Curriculum Area: Ancient Greeks
Year Group: Year 3/4
Skills:
P.O.S.
Learning
Learning
objectives
outcomes
Geograph To
Children will be
y: 1a), 2c) understand
able to locate
d), 3a) b)
about the
Greece on a map.
c).
climate and
Children will know
terrain of
some physical
Greece
and climate
today.
features of
Greece.
Opportunities for
skills development
Introduce Greek topic.
Brainstorm existing
knowledge the children have.
With children, locate Greece
on a globe and/or world map.
Talk about fact that Greece is
part of Europe. Many go there
on holiday. Why?
Children who have been to
Greece could talk about what
Greece is like - weather,
buildings etc.
Distribute photographs of
Greek landscapes from
holiday brochures. Talk about
what children can gain from
the photographs - Greece is
hilly, Greece is hot, There are
people in shorts, and There
are lots of bushes on the hills.
Assessment and Impact for future learning:
Theme: Lesson 1 - introduction
Time: 2 hours
Key Vocabulary: terrain
Support/
Core
Extension/
Access
challenge
All children to thought shower what they
know of Ancient Greece in order to form
part of comparison assessment at the end
of the unit.
Children can
stick the
photograph into
their topic book
and record their
observations
underneath.
Use word
banks
Children can
stick the
photograph
into their
topic book
and record
their
observations
underneath.
As core and
extend with Calculate
distance from
Britain to
Greece using
the scale on the
map.
Plenary
Resources
Can children
locate
Greece on a
world
map/globe?
Can children
use
photographs
to make
observations
about
Greece?
Holiday
brochure
pictures,
globe,
Atlases, World
map.
Curriculum Area: History – Ancient Greeks
Year Group: Year 3/4
Skills:
P.O.S.
Learning
Learning
Opportunities for
objectives outcomes
skills development
History:
To be able to
Children will Recap on knowledge of
1a) b), 5a) place the
be able to
Greece today. Introduce
b) c)
ancient
locate
children to the topic of Ancient
civilization in
Ancient
Greece. Explain that the
time.
Greek
Ancient Greeks lived about
To
civilization in 4000 years ago. Explain the
understand
time. Children terms BC - Before Christ & AD
that Ancient
will have
- Anno Domini (Latin) 'In the
Greece was
knowledge of Year of our Lord'. Talk about
made up of
BC and AD how our calendar works, and
city states.
that it is based around the
Christian belief that Jesus
Christ was born in 0AD.
Look at how the numbering
works for AD & BC. The
bigger the BC number, the
longer ago it happened.
Discuss travel and the city
states, boats and sailing etc.
the difficulty of being isolated
and the lack of
communication.
Assessment and Impact for future learning:
Theme: Lesson 2 – to place ancient Greece in time
Time: 2 hours
Key Vocabulary: A.D. B.C
Support/
Core
Extension/
Plenary
Resources
Access
challenge
Have some of
Work through Children could Can children
Preprinted time
the timeline
with the
use information correctly place
line sheets printed on the
children
books on
events on a
differentiated
sheet already
placing some Ancient Greece timeline?
with words to
Greek events
to find further
Do children
onto a
events to add to understand the
timeline.
their timeline.
terms AD and
Children to
BC?
continue on
own timeline.
Curriculum Area: History - Ancient Greeks
Year Group: Year 3/4
Skills:
P.O.S.
Learning
Learning
Opportunities for skills
objectives
outcomes
development
History:
To understand Children will
Locate Athens and Sparta on a
2a) b), 4a), what is meant
know that
map. Children to describe
12
by democracy. Athens and
physical features of location To understand Sparta were
near to the sea, by mountains
some of the
city states
etc. Talk about the fact that
ideas of people that governed these cities were states; they
living in Athens themselves.
ran their states differently and
and Sparta.
Children will
were rivals.
know some
differences
Look at a scene of Athenian and
and
Spartan life; compare
similarities
differences and similarities.
between
Focus on homes,
Athens and
buildings/statues, what
Sparta.
women/men/children roles were
and the size of their army.
Explain the term democracy and
what it means for us today. Did
Athens and Sparta have a
democracy?
Read pages 6-8 in Ginn.
Discuss differences and
similarities, as a class sort out
statements from sheet into
either Athens or Sparta.
Assessment and Impact for future learning:
Theme: Lesson 3 – Athens and Sparta
Time: 2 hours
Key Vocabulary: Democracy
Support/Ac
Core
Extension/
Plenary
cess
challenge
With teacher – Discuss
Use books to
Where would
discuss where
differences add to
they like to live
they would
and
statements
and why?
have liked to
similarities about life in
Can children
have lived.
, as a
Athens and
talk about the
class sort Sparta.
similarities and
Create postcard out
differences
from imagining statements
between
they are a
from sheet
Athens and
person living in into either
Sparta?
one city or the
Athens or
Do the children
other.
Sparta.
understand
'democracy'?
Resources
Statement
sheets.
Resource
books (Ginn)
Curriculum Area: History – Ancient Greeks
Year Group: Year 3/4
Skills:
P.O.S. Learning
Learning
Opportunities for skills
objectives
outcomes
development
History: To infer
Children will
Recap on ideas that Ancient
2a), 4a) information
understand why Greece was split into city states
b), 12
about Greek Greek fighting
and that Greece is made up of
wars and
ships were
many islands; often to get to
warfare from important.
different states there was a need
illustrations
Children will be to cross water.
and artifact
able to draw
photographs. information and Lead onto why army and ships
To study
make
were so important - city states
armour and
conclusions
often fought against each other,
warships.
from 'real'
the armies needed to cross water
evidence.
and it would take a long time to
Children will
cross the hills, on foot, with heavy
have
armour.
knowledge of
Greek soldier
Look at pictures of pottery
and ship terms. depicting Greek soldiers fighting,
and ships. What information can
be gained?
Ginn page16
Assessment and Impact for future learning:
Theme: Lesson 4 – What made Greeks such great fighters?
Time: 2 hours
Key Vocabulary: tireme, artifacts,
Support/
Core
Extension/
Plenary
Resources
Access
challenge
Children
Children could As an
Do children
 Ginn
could
compare the
extension:
understand why  Pictures
compare
Greek and
Children could
Greek ships
of Greek
the Greek
Persian
research into
were important
and
and Persian soldiers and
some of the
and necessary?
Persian
soldiers
label both,
battles of
Are children able
soldiers.
and label
using terms to Ancient
to use evidence  Resource
both, using describe the
Greece, and
and draw
pictures of
terms to
armour and
report back
conclusions?
pottery.
describe
weaponry.
their findings to
the armour Children could the rest of the
and
record the
class.
weaponry
strengths and
weaknesses of
each army.
Which army
do the children
think will win?
Why?
Curriculum Area: History – Ancient Greece
Year Group: Year 3/4
Skills:
P.O.S.
History:
2c), 3,
12
Learning
objectives
To look at the
main events
and
characters of
a key battle.
To know that
a battle may
be
interpreted in
different
ways and
why this is
so. To
understand
how modern
events have
connections
with the past.
Learning
outcomes
Children will
know the main
characters and
events of a key
battle. Children
will understand
that events can
be interpreted
differently
depending on
viewpoint.
Children will
appreciate that
modern events
may have
connections
with the past.
Opportunities for skills
development
Talk about real or fictitious events
that will encourage a discussion of
interpretation of events by different
people: a playground fight where
both children involved feel the other
is to blame, a goal in a football
match described as 'skilful' by one
team and 'lucky' by the other. Talk
about why different people might
interpret events differently and the
effect this has on the value of the
History recounts that have survived.
Explain that you are going to tell the
story of a battle that took place in
Ancient Greece. Enlist children to
act out parts of the story to make it
more visual. Ask the children to think
about how different people might
have interpreted the battle and how
much we can 'trust' the retellings.
Ask the children to decide whether
they think a Persian or a Greek
recounted this event and give
reasons for their thoughts.
Assessment and Impact for future learning:
Theme: Lesson 5 – The story of Marathon Greece and the
battle with the Persians
Time:
Key Vocabulary: Marathon, Persia, Athens
Support/
Core
Extension/
Plenary
Resources
Access
challenge
Children to
Children
Children
Do children
Ginn pages
story board
could provide could provide have knowledge 14-15
Greek or
an illustration an illustration of the key
Persian story for each part for each part characters and
Story board
but with
of the Greek of the Greek events of the
sheets
sections
or Persian
or Persian
battle of
differentiated
already filled
story, again
story, again
Marathon?
in to help.
depicting the depicting the
story the
story the
Do children
Greeks or
Greeks or
understand that
Persians
Persians
people may view
would 'want'
would 'want'
events
to be told.
to be told.
differently?
Give word
bank
Can children
relate the events
of the battle of
Marathon to the
Marathon that
takes place
today?
Curriculum Area: History – Ancient Greeks
Year Group: Year 3/4
Skills:
P.O.S.
