Year 6 Medium Term Plan- Spring 1- Amazing Egyptians Resources I can gain an in http://www.gett Lesson 1-H Resources depth knowledge and Pharaoh’s tomb- hespecialists.co.u Year 6 Explore how the Egyptian understanding about k/egyptians_scho period was split up over through the keyhole the Ancient Egyptian ols.html time. What changes were Spring 1 2019 way of life there? How do we order I can investigate land use dates that are BC and AD? Resources around the River Nile Through this topic children will Sugar paper, pens, I can select and record ANCIENT EGYPTIAND investigate the men and women who diary plan structure. information from a DAY studied the Egyptian kingdoms and Lesson 1- G variety of history sources explore their discoveries. They will learn ‘Why was the River Nile so and evaluate their Whole day on topic about some of the Pharaohs and the important?’ mind map. Use learning. Children to reliability development of the pyramids, as well as a range of text books dress up as Egyptians. Lesson 1- H Lesson 2-H I can describe the research and I pads to the mythology that surrounded this Where does the ‘Ancient Why did the Egyptians build achievements of explore the importance of the pyramids? Show a series of http://www.getthespecialis early civilisation. Children will explore Egyptians fit into the River Nile to Egyptians. Has historical figures Lesson 1 and 2- H and G images of the pyramids. The ts.co.uk/egyptians_schools. the role the Nile had in allowing this chronological framework? the importance changed over Pyramids were built as tombs and groups and the Discuss how archaeologists html civilisation to flourish and examine the years? Why? which were designed to protect main changes, and found out that the Pharaohs

Lesson 2- G the buried Pharaoh's body and events from their were buried inside with all of daily life, comparing it to our own. 2 specialists to deliver a his belongings. Look at the lifetimes. their precious possessions. Children will develop their knowledge of Investigate what period of presentation showing how Ancient Egyptians were buried full days workshop on the history this falls into n pyramids were built at: with their belongings and the following: the period when the Ancient Egyptians relation to others. Plot on a http://www.hyperstaffs.info/wo tomb walls were painted with were powerful in the world and timeline. Discuss and rk/history/nixon/versions/flash scenes from the dead person’s Lesson 1-H  ‘Mummy maker’ compare the Ancient Egyptian investigate the terms BC and index.html Carry out a hot- life. By examining the objects Recap previous lesson. Create  civilisation with the society, climate and AD. seating activity with child on (artefacts) and paintings in ‘Work alongside a mindmap of everything we Lesson 2-G role as the farmer from the the tombs, we have been able the Nile’ terrain of Britain at the time. Children clips. Chn to think about what know about the life of an to understand a lot more  ‘The Egyptian will discover how the Ancient Egyptian sort of information they would Egyptian farmer. Plan a about life in Ancient Egypt. Scribe’ civilisation came to an end and also like to find out (emphasis to be diary extract written from a Look at the example of We can learn about how the placed on opinions). farmer’s perspective.  ‘Pastimes, games learn about the evidence of Ancient ‘transport’ that has been Egyptians lived by looking at Lesson 2- H and toys’ Egypt that exists in modern Egypt today completed, comparing the the objects stored in pyramids I can I can make links Children to write a diary  ‘Egyptian myths function, value, then and ready to be used in the between different entry ‘a day in the life of now of the following, water afterlife. Show Pharaoh’s and storytelling’ historical periods an Egyptian farmer’. They source, communication, including BC and AD tomb – through the keyhole will need to think about natural barrier etc. I can investigate and on IWB. Move keyhole around, what they would have eaten, explain different causes allowing children to share what the working conditions Key Questions of historical events and their thoughts about what would have been like, the Where is Egypt in relation start to consider their they have seen. Finally, show I can investigate the weather, why they are When was this period in history? to other countries? Using impact. entire picture. Look at the physical features of How does it fit into a chronological framework of other time atlases, label the world map building. significance of each item the River Nile periods we have studied? followed by the map of Resources using information sheet. I can compare the use Where is the Nile? Africa, then label the http://www.hyperstaffs.in Children to annotate a copy of land around the Why was the Nile so important to Egyptian life? countries within it. fo/work/history/nixon/ve of the picture with their River Nile from the rsions/flashindex.html notes. What traditions did the Egyptians follow? past to the present. Ordering cards What impact did the Egyptians have on life today? I can make links between Where is Egypt in relation to other countries? Resources different historical periods Text books What are the Egyptian pyramids and why are they so including BC and AD TAF References famous? I can locate the world’s Ipads Who were the most important/memorable people from that countries on a variety of Geography- 2, 4, 5, 6 and 8 maps Atlases time? History- 3, 4, 6 and 8 Google Earth Land use worksheet