History
Programmes of Study:
1a Place events, people and changes into correct periods of time.
2a Characteristic features of the periods and societies studied, including ideas, beliefs,
attitudes and experiences of men, women and children
4a Use a variety of sources to find out about events, people and changes
4b Ask and answer questions. Select and record relevant information.
5a Recall, select and organise information
5b Use dates and historical vocabulary to describe the period
5c Communicate their knowledge and understanding in a variety of ways
Key Skills –
 Investigate and enquire
 Compare, interpret and
analyse evidence from a
range of sources
 Present and communicate
findings
Session Learning Objective
Activities/learning experiences (including key questions)
1
Outline project plan to class, briefly discussing the
different areas we will be covering.
Outcomes (success
criteria)
I can think of
interesting
questions to help
me find out
information about
the Aztecs.
To place events,
people and changes
into correct periods
of time. To ask and
answer questions.
Select and record
relevant information.
Use a variety of
sources to find out
about events, people
and changes.
Give chn 2 mins to discuss on tables where they think in
the world the Aztecs are from using map on board (ext:
which time period?). Discuss as a class.
Give chn 2-3 mins to discuss ‘How do we know facts about I can use a variety
the Aztecs?’ Take responses (write list on board) and
of sources to find
discuss slide with class afterwards.
out information.
Outline task to class. Ask tables to discuss the questions
they would like to research the answers to – select some
of the questions and ask chn to find the answers. Chn in
groups of 4 – split into pairs (one pair with T.A using 6
computers outside and other in class with me using books
I can select the
correct information
to answer
questions.
Assessment
for Learning
and information sheets). Recommended list of websites
on board and sheet for T.A to take outside, along with
extension question.
Chn make notes about their findings on five questions.
2
To use a variety of
sources to find out
about events, people
and changes.
To communicate their
knowledge and
understanding in a
variety of ways.
Share answers as a class at the end.
Aztec Food
Discuss as a class what sort of food the Aztecs may have
eaten (thinking about what life was like 600 years ago in
Mexico). May have looked at this in research lesson.
Introduce food and chocolate using two slides (and
Horrible Histories clip).
Use two photocopied sheets to illustrate types of food
eaten – for more standard foods pg36-37 of ‘The Aztec
Empire’ book and for an exciting menu Horrible Histories
‘Mad Mexican Menu.’
Chn to discuss in pairs what types of menus they would
like to create.
Using paper plates chn to draw on or use art materials
(e.g. tissue papers, felt, card, beads) to create their
plate of food. Ensure chn are creative but have at least 3
ingredients.
Chn to write food items in old style handwriting on brown
paper and attach using sellotape to bottom of plate.
I can investigate
the different types
of foods Aztecs
ate.
I can think of a
menu containing
different Aztec
food to use for my
plate design.
I can design a plate
of food using
different materials.
3
To learn about
characteristic
features of the
periods and societies
studied, including
ideas, beliefs,
attitudes and
experiences of men,
women and children.
Aztec Gods
Introduce importance of gods in Aztec life to class. Ask
chn to discuss why they may have had a god for
everything. Share questions and answers.
I can discuss
aspects of Aztec
religion.
I can create my own
god using my
Briefly introduce sacrifice then move onto describing the knowledge of other
pictures and characteristics of four of the main gods.
Aztec gods.
Picture of god will come up first on each slide, ask chn to
guess what they might be the god or goddess of from
the pictures. Discuss the intricacy of the pictures and
encourage chn to ask questions.
Create your own god task. Explain task and give chn
worksheet to complete. Ensure that they draw in lots of
detail and link the written description of their god to the
drawing.
4
5
To communicate their
knowledge and
understanding in a
variety of ways.
To learn about
characteristic
features of the
periods and societies
studied, including
ideas, beliefs,
Recap over Aztec gods using ppt slides, and hand out
‘create your own god’ sheet from previous lesson.
Chn to paint their own god onto A3 card using variety of
colours. Before using paints, chn must draw the outline of
their god using pencil onto the card.
Aztec sacrifice
I can accurately
sketch my god.
I can paint my god
using appropriate
colours.
I can understand
that other cultures
Recap over introduction to Aztec gods and sacrifice from have different
last lesson (slides 11 and 12). Show Horrible Histories
traditions.
clip on youtube to class.
Hand out information text on human sacrifice and read
I can create a
attitudes and
experiences of men,
women and children.
through information as a class.
storyboard showing
During ‘how it happened?’ section – one child to be
the events of a day
sacrificed, two to play guards and one to play priest. Rest of sacrifice.
of class stay sat down and act as crowd watching
(chanting and praying). Act out whilst reading.
Explain how human sacrifice came to be required and
acceptable - important for children to appreciate that
the Aztecs did not see their religion as cruel or unusual it was perfectly normal for them. It only seems strange
to us because of our different culture.
Task – create storyboard of sacrifice day. Model
WAGOLL of first event with picture and sentence
description underneath.
6
To communicate their
knowledge and
understanding in a
variety of ways.
Aztec Daily Life
Introduce Aztec societal hierarchy with the emperor at
the top and slaves at the bottom. Give chn time to
discuss whether our country has a similar structure, and
feedback as a class. Emphasise how these different
people would dress.
Show and discuss the four Aztec paintings/pictures with
the class depicting different scenes from daily life.
Chn to think about the types of scenes they want to
sketch. Start sketching on A3 paper (mainly using sandy
coloured paper).
I can discuss
scenes from
everyday Aztec
life.
I can understand
the different
styles of drawing
from Aztec times.
I can sketch a
scene about daily
Aztec life.
7
To select and record
relevant information.
To recall, select and
organise information.
To use dates and
historical vocabulary
to describe the
period.
To communicate their
knowledge and
understanding in a
variety of ways.
Subject:
Year:
MUST
Begin with game of Aztec ‘who wants to be a millionaire?’
to recap some of the info they have learnt – 10 questions
long.
Can put A,B,C,D signs up in four corners of room and ask
pupils to move to the answer they think is correct for
each question (approx. 1 min thinking time) – give small
prize to pupil stood up the longest.
As teams of 3, chn to create large poster or mind map to
display all the information they have learnt about the
Aztecs.
Groups share this learning with rest of the class.
I can discuss all my
knowledge of the
Aztec people with
my peers.
I can create a
poster showing the
information I have
learnt.
SHOULD
Names of Children
COULD
Names of Children: