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References are attached to 500 words document.

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Team GB Golden Moments Video

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Charades Sports

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Websites for Ancient and Olympic Athletes

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Google Doodle Examples

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True, False or Undecided Statements

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Book #2

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Focusing on the Olympic games from the Ancient to Modern Olympics. 'Through Time: Olympics' will be used as the basis of this lesson.

Starter: Watch 'Olympic History Video'. Do the children notice anything that has changed over time? Any significant features? In pairs, the children will be supplied with a range of dates (those relevant to the Ancient and Modern Olympics). An order will be decided, to which they believe the dates follow. As a class, discussion about how we can calculate the order will be evident, with class talk to display the final order.
Main Activity: Children will pick out of a hat 1 of the 19 Olympic games (up until London 2012), to which the will use the book to investigate locations, characteristic features, and significant events/ changes, that occurred during those Olympics games. Children are to create 3 key points about their Olympic event, which will be presented to the class for a conclusive Olympics timeline.

Plenary: Each group to present their 3 points. Can the children place the Olympic location under the correct date on the whole class timeline? What links and connections can be made between the dates of the Ancient and Modern Olympic games?

After the lesson: This resource will be available within the book corner for children to access when they wish.

Key Questions:
What can we use to help us order these dates in chronological order?

Why do you believe these 3 key points were significant?
How could we present our dates to reflect a chronological order?
What links and connections can we make between the Ancient and Olympics games?

Skills and concepts highlighted in this lesson:

Chronology: To be able to order Ancient and Modern Olympic games in chronological order.
Characteristic features: To be able to find 3 key points that make a specific Olympics game significant.

Historical interpretation: To be able to extract 3 key points from information text.

Strategies for children with SEN/D:
- Mixed ability groups
- Consolidating knowledge through whole-class input

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Non-fiction #2

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Non-fiction #3

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Non-fiction #4

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Non-fiction #1

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Some field trip ideas to consider before termly work begins or in terms that may be longer.

- Queen Elizabeth Olympic Park
- Lee Valley Velopark

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Lesson 6: What links and connections are there between the Ancient and Modern Olympics?

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Lesson 6: What links and connections are there between the Ancient and Modern Olympics?

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Draw conclusive links and connections between the Ancient an Modern Olympics. What are the important features? Why are the Olympics a significant aspect of history?

Starter: Watch 2 puppet videos that the children created in lesson 4. Ask the children what they have learnt about the Ancient Olympics and create a mindmap. Do the same for the Modern Olympics.
Main Activity: The children are to become news reporters from the Ancient Olympics, watching events from London 2012 and interviewing modern athletes. The children must think about the links and connections between the two Olympic games, and how the Ancient Greeks would view the Olympic games now. Children have access to all resources used in previous lessons. This activity will be completed in groups of 4.
Plenary: Each group will present their Olympic news report.

Key questions:
How do we think the Ancient Greeks will view the Modern Olympics?
Why do you think this is a significant feature?
Why do you think attitudes towards the Olympics have changed?

Skills and concepts highlighted in this lesson:
Historical interpretation/evidence: To be able to create a news report from the perspective of an Ancient Greek.
Comparison: To be able to create links and connections between the Ancient and Modern Olympics using resources.
Characteristic Features: To be able to find significant features in my news report to support links and connections between the Ancient and Modern Olympics.

Strategies for children with SEN/D:
- Interactive and enaging
- Mixed ability groups
- ICT support
- Familiar/ well-known resources

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Lesson 4: So, what happened in the Ancient Olympics?

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Lesson 4: So, what happened in the Ancient Olympics?

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An overview of what happened in the Ancient Olympics and the connections to the Modern Olympics. This lessons occurs at this time, in order to re-cap and consolidate the children's knowledge so far.

Starter: Re-watch the 'Olympic History Video'. Before watching, tell children to think about what is significant about the Olympics, in terms of moving from Ancient to Modern.
Main Activity: In groups, create a puppet video re-telling the story of the Ancient and Modern Olympics. Children have access to video resources used in lessons (that can be played on teacher's computer), primary resource pack, and books.

Key questions:
How do we know the Ancient Olympics existed?
Why did the Ancient Olympics stop?

Skills and concepts highlighted in this lesson:
Characteristic features: To be able to include significant elements in my puppet video.
Historical interpretation/evidence: To be able to construct a video re-telling the Olympic story.
Causality: To understand the changes of the Ancient Olympics to the Modern Olympics.

Strategies for children with SEN/D:
- Interactive and engaging
- Mixed ability groups
- Re-cap of knowledge/learning

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Horrible Histories Video

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Horrible Histories Historical Hospital Romans

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Horrible Histories Cut Throat Celts Celtic Poetry

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Horrible Histories Groovy Greeks: Ancient Olympics.  Stupid Deaths: Milo of Croton.

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Please read description! Horrible Histories if you (owners) want to REMOVED this video, PLEASE CONTACT US DIRECTLY. We will(Respectfully) remove it. Uploading this for people who are unable to watch live or on iPlayer. I do not own any of this. All content belongs to the BBC. Enjoy :))) Horrible Histories .

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A focus on Ancient and Modern Olympians. Who are they and what did they do?

