THE GROOVY GREEKS
YEAR 3 SPRING TERM
Knowledge and Understanding
and the World
Science
 Make observations and
comparisons.
History
 Develop their understanding
that the past can be divided into
different periods of time.
 Use dates and vocabulary
relating to the passing of time.
 Recognise similarities and
differences between periods of
time.
 Begin to give reasons for and
results of the main events and
changes.
 Identify different ways in which
the past is represented.
 Use sources of information
including ICT to find out about
events, people and changes.
 Communicate knowledge and
understanding in a variety of
ways.
Geography
 Have an awareness of
similarities and differences.
 Ask and respond to questions
about places and the
environment.
 Communicate in appropriate
ways.
 To use secondary sources of
information.
 To draw simple plans and maps.
 To use ICT to help in
geographical investigations.
D.T.
 Communicate design ideas in
different ways.
 Select appropriate tools and
techniques.
Mathematical Development
Science
Compare Greeks use of materials
to ours in our environment
History QCA Unit 14/15
Difference between Greek life
now and during Ancient Greek times.
Compare children's lives.
Greek Gods. Minotaur Myth. Legend of Troy.
Geography
Map/atlas work based on Greece.
Discuss Greek culture today.
D.T
To design, create and evaluate
Greek pots out of clay.
ICT
Search Internet for
relevant information
FRENCH
Discuss ancient Greeks
viewpoint of children's schooling—do you
think it would be appropriate in today’s
British society?
Discuss difference between citizens and
slaves in ancient Greece.
 Be able to talk about their views on issues that effect themselves
and their class.
 Value contributions of others in discussion.
 Able to empathise with another viewpoint.
 Consolidate understanding of differences and similarities between
people.
THE
GROOVY
GREEKS
Art QCA Unit 3B
Use different media to
design, create and evaluate
Greek plates.
Drama
Role-play of myths and legends.
Hot seating of Greek Gods.
Music
Use Greek art to compose music
using percussion instruments.
Creative Development
Drama
 Explore stories or issues
through drama.
 Act out dialogue between two
characters.
 Respond and make improvements
appropriate to their own and
others’ performances
N/C AT3
Symmetrical patterns in Greek art.
Rotational patterns in Greek art.
Identify right angles in Greek art.
N/C AT4
Create and analyse graphs to show
favourite Greek Gods.
FRENCH
Personal Social and
Emotional Development
Art
 Explore ideas and collect
information to inform their
work.
 Investigate and create textures
for different purposes.
 Comment on similarities and
differences between their own
and others’ work.
 Adapt and improve their own
work.
 Identify right angles.
 Identify lines of symmetry in simple shapes and recognise shapes
with no lines of symmetry.
 Solve a given problem by organising and interpreting numerical data in
simple lists, tables and graphs.
N/C AT1
Role play of myths and legends
Greek theatre
Hot-seating of Greek Gods. Word
process own fables with a moral.
Greek alphabet.
Greek poet Homer.
N/C AT2
Aesop's fables.
Games QCA Unit 10/13
Olympic games.
Practice of current
Olympic games events: javelin
shot, running, discuss, Gym.
Dance QCA Unit 8
Choreograph,
perform and evaluate Zorba.
Music
 Explore the ways sounds can be
combined and used expressively.
 Improvise repeated patterns.
DISCRETE UNITS
R.E—Buddhism
skills




Listen carefully & respond with relevant comments & questions.
Show understanding of main points in texts.
Use alphabet knowledge to locate books & find information.
Spelling is usually accurate, including that of common monosyllabic
words.
Physical Development
Games
 Throw and catch with control when under limited pressure to keep
possession and score goals.
 Recognise good performances in themselves and others to improve
their own.
Dance
 Create, adapt and link a range
of dance actions that
communicate ideas.
Perform
 Collaborate with partner or in
small groups, to perform,
remember and repeat a dance
from a prompt.
 Respond and make
improvements appropriate to
their own and others’
performances.
Communication, Language
and Literacy
RESOURCES
Greek texts,
maps, music, art
Internet,
Espresso,
CD ROMS
Art media
Greek artefacts
P.E equipment
instruments
Dance
 Respond imaginatively to different stimuli using dance language and
creative movements, working independently, with a partner or a small
group.
 Extend their effort in their dances.
 Create, adapt and link a range of dance actions that communicate ideas.
 Collaborate with partner or in small groups, to perform, remember
and repeat a dance from a prompt.
 Respond and make improvements appropriate to their own and
others’ performances.