Olympics Week @ Abbeyfield School Tuesday 27th Thursday 29th March 2012 BIG IDEA When we work together

r and are courageous, we can achieve a common goal Planning document Department - Humanities Learning Goals: By the end of the lessons: All students will be able to Describe the benefits and drawbacks of holding the Olympics in London and reach a basic conclusion Choose an appropriate method of presentation Select, and use some evidence to back up arguments Most students will also be able to Describe and Explain the socio-cultural, economic and environmental benefits and drawbacks of holding the Olympics in London to reach a conclusion with reasons Use evidence from past Olympics to inform outcomes Use a variety of presentation methods that is mostly appropriate for the intended audience Select, and use a variety of evidence to back up arguments Some students may also be able to Evaluate the socio-cultural, economic and environmental impacts of the London 2012 Olympic games demonstrating the ability to weigh up different arguments and reach substantiated conclusions Evaluate evidence from past Olympic games and select relevant data to back up findings Use evidence from past Olympic games to reflect on the legacy and sustainability of the London 2012 games Use a variety of presentation methods that are wholly appropriate for the audience Select, and use a variety of evidence with skill and precision to back up arguments NB: Students should be courageous by choosing a method of presentation that is outside their comfort zone

Entry Point: Assembly - TBC Learning activities:

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Key question The London Olympics: A reason to celebrate or a reason to despair? In pairs or groups, student will use a variety of evidence to: 1. Select appropriate information in order to give an overview of the London Olympics 2. Collate evidence into benefits and drawbacks including specific facts and figures, relating to London 2012 and previous games in Sydney and Beijing 3. Display findings, using a variety of methods, showing that care has been taken to consider different points of view 4. Reach a balanced conclusion in relation to the key question

Outcome/Exit Point: Students will use a variety of presentation methods to show their knowledge and understanding relating to the Learning goals This could be a powerpoint presentation, poster display, letter to the Department of Culture and Media or another appropriate method Peer assessment opportunity. Final point Class vote relating to the key question What progress will students have made by the time they reach the Exit Point? Knowledge NC Geography- Range and content: Different parts of the world locational geography and changing environments Human geography urban change, migration and sustainable development, interactions between people and the environment (to include values and attitudes towards issues and future implications). Skill(s) NC Geography 2.1 Geographical Enquiry; 2,3 Graphicacy and visual learning; 2.4 Geographical communication NC History 2.2 Using evidence RE (Wiltshire Agreed Sylabus) Develop their evaluative skills, showing reasoned and balanced viewpoint discussing, questioning and evaluating important issues in religion and philosophy, including ethical issues (child labour production of London 2012 mascots) Reflecting upon and carefully evaluating their own beliefs and values and those of others Using a range of forms of expression (e.g. art and design, music, dance, drama, writing, ICT) to communicate their ideas and responses creatively and thoughtfully Understanding NC Geography 1.5 Physical and human processes; 1.6 Environmental interaction and sustainable development; 1.7 Cultural understanding and diversity NC History 1.3 Cause and Consequence; 1.5 Significance; Interpretation

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RE (Wiltshire Agreed Sylabus) Identity and belonging Global citizenship and appreciation of diversity

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