Starter: Watch 'Team GB Golden Moments Video'. Do the children recognise any of the athletes? What do they think it means to be an Olympic athlete?
Main Activity: The class will be split into two (Ancient and Modern). Each pair will receive the name of an Olympic athlete who they will research. Each pair will be provided with specific websites (found and approved by myself) which they use. When children feel they have the information they need, a Google Doodle will be created for their Olympic athlete. During the lesson, when children are beginning to conclude their research, provide a brief input to explain what Google Doodles are and show some examples. Children will also have the primary resource packs from previous lessons, and non-fiction texts to access if they wish.
Plenary: Use a visualiser (or walk around tables) to view everybody's Google Doodles.

Key questions:
What do you think it means to be an Olympic Athlete?
What can you do to become an Olympic athlete?

Skills and concepts highlighted in this lesson:
Historical interpretation/evidence: To be able to use significant information to inform my Google Doddle.
Interrogation of validity: To be able to select information which supports my knowledge of the Olympics.
Historical inquiry: To be able to learn about and research Olympic athletes.

Strategies for children with SEN/D:
- ICT support
- Interactive and engaging
- Use of familiar names (Modern Olympians)

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Horrible Histories Magazine

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Lesson 3: What were the Ancient Olympics like

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Lesson 3: What were the Ancient Olympics like

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Focus on what the Ancient Olympics were like in terms of: competitors, arenas, the roles of men and women, and the treatment of winners.

Starter: Watch the 'Horrible Histories' video (Up until 2.41). Using the primary resources pack from lesson 2, children are to complete a sorting activity of statements to show whether they are 'true', 'false', or 'undecided'. How have children made these deductions? How do the children justify their interpretation?
Main activity 1: In groups of 4, the children are to pick a statement to create a 'snapshot in time'. The snapshot should reflect the children's previous discussion, with all children holding a role, and think about what the person may be thinking at the moment in time. Each group will present their snapshot, when I touch their shoulder, the children will present a life of thought to reflect the role played. After presenting the rest of the class will focus back on the statements originally sorted and make informed judgement to which is presented. Informed judgement involves using sources and aspects of the drama to support the child's point.
Main Activity 2: Repeat activity 1, however children will think and discuss about how their 'snapshot in time' is reflected in Modern Olympics.
Plenary: Discuss how and why differences/similarities were made during the two snapshots. Why is this significant?

Key questions:
How can we use resources to tell us about what it was like to live during the Ancient Olympics?
Why do we think the Olympics have changed over time?
What is significant about the changing roles in the Ancient and Modern Olympics?

Skills and concepts highlighted in this lesson:
Historical interpretation/evidence: To be able to use primary evidence to make deductions.
Characteristic features: To be able to show what the Ancient Olympics were like through a snapshot in time.

Strategies for children with SEN/D:
- Mixed ability groups
- Discussion of statements beforehand.
- Re-use of primary resources allows children to make deeper connections to their learning
- Interactive and engaging
- Photocopy of 'Horrible Histories Magazine' supplied to tables

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Olympic History

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History of the Olympic Games - Behind the News

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London 2012

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200m sprint  (part of the 'primary resources pack')

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Javelin  (part of the 'primary resources pack')

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Boxing  (part of the 'primary resources pack')

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Four-horse chariot race  (part of the 'primary resources pack')

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In the gymnasium  (part of the 'primary resources pack')

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Pentathlon
(discus, javelin, long jump with weights, 200m sprint, wrestling) -  (part of the 'primary resources pack')

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Boxing #2 (part of the 'primary resources pack')

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Jumping and Weights  (part of the 'primary resources pack')

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'The Discus thrower'  (part of the 'primary resources pack')

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Lesson 2: What sports were involved in the Ancient and Modern Olympics?

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Lesson 2: What sports were involved in the Ancient and Modern Olympics?

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Using primary resources to help understand what sports were involved in the Ancient Olympics.

Starter: Generate a class list on the board of the Olympic sports children are aware of. How are children aware of these? Did they watch the London 2012 or Rio 2016 Olympics?
Main Activity 1: Children have a pack of primary resources, representing the Ancient Olympics (seen on the right). Children are to analyse and discuss their ideas, as tables, about what the resources may represent and how they gain this understanding. After the discussion has been completed, re-join to focus on the class list of Olympic sports highlighted at the beginning of the lesson. Can the children add any new sports to the list?
Main Activity 2: Watch the 'London 2012' video to see the wide range of sports involved in the Modern Olympics today. Follow the video with a 'Charades' type activity. In a pot are post-it notes with a range of Olympic sports, Ancient and Modern (written by myself, for example; Javelin). The children choose a post-it and re-enact the sport for the class to reveal. In the revealing of the sport, children must identify what the sport is, and whether it is an Ancient, Modern, or a sport from both Olympic events.

Key Questions:
How can we tell the Olympic sports have changed over time?
What characteristic features are there from the Ancient Olympics/ Modern Olympics?
Why do you think the sports involved in the Olympics games have changed over time?

Skills and concepts highlighted in this lesson:
Characteristic features: To be able to identify sports from the Ancient and Modern Olympics.
Comparison: To be able to make links and connections between the sports played in the Ancient and Modern Olympics.
Historical interpretation and evidence: To be able to use primary resources to find Ancient Olympic sports.

Strategies for children with SEN/D:
- Interactive and engaging
- Own resource pack (time to explore)
- Use of videos

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Book #1

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The theme is the Ancient Olympics, focusing on the links and connections between the Ancient and Modern Olympics. The children will develop all historical skills and concepts (chronology, characteristic features, causality, historical interpretation, comparison, inquiry, interrogation of evidence, and evaluation of validity) within this unit. In terms of the Modern Olympics, there will be an increased focus on London 2012, as this is an event children can make meaningful connections with.