he’s not very good at writing; his instructions make little sense and are all mixed up). Sequence Odysseus’ instructions into the correct order and make sure that he has used the correct spellings and punctuation. Note: Let’s check. Are the instructions now clear? Can we improve Odysseus’ instructions any further? Has he used a good range of imperative verbs to instruct his army? Instructions are a fundamental part of the computing curriculum; sorting out Odysseus’ commands is in fact debugging. |
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24 |
English |
How to… |
In this lesson children will: Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary. |
By the end of this lesson children should know: A planning sheet is a given template with sections to help you plan your writing. You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet. Writing in note form means not writing in full sentences and only including the main ideas. |
Imagine that they are Helen of Troy or a soldier in the Greek army. Write a set of instructions entitled ‘How to be rescued’ by Helen of Troy or ‘How to rescue a Queen’ by one of the soldiers inside the wooden horse. Note: Encourage children to read their written ideas and sentences aloud to check that they make sense. Some ideas could be modelled beforehand to help stimulate the children’s thinking.
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25 |
English |
Completing our instructions |
In this lesson children will: Assess the effectiveness of their own and others’ writing, noticing some ways to improve the grammar, vocabulary or conventions of the type of writing. Proof-read for spelling and punctuation errors. |
By the end of this lesson children should know: Checklists remind you of the grammar, vocabulary and conventions required for a type of writing. The effectiveness of a text can be assessed by checking whether it meets its intended purpose. Constructive feedback is a supportive way of celebrating success and giving advice about how someone can improve their writing. |
Edit and refine their instructions, checking their sentences to make sure that they make sense and link together well. Read aloud their instructions, asking a partner to act them out. Note: Remind the children that many of the soldiers and civilians of Troy would not have been able to read or write. Any instructions would have to be remembered. Challenge them to remember their instructions. |
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26 |
Design and technology |
Constructing a decoy vessel |
In this lesson children will: Plan which materials will be needed for a task and explain why. |
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Construct a decoy vessel using recycled materials. Use old milk cartons and soft drink bottles for the body, cutting windows or trap doors for the soldiers to climb in and out. Plan their ideas in a sketchbook, labelling each part of their design. Then construct their design, attaching it to a wheel-based axle to enable it to be moved inside the wooden gates. Decorate their vessel using paint, paper, felt, card and other materials. Note: Children could work in small groups to make fewer horses but on a bigger scale, using large card tubes, bigger bottles and containers. Place small world figures inside the horse. Or how about one huge horse that hides everybody? |
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27 |
History |
Greek soldiers |
In this lesson children will: Make choices about the best ways to present historical accounts and information. |
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Look at a selection of images of ancient Greek soldiers. Find out what they wore and what weapons they fought with. Draw a detailed illustration of a Greek soldier, correctly labelling his uniform and weapons. Note: Children could find out the differences between warriors who were wealthy, such as hoplites, and those who were not, such as psiloi. |
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28 |
PSHE and RHE |
Resolving conflicts |
In this lesson children will: Demonstrate ways to resolve differences. |
By the end of this lesson children should know: There are many ways to resolve differences with others. These include looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices. |
Think about conflict in their modern daily life, suggesting ways of resolving differences and conflicts. Discuss everyday scenarios and act out ways of finding good solutions. Act as a jury to make a decision about given scenarios: what do they consider a fair resolution to the problem? Note: Athens had law courts with trial by jury. Juries were larger than the ones we have today, sometimes involving as many as 500 citizens. After listening to the evidence, jurors voted by placing metal discs into one of two jars – one for guilty, one for not guilty. |
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29 |
Physical education |
In formation |
In this lesson children will: Work outdoors effectively as part of a team to safely navigate familiar places and solve problems. |
By the end of this lesson children should know: Working effectively as a team means working within a group to complete an activity well or achieve a shared goal. It involves following instructions, listening to others, taking turns and using people's strengths to achieve the goal. |
Prepare for battle in formation, just like the Greeks. Practise synchronised battle movements, such as marching, halting, turning and charging. Take on the role of the hoplites, forming ranks to create a giant phalanx. Use web searches to find out the meanings of battle terms and see examples of Greek army formations. Note: Encourage children to work together in groups, keeping in step and manoeuvring around the hall or outdoors as the phalanx of the army. Use directional language to give commands: left, right, forwards, backwards, charge, fire and halt. |
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30 |
History |
Battle of Marathon |
In this lesson children will: Explain the cause and effect of a significant historical event. |
