Year 6 Vocabulary PSHCE Independence History The characters have to Egypt Egyptologist pharaoh tomb show independence in the mummification hieroglyph sarcophagus Nile novel and are not reliant Canopic jar Valley of the Kings pyramid on their parents. Rosetta Stone Red Land Black Land monument dynasty papyrus ancient How do they show Previous Learning necropolis mausoleum amulet independence?

 The idea of family from ‘Stormbreaker.’ Art and Design How do you show  Recount writing from ‘The Good independence? Smaritan.’ graphic gradate pressure layers  Discussion writing from ‘The Greak Why is independence an burnish hatching cross-hatching blended Kapok Tree.’ important character stroke cartoon animation scale  Narrative writing from ‘Percy Jackson.’ muscle? shading hardness technique H/B/HB  Ancient gods and godesses from ‘Percy Enrichment panel frame speech/thought bubbles gutter Jackson.’ Newalk Museum  layout proportion bare down Sketching knowledge and skills from Theme

‘Grandad’s Island.’ Family

CHARACTER  Managing Impulsivity  Concentration  Perseverance  Respect  Independence  Revising/Improving  Humility and Gratitude  Curiosity:  Resilience  Integrity  Enthusiasm  Confidence  Peace  Self-Esteem  Optimism

 Friendship  Feeling Safe and Secure  Self-Efficacy  Good Humour  Kindness  Imitation  Making Links  Imagination/Creativity  Listening/Communicating  Reasoning  Problem Solving  Questioning  Meta-cognition  Perseverance.  Co-operation  Empathy & Compassion  Courage

 Teamwork/Inclusiveness  Risk-Taking Writing

RECOUNT DISCUSSION NARRATIVE

* * * * * * Features Features Features • Past tense • Present tense • Paragraphs • Named people, places, things • Abstract noun • Setting • First or third person • Third person • Characters • Time conjunctions • Logical connectives • Vocabulary • Complex sentences WILF – A newspaper report based on ’s WILF – A discussion on whether the Rosetta stone should WILF – A prequel to ‘The Red Pyramid’ discovery be returned to Egypt  write effectively for a range of purposes and  select language that shows good awareness of the  select language that shows good awareness of the audiences reader reader  select language that shows good awareness of  select vocabulary that reflect what the writing  in narratives describe atmosphere the reader requires, doing this mostly appropriately  integrate dialogue in narratives to convey character  select vocabulary that reflect what the writing  select grammatical structures that reflect what the and advance the action requires, doing this mostly appropriately writing requires, doing this mostly appropriately  select vocabulary that reflect what the writing  select grammatical structures that reflect what the  use a range of devices to build cohesion (for requires, doing this mostly appropriately writing requires, doing this mostly appropriately example, conjunctions, adverbials of time and place,  select grammatical structures that reflect what the  use a range of devices to build cohesion (for pronouns, synonyms) within and across paragraphs writing requires, doing this mostly appropriately example, conjunctions, adverbials of time and  use a wide range of clause structures, sometimes  use a range of devices to build cohesion (for example, place, pronouns, synonyms) within and across varying their position within the sentence conjunctions, adverbials of time and place, pronouns, paragraphs  use verb tenses consistently and correctly synonyms) within and across paragraphs  use a wide range of clause structures, sometimes throughout their writing  use a wide range of clause structures, sometimes varying their position within the sentence  use capital letters correctly varying their position within the sentence  use verb tenses consistently and correctly  use full stops correctly  use verb tenses consistently and correctly throughout throughout their writing  use question marks correctly their writing  use capital letters correctly  use commas for lists correctly  use capital letters correctly  use full stops correctly  use apostrophes for contraction correctly  use full stops correctly  use question marks correctly  use apostrophes for possession correctly  use question marks correctly  use commas for lists correctly  use commas to clarify meaning or avoid ambiguity  use commas for lists correctly  use apostrophes for contraction correctly in writing  use apostrophes for contraction correctly  use apostrophes for possession correctly  use colons mostly correctly  use apostrophes for possession correctly  use commas to clarify meaning or avoid  use semicolons mostly correctly  use commas to clarify meaning or avoid ambiguity in ambiguity in writing  use brackets mostly correctly writing  use colons mostly correctly  use dashes for lists mostly correctly  use colons mostly correctly  use semicolons mostly correctly  use semicolons mostly correctly  use brackets mostly correctly  use brackets mostly correctly  use dashes for lists mostly correctly  use dashes for lists mostly correctly

