name a child’s vaseimages.scholastic.co.uk/.../a/42/16/all-wrkshts-pb-10228.pdfshe worked and...

<http://www.scholastic.co.uk>

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A child’s vase• Look at the photograph of the vase on the poster. This was probably a child’s ritual

wine vase, presented on a child’s third birthday.

• List three things that it tells us about the life of an Ancient Greek child. Nowadays,

we would probably give a child a drinking mug.

• Decorate the mug below to show aspects of your own childhood.

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PHOTOCOPIABLE 2 Photocopy or download from: ANCIENT GREECE FEBRUARY 2007 JUNIOR EDUCATION TOPICS

Famous GreeksHypatiaHypatia, who is believed to have lived between 370–415 AD, is the best-known female mathematician and scientist of the ancient world. She worked and taught at the famous library at Alexandria in Egypt. Students from all over the Greek world came to study there. Not only was she an excellent teacher, she is said to have been so beautiful that when she spoke to students she did so from behind a screen, so that her beauty would not ruin their concentration. Hypatia is most remembered for writing commentaries on the books of other famous mathematicians such as Apollonius and Diophantus. As a scientist she worked on the astrolabe, an instrument for measuring the Sun’s altitude, and the hydrometer, a device for measuring the specifi c gravity of liquids. During some riots in 415, Hypatia was murdered by a mob of Christian, while walking in the street. As a result, many students left Alexandria and this led to the city’s decline as an important centre of learning.

PythagorasPythagoras and his followers believed that numbers controlled everything in life, not only mathematics but also astronomy, science, architecture and music.

These views were often unpopular and Pythagoras and his followers were forced to move several times during their lifetimes. Pythagoras was born on the island

of Samos in the Aegean Sea around 580 BC, but he also lived for some time in Croton (now Crotone), a Greek colony in southern Italy. Among the topics he and his followers studied were odd and even numbers, square numbers, angles and the properties of right-angled triangles. He also investigated tessellation – the way in which some shapes are able to fi t together without leaving gaps between them. Pythagoras, who died around 500 BC, never wrote or published his ideas in

a book and it is only through the writings of his followers that we know about some of the things he studied.

EuclidEuclid’s writings remain one of the main sources of information about mathematics today, despite the fact he lived more than 2000 years ago. His most important book, The Elements, has 13 volumes. It deals with mathematical topics like number, calculation and shape. He worked on the strength of triangles in construction and the importance of parallel lines. Another book, The Optics, looked at the science of light and vision. Euclid was an excellent teacher and was able to describe, explain and develop the work of those who had gone before him, in such a way that it was easy to understand. Little is known about Euclid as a person. He lived around 300 BC and seems to have spent most of his life working in the important library and school of mathematics at Alexandria.JO

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ONLINE PHOTOCOPIABLE PAGE 1 Photocopy or download from:

National Curriculum Wales

Ancient GreeceCommon objectives for all activities in this issueProgramme of study: history1.2. use conventions that describe the passing

of time2.1 learn about the characteristics of periods studied 2.2 identify and describe main events, situations and

changes within periods4.1 use a range of sources and where appropriate

ICT 4.2 ask and answer questions about the past5.1 select, recall and organise historical information5.2 use appropriate vocabulary5.3 present results in a variety of ways, including

visual, oral, writing and the use of ICT.

Additional objectives for specific activitiesPages 2-3 Influencing our worldProgramme of study: geography1.1 observe and ask questions about geographical

features1.6 estimate and calculate distances1.8 identify and locate places using atlases and

globes1.9 use secondary sources to obtain information.

Pages 4-5 A tale of two citiesProgramme of study: English Oracy1.4 make a range of contributions in class discussions2.2 organise what they want to say2.4 listen carefully, and recall or re-present features

of an argument2.5 extend and follow up ideas2.7 qualify or justify what they think after listening to

other opinions.

Pages 6-7 Working and tradingProgramme of study: English Writing1.1 write in response to a range of stimuli2.2 write in response to more demanding tasks and

wider range of purposes

2.4 develop their ability to organise and structure their writing in a variety of ways.