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Listen to the story of the Battle of Marathon and the heroism of the Greek messenger, Pheidippides. Consider how this legend has continued into modern life. How many marathons are run worldwide today? Note: Children could find out about some more contemporary long distance athletes, such as Haile Gebrselassie, Paula Radcliffe and Mo Farah. |
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31 |
English |
Theseus and the Minotaur |
In this lesson children will: Listen and respond to multi-step instructions, contributions and viewpoints of others and participate actively in collaborative conversations. |
By the end of this lesson children should know: Multi-step instructions are a list of instructions that children must retain and then carry out. There are many possible viewpoints that people might have. People should respect each other's viewpoints, and where they disagree, acknowledge the other person's opinion and respond politely. |
Listen to the tale of Theseus and the Minotaur, looking at a range of images, paintings, statues and ancient drawings based on the myth. Use the pictures to discuss which parts of the story are shown in the images and sequence these in order. Note: There are also many animations and films made of this legend that might help the children to understand the story more clearly. |
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32 |
English |
Character feelings and thoughts |
In this lesson children will: Draw inferences, such as inferring characters' feelings, thoughts and motives from their actions, supported by some evidence from the text. |
By the end of this lesson children should know: Inferences can be supported by evidence from the text. Evidence of characters' feelings, thoughts and motives can be inferred from their actions, expressions and speech. For example, a character who is feeling angry might stomp, scowl and shout. |
In groups, choose a picture of either the Minotaur, King Minos, Theseus, Princess Ariadne or Aegeus, the King of Athens. Around each picture, write a list of feelings to suggest how each of these characters felt in the story. Add each character’s thoughts or words in speech or thought bubbles, then compare and contrast these points of view, explaining the similarities and differences. Note: Perhaps model one character before the children begin, showing them how to build up ideas from the character’s point of view. Children could use mind mapping software to present their work. |
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33 |
English |
Correcting errors |
In this lesson children will: Assess the effectiveness of their own and others’ writing, noticing some ways to improve the grammar, vocabulary or conventions of the type of writing. Proof-read for spelling and punctuation errors. |
By the end of this lesson children should know: Checklists remind you of the grammar, vocabulary and conventions required for a type of writing. The effectiveness of a text can be assessed by checking whether it meets its intended purpose. Constructive feedback is a supportive way of celebrating success and giving advice about how someone can improve their writing. |
Aegeus, the King of Athens, has written a letter to King Minos, offering him a sacrifice of seven boys and seven girls to be sent to Crete and fed to the Minotaur. Read the King’s letter carefully, highlighting any words and phrases which give them clues about how he was feeling. Note: The King’s letter may also be missing full stops, capital letters, commas, and question marks. Can they correct them? Encourage the children to give feedback on the errors that they found and explain how they improved the King’s letter. |
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34 |
English |
A letter to the king |
In this lesson children will: Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary. |
By the end of this lesson children should know: A planning sheet is a given template with sections to help you plan your writing. You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet. Writing in note form means not writing in full sentences and only including the main ideas. |
Imagine that they are either one of the children destined to be fed to the Minotaur, or the Minotaur himself. Begin to draft and plan a letter to Aegeus, the King of Athens, from either character’s point of view, explaining why they should or should not be eaten. Their letters can be comical or dramatic. Note: Guide children’s thinking by mind mapping ideas and reasoning from each side. Why does the Minotaur think that he should be given children to eat? Why do the children think that they should be spared? |
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35 |
English |
Completing our letters |
In this lesson children will: Assess the effectiveness of their own and others’ writing, noticing some ways to improve the grammar, vocabulary or conventions of the type of writing. Proof-read for spelling and punctuation errors. |
By the end of this lesson children should know: Checklists remind you of the grammar, vocabulary and conventions required for a type of writing. The effectiveness of a text can be assessed by checking whether it meets its intended purpose. Constructive feedback is a supportive way of celebrating success and giving advice about how someone can improve their writing. |
Revisit their drafts, reading aloud to ensure that they make sense and are correctly spelled and punctuated. Read to a partner and share ideas about ways that each other’s work could be improved. Write their letters out on an ancient scroll. Note: Traditional and highly decorative Greek patterns could be used to make the children’s letters look authentic. Children will need to work carefully with precise hand eye coordination, perhaps using gold pens to make the scroll letters fit for a king. |
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36 |
Design and technology |
Sculpting the Minotaur |
In this lesson children will: Plan which materials will be needed for a task and explain why. |