History

Chronological Knowledge and understanding of events, people Historical interpretation Historical enquiry Organisation and understanding and changes in the past communication The ancient Egyptian Mummification: where a body was washed and What do you predict - Pictures -Folded Timeline –Ancient period is after the Stone purified, organs were removed, and the body would have happened if - Text book Egyptians. Age. was stuffed and dried the Rosetta stone was - Artefacts (primary) -Poplet - the Rosetta Stone never found? - Documentaries -Fact file of - The dynastic period Canopic jars were used to preserved organs: Written accounts gods/goddesses liver, intestines, lungs and stomach. The heart (Howard Carter’s -Blooms to question/ started with the reign of Would you be able to was not removed because Egyptians believed diary) (primary) discuss the reliability of Egypt's first king, devise a new way to the heart would be weighed in the afterlife - Newspaper/magazine the sources Narmer, in approximately interpret hieroglyphs? against the feather of truth articles (Tertiary) -Explanation about the 3100 BCE, and ended differences between Ancient with the death of Evaluate the evidence to Egyptians were buried with all the belongings Egyptian beliefs and Cleopatra VII in 30 BCE. choose the most reliable needed for the afterlife. modern scientific beliefs forms The Egyptian Gods and Goddesses are: , Egyptian deities represent , Set, , , natural phenomena, from Know that people in the physical objects like the The Rosetta Stone: past have a point of earth or the sun to  was written in 196BC view which can then abstract forces like  a letter from priests to support King affect the interpretation knowledge and creativity. Ptolemy  written in three different scripts: hieroglyphs Do you believe that Today we have scientific / demotic/Greek Howard Carter gave a  was discovered by Napoleon’s French army explanation. true account of his in 1799. It was being used as part of the discovery of the tomb? foundations of a fortress Discuss  became British property when British

colonial forces conquered the French under the Treaty of Alexandria  is very important because, after study by Champollion and Young, it was used to

decipher hieroglyphs for the first time. Tutankhamun  His tomb was discovered by Howard Carter and his team of British Archaeologists in 1922. It contained hundreds of objects  Lord Carnarvon was a wealthy Englishman who paid for Howard Carter’s work.  found in the Valley of the Kings  Tutankhamun became Pharaoh aged 9 and reigned from 1337 to 1328BC Art

Outcome: Graphic drawing Art Form Technique Materials/tools Artist Drawing  Light pressure – use pencil colour extremely lightly.  Sketch pencils Orpheus Collar  Heavy pressure – use pencil colour pressing very hard  The hardness of  is a graphic artist  Gradate – use pencil colour pressing very hard and easing the graphite is  has completed the art work pressure as you move (gradate white/black/grey/two-colour) indicated on the for Percy Jackson and The  Burnish – use a gradate technique, then use a rubber to side of the pencil: Kane Chronicles: both Rick smudge 'B' pencils are Riordan novels adapted to  Hatching - lines in one stroke direction softer, 'H' are Graphic Novel form.  Cross-hatching – lines in two stroke directions harder, and 'HB'  Other famous graphic  Layers – using a dark colour first and layering a lighter colour sits in the middle. novelist and influencer of over the top to create a blended, layered colour.  H scale pencils Orpheus: Stan Lee  Panel – the box which contains the image and text are used as a  Frames – the border that surrounds and contains the panel foundation for the Stan Lee  Gutter- the space that lies between panels drawing and  was an American comic  Bleed – when an image goes beyond the page darker B scale book writer, editor,  Speech/though bubbles – to create a story in the reader’s mind are used for publisher and producer.  Layered build-up of: finishing and  Marvel Comics' primary 1. Basic centre line to convey action shading. creative leader for two 2. Stick people in poses  Colouring pencils decades 3. Use spheres, cubes, cylinders to understand body proportion  Sketch 4. Begin adding detail (lightly) books/paper 5. Emphasise (bare down) important sketch lines