Page 9 Great GreeksProgramme of study: mathematicsShape, space and measures2.1 make 3-D shapes, recognise their geometrical

features and properties, and use these to solve problems.

Pages 10-11 Home sweet homeProgramme of study: English Oracy 1.5 participate in a range of drama activities including

improvisation and role play, and the writing and performance of scripted drama.

Writing 1.5 write in forms which include diaries.

Pages 12-13 Good timesProgramme of study: English Oracy 1.5 participate in a range of drama activities including

improvisation and role play, and the writing and performance of scripted drama.

Reading 1.6 read a wide range of literature including myths,

legends and traditional stories.Writing 1.5 write in forms which include poems, dialogues,

drama scripts.

Pages 14-15 Wealth of evidenceAs objectives for pages 12-13 above.

Page 16 Playing with wordsProgramme of study: EnglishReading2.3 extend their phonic and graphic knowledge2.8 use dictionaries and glossaries to explain

unfamiliar vocabulary, noting the meaning and use of newly encountered words.

ANCIENT GREECE JUNIOR EDUCATION TOPICS



Northern IrelandNational Curriculum

Ancient GreeceCommon objectives for all activities in this issueProgramme of study: historySkills and conceptsa) develop chronological awarenessb) develop a sense of the past:• know some characteristic features of past societies• know some similarities and differences between ways of life at different times• identify the feelings people may have had at a time in the pastc) be aware of historical evidence:• use sources of information appropriate to their age and abilityd) communicate by• describing orally and in writing main events.

Life in Early Timesc) investigate a topic linked to ‘Life in Early Times’.

Cross-curricular theme: EMU• explore aspects of the way of life of people through time which have changed or remained the same.

Additional objectives for specific activitiesPages 2-3 Influencing our worldProgramme of study: geographySkillsa) use photographs, plans and maps of different scales f) use a globe and an atlas to locate places.The environmenta) the location, size, shape and use of common landscape features.

Pages 4-5 A tale of two citiesProgramme of study: EnglishTalking and listening outcomesb) present ideas and informationc) observe conventions of discussiong) comment on their own and others’ talk.

Pages 6-7 Working and tradingProgramme of study: EnglishWriting outcomesb) present and structure ideas, information and opinions

c) observe conventions and structures of various forms of writing.

Page 9 Great GreeksProgramme of study: mathematicsShape and spaceb) use materials to construct various 3-D shapes; name and describe common 3-D shapesc) recognise geometrical properties and use these to solve problems.

Pages 10-11 Home sweet homeProgramme of study: EnglishTalking and listening activitiesb) improvise a scene based on curricular topicse) describe and talk about people, places, things or events.Writing range• diaries.

Pages 12-13 Good timesProgramme of study: EnglishTalking and listening activitiesb) improvise a scene based on curricular topicse) describe and talk about people, places, things or events.Writing range• poems• dialogues.Writing outcomesc) observe conventions and structures of various forms of writing.Reading activitiesd) recreating stories through individual and group dramatisation.


Page 16 Playing with wordsProgramme of study: EnglishReadingh) discussing features of language and noting how words are constructed.



Greek mythsKing Midas and his golden touch

King Midas was counting his money, when a courtier appeared and told him that

he had found a shabby satyr sitting in the palace gardens. The king ordered

the intruder to be brought before him for punishment, but when he saw the satyr,

he cried out in recognition: ‘Silenus, what are you doing here?’ Silenus had been

drinking rather a lot of wine and had forgotten his way home. King Midas was very

understanding – the satyr belonged to his friend, Dionysus, the god of wine. The

king thought it would be nice to take Silenus back home.

Dionysus was delighted to see his favourite satyr. He thanked Midas profusely

and declared: ‘Wish for whatever you want! I will make sure that it comes true.’

Now, Midas was a pleasant, easy-going man, but he was not very clever. His only

real fault was that he loved gold. So, he closed his eyes and whispered to Dionysus:

‘My greatest wish is that whatever I touch for the rest of my life will turn to gold.’

Without hesitation, Dionysus told him that his wish had been granted.

Midas could not believe his luck. He rushed home to see if Dionysus was

telling the truth. As he entered his palace garden, he snapped a twig off a nearby

tree. Immediately, it turned to gold. ‘So, my wish has come true!’ he cried. ‘I will be

the richest man on earth.’ Midas then plucked a rose and that, too, turned to gold.

Entering his palace, he called for food and wine to celebrate his good fortune. But,

as he began to eat and drink, they too turned to gold.

Finally, it dawned on Midas that he would no longer be able to eat his favourite

food or drink wine. He wouldn’t be able to hug or kiss his wife and children, or ride

his favourite horse. ‘What have I done?’ he cried. ‘Oh, Dionysus, please free me

from this curse!’ Dionysus took pity on him and told him to bathe in the nearby

river to wash away his greed. Midas did so and the magic was washed away. But, if

you happen to walk by the river when the sun is shining brightly, you can still catch

a glimpse of tiny pieces of gold dancing on the water.

Activities• Many of the Greek myths contain a moral or lesson. What is the moral of the

story of King Midas? Why wasn’t the king happy even though his greatest wish had

been granted? If you could wish for anything, what would it be and why?

• King Midas also features in another popular and humorous myth – the story

of King Midas’ ears. What do both stories tell us about the kind of person the

king was?

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English National Curriculum –

Ancient GreeceCommon objectives for all activities in this issueProgramme of study: history1 a) place events, people and changes into correct periods of time

b) use dates and vocabulary relating to the passing of time

2 a) learn about features of periods and societies studied, including experiences of men, women and children

d) identify historical events, situations and changes in periods studied

4 a) find out about events, people and changes from appropriate sources, including ICT-based sources

5a) recall, select and organise historical information b) use dates and historical vocabulary to describe periods studied

c) communicate their knowledge and understanding in a variety of ways

12 study a way of life, beliefs and achievements of people living in Ancient Greece.

QCA History Unit 14 – Who were the Ancient Greeks? Unit 15 – How do we use Ancient Greek ideas today?

Additional objectives for specific activitiesPages 2-3 Influencing our worldProgramme of study: geography2c) use atlases, globes and maps at a range of scales d) use secondary sources of information, including aerial photographs.

QCA History Unit 14 – Who were the Ancient Greeks?

Pages 4-5 A tale of two citiesProgramme of study: English En1 Speaking and listening1 c) choose material that is relevant to the topic and to the listeners

d) show clear shape and organisation with an introduction and ending

3 a) make contributions relevant to the topic and take

turns in discussion c) qualify or justify what they think after listening to others’ accounts.


Pages 6-7 Working and tradingProgramme of study: English En3 Writing1 d) use and adapt forms of writing, drawing on their reading

e) use layout, presentation and organisation effectively

10 use writing to help thinking, investigating, organising and learning.


Page 9 Great GreeksProgramme of study: mathematicsMa3 Mathematics – shape, space and measures1 h) use mathematical reasoning to explain features of shape and space

2 c) make 3-D shapes, recognise geometrical properties and use these to solve problems.

QCA History Unit 15 – How do we use Ancient Greek ideas today?

Pages 10-11 Home sweet homeProgramme of study: English En1 Speaking and listening4 c) use dramatic techniques to explore characters

and issues11 a) improvisation and working in role.En3 Writing1 d) use and adapt features of a form of writing, drawing on their reading.





English National Curriculum – Ancient

Greece (continued) Pages 12-13 Good timesProgramme of study: English En1 Speaking and listening4 c) use dramatic techniques to explore characters

and issues11 a) improvisation and working in role b) scripting and performing in plays.En2 Reading8 f) range should include myths, legends and

traditional stories.En3 Writing12 range should include poems, playscripts.




Page 16 Playing with wordsProgramme of study: English En2 Reading1b) use word recognition and graphic knowledge.En3 Writing4 g) know the meaning, use and spelling of common

prefixes and suffixes i) know the relevance of word families, roots and origins of words.

