Teacher: hhunt
School: Lionwood Junior
Our Greek adventures with Odysseus
Wow Starter: Create an ancient Greek
themed classroom & role-play area!
Use illustrations from text as starting point
EXPRESSIVE ARTS AND DESIGN
Research art and design from Ancient Greece
Share ideas and opinions on different artworks
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UKS2
• dt67 I can discuss the aesthetic qualities of my
skills.
YOU
CAN
CHANGE
THE
FONT
SIZE
and tick the
• ad16 I can show in my sketch book how I have
product in relation to the properties of the
2 column
box to
fit
more skills in.
developed
techniques
and
ideas
materials etc I am intending to use
Please
fewerofskills.
Alternatively
you
• ad18
I canselect
show examples
drawing
using pencil
could
create more than one wheel, for example,
and
charcoal.
Evaluate UKS2
• ad19
I canTitle
show examples
paintingTitle
with Part 2, if• you
dt68wish
I can talk
Wheel
Part 1, of
Wheel
to about existing products similar to
different
kinds
paint in 1 area of development.
my own
add lots
ofofskills
• ad20 I can show examples of my work in clay
• ad21 I can talk about some famous artists,
architects and designers from the past
Design UKS2
• dt55 I can talk about my product and explain my
design ideas and where they came from
• dt56 I can tell you for whom I have designed my
product and why I think my product would be useful
to them
• dt57 I can communicate my ideas through
annotated sketches
• dt59 I can make a model of my design
Make UKS2
• dt62 I can select and use appropriate tools and
techniques for my product
• dt63 I can measure, mark, cut and shape a range
of materials accurately
• dt64 I can join, assemble and combine components
with precision
• dt65 I can use appropriate finishing techniques to
strengthen and improve the appearance of my
product
• dt66 I can describe the properties of a variety of
materials including construction materials, textiles
and ingredients and explain my choices in relation to
these properties
Investigate the skills needed to produce their own version
Tools to use with clay
Investigate finishing techniques
Evaluate our designs & final pieces
Learn about the role of music in Ancient Greece
Listen to examples
Compare modern instruments to ones used in Ancient Greece
Design own Greek inspired instruments
Select appropriate materials
Use tools
Evaluate our designs & final pieces
Cooking and nutrition UKS2
• dt80 I can prepare a variety of savoury meals
• dt81 I can use a variety of cooking techniques
UKS2
• mu23 I can sing in a group, or on my own, with
expression, awareness of others and in tune
• mu25 I can play instruments with fluency and
expression to reflect the intentions of the music
• mu26 I can compose pieces of music for a specific
purpose, choosing and combining sounds to achieve
the effect I desire
• mu28 I can listen carefully and perform
accurately from memory
• mu29 I can perform from simple, standard
notation
• mu30 I can use standard notation in my
compositions
• mu31 I can describe, compare and evaluate
different kinds of music
• mu32 I can identify music from different
traditions
• mu34 I can talk about the music in the periods of
history I have studied, what part it played in
people's lives and how modern notation and
instruments developed over time
Collaborate to produce and perform a greek-inspired
piece of muisc for parents
Final Event: A feast of story telling - invite
parents to listen to the children's mythical
adventures and sample Greek delights.
Geometry
Shape, position and shape.
MATHEMATICS AND COMPUTING
Measurement
Conversion, perimeter and area.
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Addition and subtraction.
Cross curricular links
Symmetry in Art and perimeter and area in mosaics as well as
buildings.
Measuring accurately in both cooking and producing musical
instruments.
Daily Maths Minutes:
Revise basic skills
Problem Solving
Taste greek food & use this
to design food for final feast!
Science
Investigate properties of materials to use for our instruments
Forces! Catapults!
Investigate Ancient Greek democracy and carry out debates.
Develop understanding of rules, laws and consequences.
Learn to see other points of view and how to respond.
Geography
Where is modern day Greece?
Where can we see the impact of the Ancient Greeks?
Use issues arising from Power of Reading to discuss contemporary
issues
e.g. sterotypes, relationships, personal goals
History
Explore concept of chronology & eras of time
Learn key features and dates of the Ancient Greek period
Develop research skills & concept of reliability of sources
RE
Finish learning about pilgrimages
DT
Forces! Catapults!
