Subject: HUMANITIES Short Term Planning Bonington Junior School

Topic: Egypt – Past and Present Hours: 2x week Year 6 Class 4 Term Autumn Teacher Mrs West

KEY SKILLS 1. Communication 4. Working with others Thinking Skills 9. Enquiry 2. Application of number 5. Improving own learning and performance 7. Information thinking 10. Creative thinking 3. Information technology 6. Problem solving 8. Reasoning 11. Evaluation

LEARNING OBJECTIVE MAIN ACTIVITY LESS ABLE EXTENSION ASSESSMENT - to use the globe and a range of Map work - Use atlases to identify places on given map. Eg Use continent atlases to locate Egypt and continents, countries, cities, seas and oceans. Revise maps and world 9 identify its relationship with continents/countries/cities – what are they? Discuss what maps. weather is like in Egypt. Why? Label maps, colour and add England. key.

- to locate key places on a map of Map work – Use atlases to label capital city, rivers, Egypt. seas, and surrounding countries. 9

- to have a chronological Timeline – Familiarise children with timeline Timelines with Lines to be understanding of Ancient Egypt. vocabulary ie AD, BC, BCE, etc. Discuss the lines to added using ruler 7 - to know how to use dates and differences when numbering AD and BC. Children demarcate years to calculate vocabulary relating to passing of add dates on timeline in appropriate places, placing on. scale. time including ancient and modern, the events in chronological order. BC, AD, century and decade. - to know that there were three Report/Posters – Seasons in Egypt. Discuss what Vocabulary More detailed seasons in Ancient Egypt. happens to the River Nile during a year. provided. information 8 - to understand the role each - flooding (June to October) required. season plays in the production and - growth (October to February) Small group harvest of food. - harvest (February to June) support. - to understand the effect the Describe each season. Children to write a actions of the River Nile had on report/design a poster to share this information with Egypt. others. - to use a primary source (wall Report – Farming. Look at five pictures of Egyptian Vocabulary More detailed painting) as a form of evidence. farming (wall paintings). What do they tell us? How provided. information 9 + 10 - to know that Ancient Egyptian accurate is the information they give? Can they be required. farming was very different to sequenced? Discuss as a group. Sequence and modern farming techniques. describe each picture. Compare. Subject: HUMANITIES Short Term Planning Bonington Junior School

LEARNING OBJECTIVE MAIN ACTIVITY LESS ABLE EXTENSION ASSESSMENT - to know what a pharaoh was and Use research books to find out details of what being Wanted posters the power he held. a pharaoh entailed. Look at lifestyle, clothing, etc. to include ‘was 7 Make notes useful for written text. last seen doing…’ Magazine article –Look briefly at examples of to incorporate articles. Produce own on a day in the life of a what the job pharaoh. Include illustrations. entailed.

- to know about the hierarchical Egyptian ruling system. Illustrate by looking at roles Match given More detail ruling system of Ancient Egypt. within school and place on a hierarchy triangle. descriptions with required in 7 Compare this to an Egyptian hierarchy. Look at roles job titles. Use descriptions. of pharaoh, vizir, scribe, priest, craft worker and these to base workers/servants. Job descriptions. Illustrate descriptions on. hierarchy triangle.

- to understand the importance of ICT – Internet use for information and illustrations the gods in Ancient Egypt. on Egyptian gods and goddesses. Make notes in draft 3 + 4 - to understand that the Ancient books. . Work in mixed ability pairs. Egyptians worshipped a range of different gods for a range of . Scan in painted/oil pastel pictures of gods from . TA always present in ICT reasons. art sessions. sessions for additional support. - to prepare an ICT page using . Use information from books and the internet to TEXTEASE studio for inclusion in a create short statements or a paragraph of class online ‘book’ about Egyptian information relating to that god or goddess. gods and goddesses. . Select colour for background, font style, size, - to use a range of sources layout, illustrations, etc. including information books and the . Use tools to create buttons to link all the pages Internet to find information on together to make a linked page book to store on Egyptian gods and goddesses. the school intranet. Subject: HUMANITIES Short Term Planning Bonington Junior School

LEARNING OBJECTIVE MAIN ACTIVITY LESS ABLE EXTENSION ASSESSMENT - to understand the importance of Start of mini-topic – Cool Eddie wants to start the pyramids in Egyptian society. building pyramids again. He needs help! First of all . Mixed ability pairs on computers. 3 + 7 he needs to know about the ancient pyramids. Use a range of information sources to locate information on . TA present. why the pyramids were built and general facts about them. Use ICT to produce a fact page including appropriate illustrations for Eddie. - to know the process involved in How were pyramids built? Watch BBC video and take Work in small building a pyramid. notes on the process. Brainstorm key points on group with 3 + 7 - DLO – Instructional texts. board. Children produce step-by step guides on how support. to build pyramids for Eddie as he has no idea at all!