QCA History Unit 15 – How do we use Ancient Greek ideas today?



Photocopy or download from:

The Greek alphabet

FEBRUARY 2007 JUNIOR EDUCATION TOPICSPHOTOCOPIABLE ANCIENT GREECE

Sound Name of letter Upper case Lower case

a alpha A a

b beta B b

g gamma G g

d delta D d

e epsilon E e

z zeta Z z

e/ay eta H h

th theta Q q

i iota I i

k kappa K klq lambda L lm mu M mn nu N n

xi/ks xi X x

o omicron O o

p pi P p

r rho R r

s sigma S s

t tau T t

u/y upsilon U u

f phi F f

ch chi C c

ps psi Y y

o omega W w

• There are 24 letters in the Greek alphabet. • Practise writing the Greek alphabet. Try writing a few words. Can you write your name?

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Athens Sparta

PHOTOCOPIABLE 1 Photocopy or download from:

Athens and Sparta

ANCIENT GREECE FEBRUARY 2007 JUNIOR EDUCATION TOPICS

Name

I have never

met anyone from

outside our city.

My mother can

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likes in our city.

My mother

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the house alone.

We don’t have

beautiful public

buildings in our city.

My father votes

for members of

our assembly.

I have some toys from overseas.

We live by the sea.

We are ruled by two kings.

When I go to school I shall read poetry

and play music.

Our city is full of beautiful

marble buildings.

I will grow up to be a brave and strong soldier.

We don’t use money.

I am a girl and will learn to wrestle

when I am seven.

We are not allowed to

travel abroad.

Sometimes we watch plays at

the theatre.

The statements below were made by Athenians and Spartans, but they have been muddled

up. Cut them out and sort them into the correct boxes.

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We live 25 miles inland.



Famous GreeksArchimedesArchimedes was born in the town of Syracuse in Sicily in 287 BC and, apart from short spells on visits away, spent most of his life in his home city. He was a scientist who loved to try out his ideas in practical situations. He invented a spiral screw for lifting water and experimented with moving heavy weights with levers and pulleys. Weapons he had designed were used in the defence of Syracuse, including a giant catapult and a crane for pulling enemy ships out of the water. Perhaps his most famous discovery was the theory of water displacement. In mathematics he investigated 2D and 3D shapes, especially the areas of cylinders, cones and spheres. He is also credited with finding the relationship between the diameter and circumference of a circle. Archimedes’ life came to a tragic end in 212 BC when he was killed by a soldier during the Roman invasion of Syracuse.

HerodotusHerodotus was one of the ancient world’s chief historians and is often called ‘the father of history’. His best-known work is The Histories, a collection of accounts about the places and people he came across during his wide-ranging travels around the Mediterranean.

He visited many places, not only the city-states of Greece, including Sparta and Athens, but also other countries such as Egypt, the Ukraine, Italy and Sicily.

He wrote about events that happened and some of the marvellous sights he saw. He was particularly interested in the wars between some of the city-states and also the long-running conflict between the Greeks and the Persians or Medes. Initially, Herodotus (484 BC to about 425 BC) would have told stories

orally. He made tours of the Greek cities and the main religious and athletic festivals where he would offer to put on a performance and expect to be paid. It was only later that details were written down.

HippocratesHippocrates may have lived almost 2500 years ago but many of the things he discovered about medicine are still practised today. He tried to get rid of superstitions about illness and taught that diseases came from natural causes. Physicians were encouraged to observe patients carefully and record their symptoms. Doctors were told to make sure their hands were clean before they treated patients. They were also encouraged to follow a code of conduct, often referred to as the Hippocratic Oath, and to work as hard as possible for the good of the sick. Hippocrates, who was born in 460 BC and died in 377 BC, believed that good food and exercise also played an important part in healing people and wrote ‘The natural healing force within each one of us is the greatest force in getting well.’