Our Greek
adventures
with
Odysseus
Number - addition and subtraction UKS2
• m196 solve problems involving converting between
skills.
YOU
CAN
CHANGE
THE
FONT
SIZE
and tick the
• m164 add and subtract whole numbers with more
units of time
2 column
box tousing
fit more
skills in.
than
4 digits, including
formal written
• m197 use all four operations to solve problems
Please
selectaddition
fewerand
skills.
Alternatively you
methods
(columnar
subtraction)
involving measure [for example, length, mass,
could
create
morenumbers
than one
wheel,
• m165
add
and subtract
mentally
with for example,
volume, money] using decimal notation, including
increasingly
large numbers
Wheel Title
Part 1, Wheel Title Part 2, ifscaling.
you wish to
• m166
to check
to development.
add use
lotsrounding
of skills
in 1 answers
area of
calculations and determine, in the context of a
Geometry - properties of shapes UKS2
problem, levels of accuracy
• m198 identify 3-D shapes, including cubes and
• m167 solve addition and subtraction multi-step
other cuboids, from 2-D representations
problems in contexts, deciding which operations and
• m199 know angles are measured in degrees:
methods to use and why.
estimate and compare acute, obtuse and reflex
angles
Measurement UKS2
• m200 draw given angles, and measure them in
• m191 convert between different units of metric
degrees (o)
measure (for example, kilometre and metre;
• m201 identify:
centimetre and metre; centimetre and millimetre;
• m202 angles at a point and one whole turn (total
gram and kilogram; litre and millilitre)
360o)
• m192 understand and use approximate
• m203 angles at a point on a straight line and ½ a
equivalences between metric units and common
turn (total 180o)
imperial units such as inches, pounds and pints
• m204 other multiples of 90o
• m193 measure and calculate the perimeter of
• m205 use the properties of rectangles to deduce
composite rectilinear shapes in centimetres and
related facts and find missing lengths and angles
metres
• m206 distinguish between regular and irregular
• m194 calculate and compare the area of
polygons based on reasoning about equal sides and
rectangles (including squares), and including using
angles.
standard units, square centimetres (cm2) and
square metres (m2) and estimate the area of
Geometry - position and direction UKS2
irregular shapes
• m207 identify, describe and represent the
• m195 estimate volume [for example, using 1 cm3
position of a shape following a reflection or
blocks to build cuboids (including cubes)] and
translation, using the appropriate language, and
capacity [for example, using water]
know that the shape has not changed.
PSED & RELIGIOUS EDUCATION
UNDERSTANDING THE WORLD
Dance
Learn modern Greek!
Start with greetings etc to answer register.
Learn simple songs
Explore ancient and modern Greek dancing
If you see this message you must have added too many
Properties and changes of materials UKS2
• hi66 I can recognise similarities and differences
skills. YOU CAN CHANGE THE FONT SIZE
and tick the
• sc89 compare and group together everyday
between periods of time
2
column
box
to
fit
more
skills
in.
materials on the basis of their properties, including
• hi67 I can use a range of appropriate historical
Please
select
fewer
skills.
Alternatively
you
their hardness, solubility, transparency,
vocabulary including abstract terms such as
could create
more
oneand
wheel,
for example,
conductivity
(electrical
and than
thermal),
response
'empire' or peasantry'
to Wheel
magnets Title Part 1, Wheel Title Part 2, if• you
hi68 wish
I can ask
to and answer questions about change
• sc92
give
reasons,
based
on
evidence
from
and
cause
and
effect
add lots of skills in 1 area of development.
comparative and fair tests, for the particular uses
• hi69 can ask and answer questions about
of everyday materials, including metals, wood and
similarities and differences and their significance
plastic
• hi70 I can draw informed conclusions by using a
range of research skills
Earth and space UKS2
• hi71 I can produce structured work from an
• sc95 describe the movement of the Earth, and
appropriate range of resources relevant to the
other planets, relative to the Sun in the solar
focus of enquiry
system
• hi72 can use sources of information, including ICT,
• sc96 describe the movement of the Moon relative
to find out about events, people and changes in the
to the Earth
past
• sc97 describe the Sun, Earth and Moon as
• hi73 I understand that the same event in the past
approximately spherical bodies
can be interpreted or represented differently by
• sc98 use the idea of the Earth's rotation to
different people
explain day and night and the apparent movement of
• hi107 I know about the way of life and beliefs of
the sun across the sky.
