PROJECT DESIGN
TOPIC: Aztecs
Our curriculum is child centred and relevant, promoting curiosity and excitement through discovery. It promotes high standards and aspirations and will
enable children to be resourceful, resilient and reflective.
Here is a basic outline of our project, which may adapt and evolve over the term.
Due to the SATs, we are continuing the Aztec topic as we still have lots to learn about. We are looking forward to presenting this information to you in
our Aztec Museum.
Our children need:

Opportunities to develop rich Language

To develop a love of reading

A deeper understanding of cultural diversity

To access outdoor learning and nearby local resources
Performance of understanding/presentation of learning
We will create an Aztec Museum for the school to visit. We will present our learning from the term.
Wow days/ Three generational lessons
Children’s’ Interests
Values Link for this topic
Aztec museum
History
Wisdom
Learning about different places
Peace
Trip to Tesco to make wraps
Different civilisations
Justice
Creation
Democracy
Literacy, Communication and language (detail in English Med Term)
Expressive Arts and design
Real/imaginary reasons for writing – discovery and immersion
Drama/music/art/design
Persuasive writing
What did the Aztecs wear? How did they
Reports
worship?
Narrative with flashbacks
We will also design and make our own Aztec
Science reports
warriors using patterns and forms inspired by
Poetry
the Aztecs.
Non-chronological reports
Speaking and Listening
MFL (KS2)
debates
French
poetry
presenting
Reading
Information about Aztecs and other civilisations
Mathematics
Physical Education
Big words- vocabulary
What number system did the Aztecs devise?
Cricket
Temple, warrior, noble, afterlife,
What calendars did the Aztecs have? Why were
We will continue to develop an Aztec ball game
conquistadors, disease, entrails, Montezuma,
they important?
that we’ve learned about.
Nezahualpilli, pok-a-tok, priests, Quetzacoatl,
Map reading and compass directions
sacrifice, burrito, slaves, superstition,
We will create 3D models of Aztec temples using
Tenochtitlan
nets
Thinking skills/AfL activities
History

What did the Aztecs eat? We will visit Tesco and try wraps as part of our ‘Food to Fork’

Mantel of the expert on a specific topic
initiative

Question generator

How did the Aztecs trade? We will hold an Aztec market, role playing being different people in
society - from noble-men to slaves.

Independent research to own questions

What did the Aztecs trade? We will make some Aztec jewellery

What did the Aztecs believe? We will learn how their beliefs became their demise?
Cultural Diversity- Home and Abroad
How did the Aztecs differ from other ancient
civilizations?
What did the Aztecs do for us? We will learn what
traditions originated in Mesoamerica
Cooking
What did the Aztecs eat and drink?
We will make Aztec hot chocolate
We will make a Mexican burrito
Music
We will research and create music based on Aztec
rhythm.
SMSC
Work in our community groups
Group work in class
Should there be wars?
Should people be slaves? Are there slaves
today?
Home learning
I have produced a grid for the children to get ideas for home learning. I expect them to complete one piece from the grid, or make up their own, per week
throughout the topic. They must choose a variety of pieces and bring them in to share with the class.
In addition to this, the children should know all of their times tables to 12 x 12 and their related division facts. They should also be reading a variety of
fiction and non-fiction regularly at home.
The year 6 children will also be given weekly maths and grammar homework which will be collected in on a Friday.
Understanding the world – knowledge
Main Subject POS (national Curriculum) (Science, History Geography)
History

the achievements of the earliest civilizations – non-European society that provides contrasts with British history
Science

describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

describe the life process of reproduction in some plants and animals

describe how living things are classified into broad groups according to common

observable characteristics and based on similarities and differences, including microorganisms,

plants and animals

give reasons for classifying plants and animals based on specific characteristics
Art

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil,
charcoal, paint, clay]
ICT

Pupils learn that the Internet is a great place to develop rewarding relationships. But they also learn not to reveal private information to a person they
know only online.

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

use technology safely, respectfully and responsibly; recognise

acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.