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Greek mythsHeracles

The god, Zeus, often angered his wife, Hera, by falling in love with mortals. One day he fell in love with Alkmene, whose husband was away fighting in

the wars. Later that year, Alkmene had a baby son called Heracles. Hera was so jealous that she put two dangerous serpents into Heracles’ cradle, hoping they would kill him. In the morning, however, the baby was still alive and the serpents were dead. Heracles had strangled them with his bare hands. He was hailed as a hero and grew into a strong and brave warrior. But Hera still hated Heracles. Determined to get her revenge, she cast a spell on him which made him go mad for a day. During that day, Heracles killed his beloved wife and three children. Beside himself with grief, Heracles went to the gods to ask what he could do to show his remorse. He was told to perform the Twelve Labours – twelve of the most difficult tasks in the world. These were designed to test Heracles’s bravery, intelligence, speed and strength. His first task was to kill a ferocious lion. Heracles choked it to death and wore its skin as a trophy. Then he had to kill the Hydra. He cut off each of the serpent’s nine heads and burnt each stump so that another could not grow in its place. His third and fourth tasks were to capture two of the world’s swiftest creatures – a sacred deer with golden antlers and a fierce wild boar. Next, Heracles had to clean out the royal stables, where 30,000 beasts lived, in one day. Cleverly, he diverted a river so that it ran through the stables, washing away all the dirt. Labour number six involved destroying a flock of killer birds, and for the seventh and eighth tasks he had to tame a wild bull and a herd of dangerous, human-flesh eating horses. His next three labours involved stealing from fierce opponents – a golden girdle from Hippolyte, queen of the Amazons; a herd of oxen from the monster, Geryones, and golden apples from the daughters of the Titan, Atlas. His final task was to seize Cerberus, the three headed-dog from Hades, king of the underworld – and then return him again. Heracles completed all the tasks and was voted the greatest hero of all time.

Activity• Make notes on the kind of tasks that Heracles (Hercules in Roman) had to perform for his twelve labours. What was each task meant to test – his strength, speed, bravery, cleverness or daring? Can you think of some modern tasks that Heracles might have been given if he had lived today?


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Photocopy or download from: ANCIENT GREECE FEBRUARY 2007 JUNIOR EDUCATION TOPICS

SEE PAGES 4–5PHOTOCOPIABLE A

An Ancient Greek doll• Look at the photograph of the Ancient Greek doll. Compare this with male and

female dolls of today. Many dolls have outfits for different occasions which the doll

owner can collect, such as horse-rider, ball gown and so on.

• Imagine you were an Ancient Greek man or woman, who has come up with a

great new idea for a business venture – outfits for dolls.

• Make a list below of possible outfits you think would sell well, (two ideas are given

to start you off) and then draw designs for them in the boxes provided.

Potential good sellers:

• an outfit for a banquet • _____________________________

• an outfit for a slave • _____________________________

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Famous GreeksSocratesSocrates (470–399 BC) who was born in and lived most of his life in Athens, is credited for laying the foundations of philosophy. He spent most of his time searching for wisdom through either personal thought or serious discussion with friends, followers and other teachers. To some extent he may have been successful, as later in life he earned the reputation as ‘the wisest man in all of Greece’. He had many supporters and greatly infl uenced the beliefs of other philosophers who came after him, such as Plato and Aristotle. But he also had his critics and this eventually led to his death. In 399 BC Socrates was commanded to stop his public debates – when he would not do so he was arrested and accused of corrupting young people. Following a trial he was sentenced to death. Despite having the opportunity to escape, he drank the poison hemlock and died.

PlatoPlato spent much of his early life in Athens. However, the shock of his good friend, Socrates’ execution in 399 BC caused him to travel widely. He visited places such as

Egypt, Italy and Sicily. Evidence suggests that Plato also spent some time as a soldier and was

decorated for bravery. He returned to Athens in 387 BC and set up his own school called the Academy. The school was devoted to research and instruction in philosophy, and the sciences. Plato presided over it until his death in 347 BC, at the age of 80. Of Plato’s writings, his book , The Republic, is perhaps the best known.