a particular ancient civilisation and can compare and
contrast its main features with societies or other
Location knowledge UKS2
periods I have studied, including my own
• ge51 I can identify the countries of Europe
• hi108 I know about the Ancient Greeks and how
(including Russia) on a map or globe
the legacy of that society still impacts on Britain
and the wider world today
UKS2
• hi64 I can place events, people and changes into
correct periods of time (British, local and world
history)
• hi65 I can describe key features and events in the
periods and societies I have studied
Investigate ancient Greek language
Explore etymology of words such as thesaurus
Use the Adventures of Odysseus as a starting point.
If you see this message you must have added too many
UKS2
• pe16.1 I can show you how I have improved in
skills. YOU CAN CHANGE THE FONT SIZE
and tick the
• pe14 I can respond to music to create and
different activities over time
2 column
box
toown
fitormore
perform
dances,
on my
with askills
group, in.
that
Please
select
fewer
skills.
Alternatively
you
incorporate a range of more complex, controlled and
couldmovements
create more than one wheel, for example,
precise
Wheel Title Part 1, Wheel Title Part 2, if you wish to
add lots of skills in 1 area of development.
Develop oracy skills through debating and performing
Make own dictionary to capture new and interesting vocabulary.
Read range of greek myths and review these.
Explore the features of a myth and discuss differences to legends.
Write descriptive character profiles of mythical creatures using
thesauri.
Create own mythical creatures to describe and use in own myths.
Use drama techniques, for example teacher in role, to explore
themes.
Story planning, story boards and cartoons.
Plan own myth with beginning, middle and end.
Understanding use of suspense.
COMMUNICATION AND LANGUAGE
Performing and reading to capture the readers attention.
Descriptive writing for poetry.
If you see this message you must have added too many
Extending oracy skills through debate.
Research using range of non-fiction texts/resources
Daily SPaG and GR
5H vs 5BR
Ancient Greek
style catapults
to be used
in battle!
Collaborative
art project
to portray
mythical creatures
OUTDOOR LEARNING
Food tasting
Use amphitheatre for perfomances
Use outdoor area for catapults
PHYSICAL EDUCATION
If you see this message you must have added too many
PSED Preparing to play an active role as citizens
PSED Developing confidence and responsibility
skills. YOU CAN CHANGE THE FONT SIZE
and tick the
UKS2
and making the most of their abilities UKS2
2 column
todiscussions
fit moreand
skills
in.
• pa33
Be able box
to lead
debates
• pc35 Begin to set personal goals.
Please
select
fewer
skills.
Alternatively
you
about wider issues (aware of different roles, rights
could
create more than one wheel, for example,
and
responsibilities).
PSED Developing a healthy, safer lifestyle UKS2
• pa34
Understand
why
and
how
laws
are
made
and
ph22wish
Decideto
how to behave responsibly.
Wheel Title Part 1, Wheel Title Part 2, if• you
enforced.
add lots of skills in 1 area of development.
• pa35 Understand there are consequences when
PSED Developing good relationships and
rules/laws are broken.
respecting the differences between people UKS2
• pa36 Resolve differences by looking at
• pr32 Recognise and challenge stereotypes.
alternatives, making decisions and explaining
choices.
• pa38 Identify the bias in media reporting.
Perform own
music and dances
for the
other Yr5 class
UKS2
• sl30 maintain attention and participate actively in
skills.