Learning
Learning
Opportunities for
objectives outcomes
skills development
History: To be able to
Children
Show Mount Olympus on a
2a) b),
deduce
will be able map and introduce it as the
4a), 5a) information
to deduce
home of the Gods (Page 30 in
c), 12
about Greek
information Ginn). Discuss the Parthenon
beliefs and
from pottery – the home of Athena (page
religious
and
10 in Ginn). Discuss the
practices from
buildings
Acropolis.
pictures of
about the
How do we find out about
buildings and
religious
things in the past? From the
pottery.
beliefs of
buildings and pottery. Class to
the ancient use whiteboards to record
To learn about Greeks.
what information can be
the beliefs of
gained from the pictures
Ancient
displayed record on flip chart.
Greeks.
Watch program 2 Greek Gods
and temples in Eureka.
Assessment and Impact for future learning:
Theme: Lesson 6: Greek Gods and Temples
Time: 2 hours
Key Vocabulary: Acropolis, Parthenon, Mt. Olympus
Support/
Core
Extension/
Plenary
Resources
Access
challenge
Draw a picture In mixed ability
By outcome on Children to
Greek God
of a Greek god pairs, children
sheet
share findings sheet
of their choice
are to find out as
with class.
Eureka tape
and label.
much as
Greek books
possible about
What can they for research
the Greek Gods
tell the class
Ginn books
as they can. (
about the God
using sheet)
of their choice
Children are to
and where did
present their
they find out
findings as a
the
group.
information?
Curriculum Area: Ancient Greeks
Year Group: Year 3/4
Skills:
P.O.S.
Learning
Learning
objectives
outcomes
History:
To understand
Children to be
2a) b),
aspects of Greek
able to retell a
4a), 5a)
Myths and where
Greek myth and
c), 12
we gain this
to understand
information. To
what a myth is.
know what a myth
is.
Theme: Lesson 7 - Greek Myths
Time: 2 hours
Key Vocabulary: Herakles, Theseus
Opportunities for
Support/
Core
Extension/
skills development
Access
challenge
Read together page 32 Children to
Children to
Can they use
of Ginn and discuss.
storyboard
storyboard the their own
Read a Greek myth to
Greek myth
chosen Greek sentences for
the class, such as The but with some Myth in
the storyboard?
labours of Herakles,
sections
cartoon form.
Theseus and the
already filled
Minotaur etc.
in.
How have these myths
been recorded?
Record parts of the
story on the board to
help the children in their
independent task.
Assessment and Impact for future learning:
, myths
Plenary
Do the
children know
any other
Greek myths?
Can they find
some and
bring them to
class?
Show
children’s
work and
discuss.
Resources
Storyboard
sheets –
differentiated.
Greek myth
Pictures?
Curriculum Area: Ancient Greeks
Year Group: Year 3/4
Skills:
P.O.S.
Learning
Learning
objectives outcomes
History:
To be able to
Children
2a), 4a),
understand the will
12
role of theatre
understand
in Greek life.
the role of
Children are to Greek
recognise the
theatre and
main features
to
of a Greek
recognise
theatre.
the main
features of
it.
Opportunities for skills
development
Discuss page 42 and 43 in the Ginn
book. Ask questions for verbal
response. Talk about the shape,
acoustics, and presence of an altar,
seating, the stage and how it was
built in the open air.
Explain that Ancient Greek theatre
originated from a festival held in
honour of the God Dionysus.
Introduce the different types of plays
that were shown - tragedies and
comedies. Talk about the elements
of each. Ask children to suggest
whether the Greek myths they know
would be comedies or tragedies.
Discuss the fact that the masks had
to have exaggerated features
because of the seating
Assessment and Impact for future learning:
Theme: Lesson 8 and 9 – Greek Theatre
Time: 2-4 hours
Key Vocabulary: comedy, tragedy, Dionysus, acoustics
Support/
Core
Extension/
Plenary
Resources
Access
challenge
Cloze
Cloze
Children to
Show masks
Mask templates
procedure
procedure
record a few
and discuss
Elastic
differentiated. in books.
sentences
how they might Art supplies for
about Greek
portray their
masks
Teacher to
Children to Theatre.
play next
Cloze
help with
choose a
procedure on
week.
mask making myth in
Same as core
board.
their groups for mask
and then
making.
design and
make
masks to
display
ensuring
the
exaggerate
d features.
Curriculum Area: Ancient Greeks
Year Group: Year 3/4
Skills:
P.O.S.
Learning
Learning
objectives
outcomes
S+L En
1:1,2, 4
Children to
develop their
speaking and
listening skills
through
practicing and
producing their
own Greek
myth.