Plato’s Academy fl ourished for nine hundred years until it was closed down by the Christian Roman Emperor Justinian, who claimed it had a pagan background. It is believed to be the longest known surviving university.

AristotleAristotle was a philosopher who taught people to think systematically, and used logic to consider the essential questions of life. He was born in the Macedonian region of Greece in 384 BC. Aristotle’s parents died when he was young, so he was brought up by an uncle, Proxenus. At the age of 17, Aristotle became a pupil at the Academy of Plato in Athens. Later he became a teacher there and stayed for more than 20 years, before moving to the island of Assos with his own followers, where he started work on one of his greatest books, Politics. In 335 BC, after becoming close friends with Alexander the Great, Aristotle founded his own school of philosophy called the Lyceum in Athens. He trained his own staff and supplied the school with a wide range of teaching materials. After the death of Alexander, Aristotle retired to Chalcis. He lived here until 322 BC, when he died of a stomach complaint, aged 62.JO

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Greek mythsThe City of Athena

The great god Zeus had a terrible headache. From his magnificent palace on the

top of Mount Olympus he summoned his son, Hephaestos, the god of fire and

metals. Writhing in pain, he asked Hephaestos to strike at his aching head with an

axe. With great reluctance, Hephaestos brought his axe crashing down on Zeus’s

head. A terrible fierceness overtook the whole world. Mighty winds rushed across

the land, Mount Olympus rumbled and shook, and great storms blew.

Then, from out of Zeus’s cracked head appeared the goddess Athena, dressed in

full battle armour and shouting a war cry. Zeus loved Athena more than any of his

other children, because she had been born from him. She became not just goddess

of war, but also goddess of peace and wisdom, and patron of the arts. Athena was

also a great protector, using her powers to safeguard warriors and heroes – she

helped Odysseus in the Trojan Wars, Heracles in his 12 impossible labours and

Perseus as he fought to slay the gorgon, Medusa.

One day, Athena began quarrelling with her uncle, Poseidon, god of the seas,

over who should possess Kekropia, the city perched on the great rock, Acropolis.

It was decided that the god who offered the city the best gift, would become its

patron. Poseidon struck the rock with his trident and a beautiful stallion appeared,

the first horse ever to be seen. Athena then struck the rock with her spear and an

olive tree, the symbol of peace and prosperity, sprung from the ground.

More than anything, the townspeople wanted peace and so Athena was declared

the winner. In celebration, they renamed their city Athens. Under her protection

Athens became the most sophisticated city in the whole of Greece. On the rock

where Athena’s olive tree appeared, they also built a great temple dedicated to her,

called the Parthenon. Today, you can still see the remains of the temple high up on

the Acropolis. It is a lasting tribute to the great goddess Athena and a symbol of

the spirit and high ideals of classical Greece.

Activities • Imagine that you are one of the judges in Athena’s contest with Poseidon to

possess the great city of Kekropia. Think about the two gifts – the horse and the

olive tree – that were being offered. Which one would best help the townspeople?

Would you have voted for Athena or Poseidon? Why?

• Use travel guides and tourist brochures to discover how much of the ancient city

of Athens still remains.


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Important Greek gods and goddesses

• Where names were changed and used by the Romans, they have been put in

brackets after the Greek name.

Zeus (Jupiter): The king of the gods

Hera (Juno): The wife of Zeus, queen of the gods

and goddess of women and marriage

Poseidon (Neptune): God of the seas and oceans

Hades (Pluto): God of death and the underworld

Demeter (Ceres): Goddess of nature and harvests

Athena (Minerva): Goddess of war and wisdom

Ares (Mars): God of war

Aphrodite (Venus): Goddess of love and beauty

Dionysus (Bacchus): God of wine and enjoyment

Hephaestos (Vulcan): God of fire and metals

Artemis (Diana): Goddess of hunting

Apollo: The sun god and god of music and poetry

Asklepios (Aesculapius): God of healing

Pan : God of shepherds and wild places

Activity• Find out as much information as you can about each of these gods and goddesses

and write short biographical profiles about them. Put all the profiles together in a

class book for future reference.