- to know the key features of a Eddie now needs to convince other people to buy the Work in small pyramid and use this information to pyramids. Look at adverts. What kind of language is group with 3 + 7 ‘sell’ one. used? Brainstorm key features of a pyramid. Create support. an advert using ideas from others eg slogans, offers, etc. to help sell them. - to know what was involved in Teacher in role – ‘embalm’ a child in the room as an Sequence set of Writ unaided preparing the dead for the ancient Egyptian embalmer. Talk through the steps given. with no 9 afterlife (embalming). process. After teacher returns children to write a vocabulary sheet - to know why the Ancient set of instructions so they can understand the to assist. Egyptians placed their dead and process too. Vocabulary sheet for use. possessions in tombs. Subject: HUMANITIES Short Term Planning Bonington Junior School

LEARNING OBJECTIVE MAIN ACTIVITY LESS ABLE EXTENSION ASSESSMENT - to understand the importance of Discuss what happened in Ancient Egypt when Vocabulary sheet the afterlife in Ancient Egypt. someone died. provided. 7 . Opening of mouth ceremony with adze (snake) Small group . Book of the Dead – guidance to paradise support – write . Judgement by Osiris and 42 judges statements for . Weighing of the heart – if the same go to each box paradise, if heavier get eaten by monster together. Re-write process as a comic strip of 6 boxes for younger children. - to gain a broad understanding of Children to work in groups on specific aspects of what life in Ancient Egypt would be Egyptian life. Make notes on aspects and plan out an . Mixed ability groups. 9 like including food, entertainment, information booklet for other groups to use. health, homes, buildings, clothing, Compare aspects with modern Egypt if time allows? etc. -to understand how the Ancient Sequencing activity. Discuss how papyrus was made. Key vocabulary Egyptians made paper. From reeds – bark sliced into strips – laid out - provided. 7 material added – flattened with a stone. Sequence illustrations and write a description of each step. - to know the Ancient Egyptians Discuss the use of hieroglyphics. Share the alphabet. used hieroglyphics as a means of Not all the letters are there! Children to write own 7 writing/communication. names using hieroglyphics. If time allows create codes for others to solve on wall display.

- to retell an Egyptian myth/ Read the story of Isis and Osiris. Children take Small group legend. notes on important parts of the story. Using their support – flow 10 notes, re-write the story. diagram of key parts of story. Subject: HUMANITIES Short Term Planning Bonington Junior School

LEARNING OBJECTIVE MAIN ACTIVITY LESS ABLE EXTENSION ASSESSMENT - to develop an understanding of Use map of modern Egypt. Look at photographs and Small group what modern Egypt is like and how discuss what they show about transport, clothing , support. 9 it contrasts with Ancient Egypt. buildings, etc of modern Egypt. Discuss the same things from Ancient Egypt. Notes on board. Write two postcards home, one from modern and one from Ancient Egypt including features.

- to use tables and charts to Weather in Egypt – OHP of weather graphs for four Small group Complete interpret information about the areas of Egypt – Luxor, Cairo, Hurghada and support. additional 9 weather in Egypt. Alexandria. Look at their locations on the map of evaluative - to understand that different Egypt. Could their weather be predicted? How? questions. parts of Egypt can have variable Discuss how to ‘read’ graphs. Stick graphs in books. weather. Answer given questions.

- to use graphs to represent Weather – comparing capital cities – OHP grid. Look Bar charts of Line graphs and comparative information about the at weather info on charts - Cairo and London. rainfall for bar charts 2 weather in Cairo and London. Demonstrate how to identify axis range and labels. either Cairo or comparing Draw a simple bar chart and a line graph. Discuss the London. rainfall and use of keys. Groups given specific graphs to draw. temperature in Write two statements to describe their graphs. London and Cairo.

- to use ICT to represent ICT and graphs – using Textease spreadsheet to put Opposite graph Add an additional comparative information about the in values of weather of Cairo and London from last to previous column for the 2 + 3 weather in Cairo and London. session. Use these to create graphs and transfer session – so have second capital. - to understand the comparison them Textease. Add a comment and label graphs. one graph for between the use of ICT and ‘hand- Discuss the difference between the use of ICT for each capital for drawn’ method for graph work. graphs and ‘hand drawn’ graphs. Stick into books. rainfall.