Children to
appreciate and
recognise the
main features
of Greek
theatre.
Children will
develop their
speaking and
listening
skills through
practicing
and
producing
their own
Greek myth
appreciating
the
conventions
of Greek
theatre
Opportunities
for skills
development
Remind
children of the
previous
lesson on
Greek theatre.
How would
they have
dressed?
Discuss
dramatic arm
movements
etc.
Assessment and Impact for future learning:
Theme: Lesson 10 – Performing Greek myths
Time: 2 hours
Key Vocabulary: evaluate, theatre, exaggeration, expression
Support/
Core
Extension/
Plenary
Resources
Access
challenge
Teacher to
help
In their mixed
ability groups,
children are to
practice and
rehearse their
Greek Myth.
Perform with
masks made in
previous lesson.
Teacher to
guide
Children to
perform and
evaluate
their plays.
Space.
Perhaps hall
time?
Curriculum Area: Ancient Greeks
Year Group: Year 3/4
Skills:
P.O.S.
Learning
Learning
objectives
outcomes
History: Children to make
Children
1b), 2a) inferences about the
will be able
c) d), 4a) Olympic Games.
to make
b), 5a) c) Children to know why inferences
12
the Olympic Games
about the
were important to the Olympic
Ancient Greeks.
Games.
Children
will know
why the
Olympic
Games
were
important to
the Ancient
Greeks.
Opportunities for
skills development
Recap on learning so far
through the Ancient
Greece topic. Provide
children with Information
texts and information
packs to enable them to
research The Olympic
Games (pictures of Greek
vases showing events,
photos of Olympia,
information on the
present day Olympics).
Assessment and Impact for future learning:
Theme: Lesson 11 – The Olympic Games
Time: 2 hours
Key Vocabulary: Olympics
Support/
Core
Extension/
Plenary
Access
challenge
Select true or
Create their
Children could
Groups to
false
own Olympic
work in a group present their
statements from games
to research the findings to the
a list of
timetable/post Olympics, and
class.
statements
er and present make decisions What can they
about the
it to the class. about selecting, tell us about
Olympic
recording and
the Olympic
Games, draw
presenting the
games?
pictures of
information.
events taking
As a class,
place.
record the
similarities and
differences
between the
Olympics then
and now on the
board.
Resources
Greek
information
books, photos,
internet etc.
True/false
statements for
support group.
Curriculum Area: Ancient Greeks
Year Group: Year 3/4
Skills:
P.O.S.
Learning
Learning
objectives
outcomes
History:
2a) b),
4a), 12
To be able to
understand aspects of
Greek everyday life
and the types of work
done by ordinary
Greek Citizens.
Opportunities
for skills
development
Read through relevant
parts of Ginn pages
20-29. As a class, list
the types of jobs that
took place in Ancient
Greece.
Children will be
able to list
Greek jobs, to
understand
why they
needed to be
done and
appreciate the Watch Eureka
nature of Greek program 4 on
life.
Everyday life.
Discuss.
Assessment and Impact for future learning:
Theme: Lesson 12 - Everyday life
Time: 2 hours
Key Vocabulary:
Support/
Core
Extension/
Access
challenge
Give the
children the list
of jobs and they
are to draw and
label a picture
of each.
Children to
record in their
books a brief
description for
jobs discussed
and draw an
accompanying
picture with
labels
Ext: same as
core but can
they children
say which job
they would like
to have done
and justify their
answers.
Plenary
What would
they have liked
to have done if
they lived in
ancient
Greece?
Resources
Ginn books
Eureka video
Curriuclum Area: Ancient Greeks
Year Group: Year 3/4
Skills:
P.O.S.
Learning
Learning
objectives
outcomes
To experience
Greek activities.
To understand
how we gain
evidence from the
past.
Theme: Lesson 13/14 – Greek Activities afternoon
Time: 2-4 hours.
Key Vocabulary: Fun!
Opportunities Support/Access
Core
Extension/
Plenary
Resources
for skills
challenge
development
Consolidate
project
through
practical and
fun activities.
Children to experience a range of activities for the afternoons. Perhaps they could
make Laurel wreaths to wear in preparation? As a year group these activities could
be rotated:
 Food tasting – feta cheese, olives, olive bread etc.
 Pot painting
 Plate making
 The Olympic games
Obviously with support and extension where appropriate.
Assessment and Impact for future learning:
Thought shower what the children now know about the Ancient Greeks to compare with the original one completed in Week 1.