ancient greece perseus myths and legends
TRANSCRIPT
Garlinge Primary School & Nursery – Year 3 Medium Term Planning Map - Term 3 2020/2021 All learning covers articles 1, 2, 23, 28 and 42.
LEAD TEXT/TOPIC Ancient Greece
Perseus
Ancient Greece
Perseus
Ancient Greece
Perseus
Ancient Greece
Perseus
Ancient Greece
Perseus
Ancient Greece
Perseus
ENGLISH Genres
Article 29
Myths and Legends
To be able to order the events of a story.
To be able to retell a
mythical story.
Myths and Legends
To be able to identify the features of a newspaper.
To be able to use the
features of a newspaper. (newspaper to show Perseus defeating Medusa and the sea monster)
Myths and Legends
To be able to use the features of a newspaper.
(newspaper to show Perseus’ return with
Medusa head)
Myths and Legends – Assessed writing –
To be able to write a newspaper report.
(Newspaper report on Perseus’ quest)
Myths and Legends – Instructions – How to
catch a dragon.
To be able to identify the features of instructions.
To be able to use the
features of instructions.
Myths and Legends – Instructions – How to catch a mythical beast.
To be able to descriptive vocabulary to create a beast based on Greek
Mythology.
To be able to use the features of instructions.
MATHS Refer to Maths Hub
weekly Planning
Article 29 & 31
Multiplication and division
To continue to multiply and divide by 8. Review learning from previous
term.
Multiplication and division
To recap multiplication
and division of 3,4,6 and 8 x tables.
Multiplication and division
To multiply and divide by
3,4,6 and 8 word problems and unit
assessment.
Measurement- Money
To convert pounds and
pence. To add and subtract
money. To give change.
Statistics
To interpret and present data using pictograms, bar charts and tables.
Statistics
To interpret and present data using pictograms, bar charts and tables.
Science Refer to the Kent
Scheme of Work unit plans
(RRSA Right 12)
(RRSA Right 24)
Animals, including
Humans
To establish what we
already know about animals
and humans.
Glue in title page and
discuss key vocabulary.
Complete KWL grid.
To know that animals
cannot make their own
food.
why do living things need
food? How do they get
it?
Discuss with the children
that one of the things that
makes plants and animals
living is that need to take
in food. Rocks, windows,
pencil, etc do not need
food in order to carry on
existing. Ask children why
they think living things
need food (i.e. to grow, to
be healthy and to provide
energy to move).
Recording
The children could use
drawings to show what the
different things that
might happen to humans
over time if they did not
eat (e.g. become hungry,
become tired, get grumpy,
move around slowly,
become ill, etc)
Show PPT to slide 9 on
different food groups.
Task 1. Sort food groups
and matching labels.
Animals, including
Humans
To know that animals,
including humans, need the
right amounts and types of
food.
Ct to recap learning
journey so far. Show
previous weeks PPT. Pupils
to complete food plate.
LA to create healthy
food plate task.
TASK1
Why do animals need to
eat different foods?
See Kent scheme for
further details. Children
need to understand that
food is required to: keep
animals healthy (e.g.
vitamins), help them to
grow (e.g. proteins), and
provide their body with the
energy required to
function properly (e.g.
sugars and carbohydrates).
The following videos will
help to explain this:
http://www.bbc.co.uk/learn
ingzone/clips/a-healthy-
diet-for-the-human-
body/2271.html
http://www.bbc.co.uk/learn
ingzone/clips/why-do-we-
need-to-eat/2288.html
(shows feeding of a human
baby and a young of a
gorilla)
The following video
demonstrates a healthy
diet for other animals:
Animals, including Humans
To know why animals and
humans have skeletons.
Look at pictures of
different skeletons. With
each one talk about the
functions of the different
bones. TASK 1 Pupils
complete differentiated
animal skeleton sheets.
The following video is a
good introduction to the
human skeleton and its
functions -
http://www.bbc.co.uk/lea
rningzone/clips/the-
animal-
skeleton/2302.html
Make a model- the human
skeleton
Using just paper, the
children could make their
own skeletons. They could
research some of the
names.
Some websites contain
quite detailed instructions
as to how to make a very
detailed human skeleton -
http://www.roylco.com/in
structions/eng_ins/60558.