YOU
CAN
CHANGE
THE
FONT
SIZE
and tick the
• fl1 I can understand what is being said to me and
collaborative conversations, staying on topic and
2 column
box to fit more skills in.
respond
correctly
initiating and responding to comments
Please
select
you
• fl2
I can sing
songsfewer
and say skills.
poems inAlternatively
another
• sl31 use spoken language to develop understanding
couldand
create
more
language
know what
thethan
wordsone
meanwheel, for example,
through speculating, hypothesising, imagining and
• fl3
I can have
a conversation
including
asking
and 2, ifexploring
ideas
Wheel
Title
Part 1, Wheel
Title
Part
you wish
to
answering
questions
add lots
of skills in 1 area of development.• sl32 speak audibly and fluently with an increasing
• fl5 I can pronounce words correctly so that I am
command of Standard English
understood
• sl33 participate in discussions, presentations,
• fl8 know which stories, poems and songs I like and
performances, role play, improvisations and debates
prefer
• sl34 gain, maintain and monitor the interest of the
• fl12.2 I know the correct order of words in a
listener(s)
sentence and that the order may differ from
• sl35 consider and evaluate different viewpoints,
English
attending to and building on the contributions of
• sl25 listen and respond appropriately to adults and
others
their peers
• sl36 select and use appropriate registers for
• sl26 ask relevant questions to extend their
effective communication.
understanding and knowledge
• sl27 use relevant strategies to build their
vocabulary
• sl28 articulate and justify answers, arguments and
opinions
• sl29 give well-structured descriptions,
explanations and narratives for different purposes,
including for expressing feelings
LITERACY
If you see this message you must have added too many
Our Greek adventures with Odysseus - Stage Coverage
UNDERSTANDING THE WORLD
Properties and changes of materials UKS2
• sc89 compare and group together everyday
materials on the basis of their properties, including
their hardness, solubility, transparency, conductivity
(electrical and thermal), and response to magnets
• sc92 give reasons, based on evidence from
comparative and fair tests, for the particular uses of
everyday materials, including metals, wood and
plastic
Earth and space UKS2
• sc95 describe the movement of the Earth, and
other planets, relative to the Sun in the solar system
• sc96 describe the movement of the Moon relative to
the Earth
• sc97 describe the Sun, Earth and Moon as
approximately spherical bodies
• sc98 use the idea of the Earth's rotation to explain
day and night and the apparent movement of the sun
across the sky.
Location knowledge UKS2
• ge51 locate the world's countries, using maps to
focus on Europe (including the location of Russia)
UKS2
• hi64 Pupils should continue to develop a
chronologically secure knowledge and understanding
of British, local and world history
• hi65 Pupils should continue to establish clear
narratives within and across the periods they study.
• hi66 They should note connections, contrasts and
trends over time
• hi67 They should develop the appropriate use of
historical terms.
• hi68 They should regularly address and sometimes
devise historically valid questions about change and
cause,
• hi69 They should regularly address and sometimes
devise historically valid questions about similarity and
difference and significance
• hi70 They should construct informed responses that
involve thoughtful selection
• hi71 They should construct informed responses that
involve organisation of relevant historical information.
• hi72 They should understand how our knowledge of
the past is constructed from a range of sources
• hi73 They should understand that different versions
of past events may exist
• hi107 a depth study of one of the following: Ancient
Sumer; The Indus Valley; Ancient Egypt; The Shang
Dynasty of Ancient China
• hi108 Ancient Greece - a study of Greek life and
achievements and their influence on the western
world
MATHEMATICS AND COMPUTING
Number - addition and subtraction UKS2
• m164 add and subtract whole numbers with more
than 4 digits, including using formal written methods
(columnar addition and subtraction)
• m165 add and subtract numbers mentally with
increasingly large numbers
• m166 use rounding to check answers to
calculations and determine, in the context of a
problem, levels of accuracy
• m167 solve addition and subtraction multi-step
problems in contexts, deciding which operations and
methods to use and why.
Measurement UKS2
• m191 convert between different units of metric
measure (for example, kilometre and metre;
centimetre and metre; centimetre and millimetre;
gram and kilogram; litre and millilitre)
• m192 understand and use approximate
equivalences between metric units and common
imperial units such as inches, pounds and pints
• m193 measure and calculate the perimeter of
composite rectilinear shapes in centimetres and
metres
• m194 calculate and compare the area of rectangles
(including squares), and including using standard
units, square centimetres (cm2) and square metres
(m2) and estimate the area of irregular shapes
• m195 estimate volume [for example, using 1 cm3
blocks to build cuboids (including cubes)] and
capacity [for example, using water]
• m196 solve problems involving converting between
units of time
• m197 use all four operations to solve problems
involving measure [for example, length, mass,
volume, money] using decimal notation, including
scaling.