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Scottish National Guidelines 5-14 Ancient Greece

Common objectives for all activities in this issuePeople in the past, levels B-E:• describe the diversity of lifestyles of people in the past• describe some features of societies, people and events from the past• make a comparison between present and past lifestyles• identify features that have changed over time• suggest a variety of sources of information about the past• place a number of events on a timeline that crosses the BC/AD divide• explain why particular societies, people and events from the past are thought to be significant.

Additional objectives for specific activitiesPages 2-3 Influencing our worldPeople and place• identify on a map or globe locations appropriate to a particular topic or study• describe the main features of a range of maps at different scales• describe how and give reasons why settlements differ in character, size and function.

Pages 4-5 A tale of two citiesEnglish language – talking• talk to a group or class giving a prepared oral presentation• talk clearly and audibly showing a sense of purpose• ask and answer questions relevantly• show that they know and can use the terms: introduction, conclusion.

Pages 6-7 Working and tradingEnglish language – writing• write in a variety of forms to communicate ideas• use appropriate organisation and vocabulary• set out work giving attention to presentation and layout.

Page 9 Great GreeksMathematicsShape, position and movement• collect, discuss, make and use 3-D shapes• use the rigidity properties of triangles in model-making.

Pages 10-11 Home sweet homeDrama• choose, adopt and develop a role• work cooperatively with others in a variety of drama activities, eg role play.

English language – writing• write in a variety of forms to communicate ideas.

Pages 12-13 Good timesDrama• choose, adopt and develop a role• work cooperatively with others in a variety of drama activities, eg role play• collaborate in the organising of a presentation.

English language – reading• read a variety of texts and in discussion and writing show that they understand the gist of the text.

English language – writing• write in a variety of forms to communicate ideas• use appropriate organisation and vocabulary• set out work giving attention to presentation and layout.


Playing with wordsEnglish language – reading• show that they understand and can use the following: root, stem, prefix, suffix.



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GlossaryAncient Greece

FEBRUARY 2007 JUNIOR EDUCATION TOPICSPHOTOCOPIABLE ANCIENT GREECE

• Abacus: A wooden frame with rows of beads. Used for counting, it was a kind of early calculator.

• Acropolis: The name given to a hill at the centre of a Greek city or town. It was often a fortress. The most famous is in Greece’s capital city, Athens.

• Agora: An open space in a town centre. It usually served as the market place and was also the business and social meeting place.

• City-state: A city and its surrounding land that had the power to govern itself. The most famous city-states in Ancient Greece were Athens and Sparta.

• Democracy: A system in which many people have a say in how they are ruled. The word comes from the Greek ‘demos’ meaning the people and ‘kratos’ meaning power.

• Drachma: Originally a silver coin weighing just over four grams. It later became the name of Greece’s main unit of currency.

• Golden Section: Sometimes known as the Golden Ratio or the Divine Proportion, this special mathematical relationship was used by the Greeks in their architecture and artwork.

• Greaves: Metal shin protectors, rather like football shin-pads, that were worn by Greek foot soldiers.

• Gymnasium: An open space surrounded by buildings where the Ancient Greeks exercised.

• Hoplite: Heavily armed Greek infantry who fought on foot.

• Lyre: A stringed musical instrument rather like a harp that was used extensively in Greek music.

• Myth: A story often involving gods, goddesses and heros; myths are usually part of a religion or system of beliefs.

• Oracle: A place where people could consult a god or goddess through special priests or priestesses.

• Pentathlon: An athletic event originated by the Greeks that involved five different sports.

• Philosopher: A person who uses reason and deep thought to try to understand, and make sense of, human life.

• Slaves: Men, women and children who were not free but belonged to, and worked for, their owners. They could be bought and sold.

• Stylus: A thin pointed implement that was used for writing on wax tablets.

• Terracotta: A word meaning ‘cooked earth’.

• Trireme: The main type of warship used by the Greek navy.

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