The following website will
allow you to place virtual
bones in a virtual body -
http://www.bbc.co.uk/scien
ce/humanbody/body/intera
ctives/3djigsaw_02/index.
shtml?skeleton
Animals, including
Humans
To know the names of some
of the bones in a human
skeleton.
Ct to show PPT from
previous week. Pupils to
complete the common
names for bones in the
human body resource.
TASK 1
TASK 2
Pupils work in same pairs to
search around the room to
find scientific labels to
add to their wall skeletons
created in the previous
week.
Animals, including
Humans
To understand the
functions of a skeleton.
CT to recap learning
journey so far. Show PPT
functions of a skeleton.
TASK 1
Pupils to complete the
differentiated skeleton
function task sheet.
.
Animals, including
Humans
To know that not all
skeletons are on the inside Ct to recap learning journey so far.
Show PPT and discuss different types of skeleton.
TASK 1
Pupils sort animals
according to their
skeletons using
differentiated resource
sheet.
TASk 2
End of unit assessment.
ENVIRONMENT AWARENESS
RECYCLING LESSON
http://www.bbc.co.uk/learn
ingzone/clips/a-healthy-
diet-for-zoo-
animals/2291.html
http://www.bbc.co.uk/learn
ingzone/clips/what-do-
urban-birds-eat/4158.html Show PPT from slide 10 on
nutrition. Children to
complete the
differentiated ’What do
nutrients do for us
resource sheet.
TASK 2
TASK 1 In pairs for the
working wall, create the
large human skeleton using
the common name labels
for the body parts.
HISTORY
Article 29
To establish what we know
and want to know about
Ancient Greece.
Discuss as a class what the
children already know
about Ancient Greece. Get
the children to look at the
Working Wall and discuss
what they see on there.
Discuss any questions they
have about Ancient Greece.
Again refer the children to
the WW if they are stuck
for ideas. Model using the
KWL grid, writing in the
different columns some of
the ideas discussed as a
class.
Children to complete their
own KWL grid for their
books.
When complete children to
complete front cover and
word search of Key Words.
To understand the
chronology of Ancient
Greece.
To know how Ancient
Greece was governed.
Show powerpoint of key
events during Ancient
Greece. Children order the
timeline as a table then
discuss as a class and
order the large one
together. Children to order
smaller timeline and clue in
their books.
Show powerpoint of how
Ancient Greece was
governed. Children to then
write a sentence or two
describing each different
type of government.
To be able to identify
different types of
architecture from Ancient
Greece.
Show poweerpoint of
Ancient Greek
architecture. Model how to
complete the sheet.
Children complete the
sheet. Then design their
own temple using one of
the different column
techniques.
To be able to use
secondary sources to find
out about life in the past.
(Greek pots)
Show powerpoint of
Ancient Greek pots. Show
them some actual pots.
Children to discuss what
they notice about the pots.
Using a mind map with the
picture of a Greek pot in
the middle, children to use
information books to find
facts about the pots and
write them around the
picture.
To know some of the
names of the main Ancient Greek
Gods.
To know some key
information about the
Ancient Greek gods.
Show powerpoint of
Ancient Greek gods.
Children to use information
books to find more
information out Greek
Gods. Children to create a
poster about Ancient
Greek Gods. Share their
posters with their partners
and discuss what they have
found out about Greek
Gods.
GEOGRAPHY
Article 29
To be able to locate
Greece on a map.
Show an interactive map
and discuss where the UK
is. Then discuss where
Greece is. Model showing it
on the interactive map.
Repeat on Google Maps.
Disuss compass points I.e.
North, South, East and
West. Discuss what
countries are each compass
point away from UK and
then Greece. Model using
an atlas to locate the two
countries on a blank map.
Children to then locate the
two countries on a blank
map using the atlases.
COMPUTING
Article 16, 17 & 29
Switched on ICT -
We are communicators -
Work together as a class
to write an email
Switched on ICT -
We are communicators -
Respond to an email from
your class
Switched on ICT -
We are communicators -
Email Jason about being a
hero with some good
questions.
(Topic link)
Switched on ICT -
We are communicators -
Respond to Jason’s email to
you.
(Topic link)
Switched on ICT -
We are communicators -
Discuss some other
communication tools (social
media)Cyber safety-Make
a poster
Switched on ICT - We are
communicators - Take part
in live video conference
(Skype)
ART & DESIGN
Article 29
To be able to create
detailed drawings.