Geometry - properties of shapes UKS2
• m198 identify 3-D shapes, including cubes and
other cuboids, from 2-D representations
• m199 know angles are measured in degrees:
estimate and compare acute, obtuse and reflex
angles
• m200 draw given angles, and measure them in
degrees (o)
• m201 identify:
• m202 angles at a point and one whole turn (total
360o)
• m203 angles at a point on a straight line and ½ a
turn (total 180o)
• m204 other multiples of 90o
• m205 use the properties of rectangles to deduce
related facts and find missing lengths and angles
• m206 distinguish between regular and irregular
polygons based on reasoning about equal sides and
angles.
Geometry - position and direction UKS2
• m207 identify, describe and represent the position
of a shape following a reflection or translation, using
the appropriate language, and know that the shape
has not changed.
PHYSICAL EDUCATION
UKS2
• pe14 perform dances using a range of movement
patterns
• pe16.1 demonstrate improvement
EXPRESSIVE ARTS AND DESIGN
LITERACY
COMMUNICATION AND LANGUAGE
PSED & RELIGIOUS EDUCATION
UKS2
• ad16 to create sketch books to record their
observations and use them to review and revisit
ideas
• ad18 to improve their mastery of art and design
techniques, including drawing with pencil and
charcoal
• ad19 to improve their mastery of art and design
techniques, including painting with a range of
materials
• ad20 to improve their mastery of art and design
techniques, including sculpture with a range of
materials including clay.
• ad21 about great artists, architects and designers in
history.
Reading - word reading UKS2
• e200 apply their growing knowledge of root words,
prefixes and suffixes (morphology and etymology), as
listed in English Appendix 1, both to read aloud and
to understand the meaning of new words that they
meet.
UKS2
• fl1 listen attentively to spoken language and show
understanding by joining in and responding
• fl2 explore the patterns and sounds of language
through songs and rhymes
• fl3 engage in conversations; ask and answer
questions
• fl5 develop accurate pronunciation and intonation
so that others understand when they are reading
aloud or using familiar words and phrases
• fl8 appreciate stories, songs, poems and rhymes in
the language
• fl12.2 understand basic grammar key features and
patterns of the language and how to apply these, for
instance, to build sentences; and how these differ
from or are similar to English.
• sl25 listen and respond appropriately to adults and
their peers
• sl26 ask relevant questions to extend their
understanding and knowledge
• sl27 use relevant strategies to build their
vocabulary
• sl28 articulate and justify answers, arguments and
opinions
• sl29 give well-structured descriptions, explanations
and narratives for different purposes, including for
expressing feelings
• sl30 maintain attention and participate actively in
collaborative conversations, staying on topic and
initiating and responding to comments
• sl31 use spoken language to develop
understanding through speculating, hypothesising,
imagining and exploring ideas
• sl32 speak audibly and fluently with an increasing
command of Standard English
• sl33 participate in discussions, presentations,
performances, role play, improvisations and debates
• sl34 gain, maintain and monitor the interest of the
listener(s)
• sl35 consider and evaluate different viewpoints,
attending to and building on the contributions of
others
• sl36 select and use appropriate registers for
effective communication.
PSED Preparing to play an active role as citizens
UKS2
• pa33 Be able to lead discussions and debates
about wider issues (aware of different roles, rights
and responsibilities).
• pa34 Understand why and how laws are made and
enforced.
• pa35 Understand there are consequences when
rules/laws are broken.
• pa36 Resolve differences by looking at alternatives,
making decisions and explaining choices.
• pa38 Identify the bias in media reporting.