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Make the Minotaur’s head, using an inflated balloon as a base and attaching two toilet tissue rolls for bull's horns. Cover with two or more layers of papiér mâché then use scrap materials, such as egg boxes, yoghurt cartons and masking tape, to create facial features. Check out a range of images and artwork of the Minotaur for inspiration. Note: Children could also use software to design and print an image of their Minotaur’s head. |
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37 |
Geography |
Locating the labyrinth |
In this lesson children will: Analyse maps, atlases and globes, including digital mapping, to locate countries and describe features studied. |
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Look at and investigate the island of Crete and the Palace of Knossos using world maps. Draw a simple sketch map to show the shape of the island and use travel brochures and websites to find out why it is popular with today’s travellers. Does the Minotaur’s labyrinth really exist? Note: Archaeologists have found no evidence that the Minotaur itself existed. However, they have found what looks like a labyrinth, many believing it to be the palace at Knossos with its many uneven rooms and corridors. |
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38 |
Art and design |
Greek patterns |
In this lesson children will: Compare artists, architects and designers and identify significant characteristics of the same style of artwork, structures and products through time. |
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Look at images of Greek plates, pots and patterns. Make sketches of scenes and patterns seen and consider if any of the images and patterns relate to the myths and legends covered during the project. Note: Draw or paint a scene in ancient Greek style for a vase or plate based on the story of Theseus and the Minotaur. Remember to use fine brushes and appropriately coloured paints. |
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39 |
Physical education |
Time to battle |
In this lesson children will: Move in time to music, beginning to improvise movements and motifs that express the meaning and mood of the piece. |
By the end of this lesson children should know: Improvising means making up movements while listening and performing to music. Different pieces of music have different rhythms and create a range of feelings that can be shown through movement. |
Work in pairs to create a Theseus and the Minotaur dance based on their final, fiery battle. Explore movements, building up to the final confrontation and moving in response to words, such as creeping, turning and pausing, to demonstrate how the two moved through the labyrinth towards their encounter. Create a climatic final sequence of movements as the opponents battle and the Minotaur is slain. Note: Remind children that battling movements should be carried out in controlled and carefully choreographed slow motion. Practise again with slow and sinister music, refining their work so that actions fit the music. |
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40 |
English |
Step 1 |
In this lesson children will: Draw inferences, such as inferring characters' feelings, thoughts and motives from their actions, supported by some evidence from the text. |
By the end of this lesson children should know: Inferences can be supported by evidence from the text. Evidence of characters' feelings, thoughts and motives can be inferred from their actions, expressions and speech. For example, a character who is feeling angry might stomp, scowl and shout. |
Read the story of Pandora’s box. What is the moral of the story? Have you ever let your curiosity allow you to do something you shouldn’t? |
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41 |
English |
Step 2 |
In this lesson children will: Articulate and justify answers, ideas, arguments and opinions during discussions, including about books that are read to them and those they can read for themselves, taking turns and listening to what others say |
By the end of this lesson children should know: Ideas can be justified by explaining your reasoning using extended sentences. |
What would you like to do with the box? Discuss and debate with your classmates what you should do. What decisions have you made and why? |
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42 |
English |
Step 3 |
In this lesson children will: Identify key details in a text in response to a retrieval question or research task. |
By the end of this lesson children should know: A retrieval question asks you to find stated information in a text. A research task requires reading a text to discover information about a subject. Research findings and answers to retrieval questions should be relevant and accurate. |
When Pandora opened her box all sorts of evil things flew out. Can you remember what they were? What was left in Pandora’s box? Search out a story in the local news or newspapers which demonstrates hope. Share it with others in your class! |
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43 |
English |
Step 4 |
In this lesson children will: Use simple organisational devices in non-narrative writing. |
By the end of this lesson children should know: Non-narrative writing is not sequenced and often includes organisational devices. Organisational devices, such as headings and subheadings, help the reader to find information quickly. A heading is a title at the top of a text. A subheading is a word, phrase or sentence that is used to introduce part of a text. |
Let’s create our own boxes and fill them with good things that could be let out! What feelings, hopes and good things would you put into your box? Write a list of everything you would include. What ideas have your classmates had? Let’s discuss! |
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44 |
Design and technology |
Step 5 |
In this lesson children will: Develop design criteria to inform a design. |