Show some Ancient Greek
artefacts. Discuss what
they can see. Model how to
do an observational
drawing. In sketch books,
children draw the artefact
on the table in front of
them. Round Robin the
artefacts so the children
get a range of sketches in
their books.
To sketch an image of a
Mythical Monster linked to
Topic/English
Discuss what they have
been learning so far about
Ancient Greek Mythology.
Show pictures of different
Mythical creatures and
discuss what they notice
about the different
creatures. Children to pick
a mythical creature and
copy it. When finished,
they create their own
mythical creature using the
Mythical Creature
Generator.
To be able to create
detailed sketches of
Ancient Greek
Architecture
Recap learning and
understanding of Ancient
Greek architecture.
Provide the children with 3
different column templates
and they sketch Doric,
Corinthian and Ionic
columns.
To be able to create
detailed drawings
Recap learning and
understanding of Ancient
Greek pots. Discuss what
they know. Chn to draw and
design their own Ancient
Greek pots using the
template provided.
To be able to use a range
of media.
Children will look at
common Ancient Greek
patterns and design a pot
in the style of Ancient
Greek pottery and make it
from clay. Recap their
learning and understanding
of Ancient Greek pots.
Look and disucss their pot
designs with their partner.
Discuss how they will make
their pot.
DESIGN TECHNOLOGY
Article 29
To be able to follow a
design to make a model
Children will look at
common Ancient Greek
patterns and architecture
of ancient Greek temples.
Children make a 3D model
of an Ancient Greek temple
following the set of
instructions on their
tables.
MUSIC Refer to Music Express
Scheme of work for lesson plans.
Article 29
Food and Drink – music express
Food and Drink – music express
Food and Drink – music express
PE Refer to PE plans on
system.
Article 23, 24, 27, 29 & 31
INTRODCTION TO TRIGOLF
DEVELOPING
LEADERSHIP
RE Refer to Key Question
Scheme of work for lesson plans
Article 2, 12, 14, 29 & 30
Why are festivals important to religious communities?
PSHCE
Article 9, 12, 24, 25, 27, 29 & 30
Me and making a positive
contribution
To discuss ways in which
the environment can be
repaired.
Discuss what they notice is
bad about the environment
– school environment, local
community and world
environment.
Write down ideas on IWB.
Discuss each point as a
class and how it can be
changed to help improve
the environment.
As a table, the children
create own mind maps of
negative aspects of the
environment and then
discuss how to improve and
repair it. Share ideas as a
class and magpie ideas.
Enquiry Question Is death the worst thing
that can happen to you?
Share the question on the
board and discuss it as a
class. CT to model writing
of ideas on the IWB. Child
led discussion. Children
then discuss the question
as a table and write ideas
down. Share ideas and
magpie as a plenary.
Me and making a positive
contribution
To think about ways we can
improve the local
environment
Recap learning from Wk 1.
Do a learning walk around
the school and children to
write down things they
notice could be improved.
Then as a table, discuss
what they found. Share
ideas and discuss how it
could be improved. Then as
a table to look at their
other ideas and discuss
how to improve them.
Share ideas and magpie as
a plenary.
Enquiry Question Is ignorance the root of all
evil?
Share the question on the
board and discuss it as a
class. CT to model writing
of ideas on the IWB. Child
led discussion. Children
then discuss the question
as a table and write ideas
down. Share ideas and
magpie as a plenary.
Me and making a positive
contribution
To discuss ways we can
improve the local
environment
Recap learning from Wk 1
and 2. Create a plan as to
how to improve the
environment. Looking at
what they found was bad
about the environment and
how they could improve it.
Then discuss the ways the
children could start making
the environment better.
Share ideas and magpie as
a plenary.
Enquiry Question Plato
How do you know things are
real?
Share the question on the
board and discuss it as a
class. CT to model writing
of ideas on the IWB. Child
led discussion. Children
then discuss the question
as a table and write ideas
down. Share ideas and
magpie as a plenary.
PMFL
French
Salut:
Core Unit 2 – Lesson 1
French
Salut:
Core Unit 2 – Lesson 2
French
Salut:
Core Unit 2 – Lesson 3
LOTC to be indicated on Planning RRSA to be indicated on planning with articles ECO to be indicated on planning