Design UKS2
• dt55 use research and develop design criteria to
inform the design of innovative, functional, appealing
products that are fit for purpose
• dt56 use research and develop design criteria to
design products that are fit for purpose, aimed at
particular individuals or groups
• dt57 generate, develop, model and communicate
their ideas through discussion and annotated
sketches
• dt59 generate, develop, model and communicate
their ideas through prototypes
Make UKS2
• dt62 select from and use a wider range of tools and
equipment to perform practical tasks
• dt63 use a wider range of tools and equipment to
perform practical tasks accurately
• dt64 use a wider range of tools and equipment to
perform practical tasks, such as joining accurately
• dt65 select from and use a wider range of tools and
equipment to perform practical tasks, such as
finishing, accurately
• dt66 select from and use a wider range of materials
and components, including construction materials,
textiles and ingredients, according to their functional
properties
• dt67 select from and use a wider range of materials
and components, including construction materials,
textiles and ingredients, according to their aesthetic
qualities
Evaluate UKS2
• dt68 investigate a range of existing products
Cooking and nutrition UKS2
• dt80 prepare and cook a variety of predominantly
savoury dishes
• dt81 cook using a range of cooking techniques
UKS2
• mu23 perform in solo and ensemble contexts, using
their voices with increasing accuracy, fluency, control
and expression
• mu25 play and perform in solo and ensemble
contexts, using their voices and playing musical
instruments with fluency and expression
• mu26 improvise and compose music for a range of
purposes
• mu28 listen with attention to detail and recall
sounds with increasing aural memory
• mu29 understand staff and other musical notations
• mu30 se staff and other musical notations
• mu31 appreciate a wide range of high-quality live
and recorded music
• mu32 understand music drawn from different
traditions
• mu34 develop an understanding of the history of
music.
Reading - comprehension UKS2
• e201 maintain positive attitudes to reading and
understanding of what they read by:
• e202 continuing to read and discuss an increasingly
wide range of fiction, poetry, plays, non-fiction and
reference books or textbooks
• e204 increasing their familiarity with a wide range of
books, including myths, legends and traditional
stories, modern fiction, fiction from our literary
heritage, and books from other cultures and traditions
• e205 recommending books that they have read to
their peers, giving reasons for their choices
• e207 making comparisons within and across books
• e209 preparing poems and plays to read aloud and
to perform, showing understanding through
intonation, tone and volume so that the meaning is
clear to an audience
• e212 asking questions to improve their
understanding
• e213 drawing inferences such as inferring
characters' feelings, thoughts and motives from their
actions, and justifying inferences with evidence
• e216 identifying how language, structure and
presentation contribute to meaning
• e218 distinguish between statements of fact and
opinion
• e219 retrieve, record and present information from
non-fiction
• e221 explain and discuss their understanding of
what they have read, including through formal
presentations and debates, maintaining a focus on
the topic and using notes where necessary
Writing - transcription - Spelling UKS2
• e226 use knowledge of morphology and etymology
in spelling and understand that the spelling of some
words needs to be learnt specifically, as listed in
English Appendix 1
• e227 use dictionaries to check the spelling and
meaning of words
• e228 use the first three or four letters of a word to
check spelling, meaning or both of these in a
dictionary
• e229 use a thesaurus.
Writing - handwriting and presentation UKS2
• e230 write legibly, fluently and with increasing
speed by:
• e231 choosing which shape of a letter to use when
given choices and deciding whether or not to join
specific letters
• e232 choosing the writing implement that is best
suited for a task.
Writing - composition UKS2
• e236 in writing narratives, considering how authors
have developed characters and settings in what
pupils have read, listened to or seen performed
• e238 selecting appropriate grammar and
vocabulary, understanding how such choices can
change and enhance meaning
• e239 in narratives, describing settings, characters
and atmosphere and integrating dialogue to convey
character and advance the action
• e240 précising longer passages
• e245 proposing changes to vocabulary, grammar
and punctuation to enhance effects and clarify
meaning
• e249 perform their own compositions, using
appropriate intonation, volume, and movement so
that meaning is clear.
Writing - vocabulary, grammar and punctuation
UKS2
• e257 learning the grammar for years 5 and 6 in
English Appendix 2
PSED Developing confidence and responsibility
and making the most of their abilities UKS2
• pc35 Begin to set personal goals.
PSED Developing a healthy, safer lifestyle UKS2
• ph22 Decide how to behave responsibly.
PSED Developing good relationships and
respecting the differences between people UKS2
• pr32 Recognise and challenge stereotypes.
Our Greek adventures with Odysseus