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Design your box. How big will it be? How will it open and close? Will it have a lock? What colours and decorations will it have? How can you make it special? Draw your ideas and collect the materials you will need to make it. |
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45 |
Design and technology |
Step 6 |
In this lesson children will: Use tools safely for cutting and joining materials and components. |
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Use your cutting, sticking and modelling skills to make your box. Later, we’ll present our boxes to Zeus, so make sure it is fit for the king of all the gods! |
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46 |
PSHE and RHE |
Step 7 |
In this lesson children will: Extend their vocabulary to explain the range and intensity of their feelings to others. |
By the end of this lesson children should know: Using specific vocabulary (slightly frustrated, completely let down or very isolated) can describe the range and intensity of feelings to others. |
Draw, paint or collect items which represent good things. Perhaps a drawing of Aphrodite, Philophrosyne or a photograph of a friend or family member? Maybe a newspaper story about someone’s bravery or kindness? Write a short explanation of why each item is included in your box. |
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47 |
Art and design |
Step 8 |
In this lesson children will: Create a 3-D form using malleable or rigid materials, or a combination of materials. |
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Many Greek stories were played out at the theatre and watched by hundreds of citizens. Actors often wore masks to show characters’ expressions. Working in groups, create a mask to help you retell the legend of Pandora’s box. What characters will you need and what will they look like? |
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48 |
Physical education |
Step 9 |
In this lesson children will: Move in time to music, beginning to improvise movements and motifs that express the meaning and mood of the piece. |
By the end of this lesson children should know: Improvising means making up movements while listening and performing to music. Different pieces of music have different rhythms and create a range of feelings that can be shown through movement. |
Work in groups to create a short dance, mime or sequence of movements to tell the story. The gods love to watch theatre! |
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49 |
Physical education |
Step 10 |
In this lesson children will: Move in time to music, beginning to improvise movements and motifs that express the meaning and mood of the piece. |
By the end of this lesson children should know: Improvising means making up movements while listening and performing to music. Different pieces of music have different rhythms and create a range of feelings that can be shown through movement. |
Present your performance to Zeus and the other gods, displaying your boxes full of hope and goodness. Let’s hope your performance pleases him! CONGRATULATIONS! You have completed your Innovation Challenge. |
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50 |
English |
Godly anointing |
In this lesson children will: Articulate and justify answers, ideas, arguments and opinions during discussions, including about books that are read to them and those they can read for themselves, taking turns and listening to what others say. |
By the end of this lesson children should know: Ideas can be justified by explaining your reasoning using extended sentences. |
Receive a letter from Zeus, commending them for their work on Pandora’s box. As a reward, each of them will be anointed as a new god, but he requires them to think carefully about the type of god they will be and what they will represent. Discuss their ideas in small groups, reflecting upon the criteria that Zeus has set for a new god or goddess. Note: Revisit the full range of Greek gods and goddesses. What kind of things does each god do or represent? Are there any gaps in the council that they could fill? |
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51 |
English |
Deity descriptions |
In this lesson children will: Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary. |
By the end of this lesson children should know: A planning sheet is a given template with sections to help you plan your writing. You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet. Writing in note form means not writing in full sentences and only including the main ideas. |
Begin to draft a description of their new deity, explaining who they are and what they represent. Are they a god or goddess of one thing or many, like most of the Greek deities? Organise their ideas into categories including appearance, behaviour, personality, likes and dislikes. Note: Children could place a photograph of themselves in the centre of a brainstorming sheet and build their god or goddess persona around it. |
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52 |
English |
Choosing vocabulary |
In this lesson children will: Explain the meaning of words based on the context, using a dictionary where appropriate. |
By the end of this lesson children should know: A dictionary is a book or website that lists the words of a language with their meanings in alphabetical order. Contextual clues, such as the content and sentence structure, can be used to help you identify word meanings. |
Read a range of character descriptions, describing different Greek gods. Highlight words that will help their god seem powerful, important, magical or intriguing. After reading, begin to write their sentences and paragraphs to add detail to their characterisations. Read sentences and paragraphs aloud as they work to ensure that they make sense. Note: Model ideas for your own god or goddess creation, demonstrating to the children how to build descriptive sentences and paragraphs about their characters. |
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53 |
English |
Completing our descriptions |
In this lesson children will: Write increasingly legibly and consistently, often using the diagonal and horizontal strokes that are needed to join letters. |
By the end of this lesson children should know: Capital letters and numbers do not join. Descenders should not touch ascenders on the line below. |
Present their finished creations on an illustrated papyrus or parchment, using ink pens where possible. The Greeks wrote with reeds, which held enough ink for just a word or two. Decorate their papyrus with illustrations that would please Zeus: juicy bunches of red and green grapes, fine wine goblets, silver and gold coins and beautiful Greek patterns. Note: Encourage children to check through their work with an adult or partner before writing a final copy. Zeus would not be happy to see spelling errors or punctuation mistakes. |
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54 |
English |
The anointing ceremony! |
In this lesson children will: Build a bank of relevant and accurate vocabulary to use in a discussion, presentation, performance, role play, improvisation or debate. |
By the end of this lesson children should know: Relevant and accurate vocabulary can include topic words expanded by grammatical words and phrases, such as noun phrases and adverbs. Dictionaries can clarify the meanings of words to help you to choose accurate vocabulary. A discussion is talking to other people to share ideas or opinions. A presentation is a talk that gives information. A performance entertains other people, including through speech. Role play is acting out stories or experiences. Improvisation is unplanned and unrehearsed speaking. A debate is a formal discussion where opposing sides of an argument are put forward. |
Practise reading their character descriptions. Take part in the anointing ceremony, being accepted by Zeus and presenting him with their papyrus. Note: If Zeus is busy, perhaps the headteacher could visit to hear the children’s work and promise to send them to Zeus by first class delivery. |
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55 |
Physical education |
Celebratory dance |
In this lesson children will: Move in time to music, beginning to improvise movements and motifs that express the meaning and mood of the piece. |
By the end of this lesson children should know: Improvising means making up movements while listening and performing to music. Different pieces of music have different rhythms and create a range of feelings that can be shown through movement. |
Create a group dance to celebrate the anointing of class members to the Gods’ Council. Work together to create coordinated movements, perhaps as they walk from Athens to the Parthenon (Greek: Παρθενώνας), the ancient temple on the Athenian Acropolis. Think about how their god or goddess would move as they make their way up to their council seat Note: Provide the children with a sample of Greek music for them to move to. |
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56 |
Geography |
Ruler of the lands |
In this lesson children will: Analyse maps, atlases and globes, including digital mapping, to locate countries and describe features studied. |
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Look again at modern maps of Greece and find an area or region that they would like to rule in their role as a new deity. Use maps, plans and the web to find out about the place they have chosen and draw a sketch map on a grid to identify its features. Include a key to identify key features and their grid references. Note: Children could also research its climate, terrain, ancient buildings and people using a selection of geographical source materials. |
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57 |
Design and technology |
Accessories for the gods |
In this lesson children will: Plan which materials will be needed for a task and explain why. |
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Use their modelling and making skills to create a crown, shield or sword fit for a god or goddess. Use a range of modelling materials including card, foils, gems, gold and silver paper and wire. Note: Provide a range of images and drawings to inspire the children’s work. |
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58 |
Physical education |
Mini Olympics |
In this lesson children will: Demonstrate a broader range of throwing, running and jumping techniques, in isolation or combination, with improving accuracy and competence. |
By the end of this lesson children should know: A range of techniques can be used to throw, run and jump with increasing accuracy and competence. For example, overarm throwing is useful for throwing over long distances and can be improved using a range of techniques, such as standing sideways to the target and pulling the throwing arm back behind the head. |
Take part in a mini Olympics tournament, in which teams represent different ancient states. Invite parents and carers to join in with activities and keep scores. Note: The winning state could be awarded gold medals for their victory. If possible, dress as ancient Greeks. A white sheet tied over the shoulder can look authentic, but make sure shorts are worn underneath as it can be windy on Mount Olympus. |
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59 |
Computing |
What did the Greeks do for us? |
In this lesson children will: Combine a range of text, images, animation and audio and video clips for given purposes. |
By the end of this lesson children should know: Text, images, animation, audio and video clips can be combined using tools within a piece of software or by using a range of software. For example, an image could be inserted into a word processing document or a video could be inserted into a presentation. |
Use PowerPoint or other presentation software to reflect on their learning throughout the project. Create a presentation to share with others the part of the project that most interested or fascinated them, then share this with an invited audience. Note: Reflecting back upon the whole project, discuss with the children the question ‘What did the Greeks do for us?’ In sharing this work, children need to be respectful and responsible. |