Transcript - The Synaptic Trust

Year 5: How can we discover the wonders of
Wow: Pupils to have opportunities to
Ancient Egypt?
consider questions they would want to ask
NC – links KS2 History The achievements of the earliest
civilisation: Ancient Egypt.
KS2 Geography Can they name and locate many of the worlds
major rivers on maps and explain why cities are situated there?
WOW: Visit to the British Museum to study Egyptian
Mummies
LC1
Where is Egypt ands why do so many people
visit there?
LC2
What is an archaeologist and how have they
helped us find out about the past?
LC3
How can we recreate the wonders of the
pyramids?
LC4
Who were the Pharaohs and why were they
important?
LC5
What have we learnt from the Ancient
Egyptians writing?
LC6
Who did the Egyptians worship?
LC7
How can we all go strictly come Egyptian
Dancing?
Forest Academy
an Egyptian Pharaoh.
Literacy Link: LC2 presents opportunities for
children to write a persuasive argument about
artefacts.
LC4 and 6 present opportunities for children to
write their own myths and legends.
LC 3 presents opportunities for children to write
recounts in character.
Numeracy Link: LC3 allows opportunities for
Geometry (3D shape, position and direction)
LC2 allows opportunities for measurement area
and perimeter.
Creative Art Link: The children research the
types of jewellery Egyptians wore and then
make their own clay jewellery using similar
techniques.
Stories
from
Ancient
Egypt
Joyce
Tyldesley
Egyptian Richard
diary
Platt
1
Year : Title
Year 5:
History
Geography
• Can they use dates and historical language in their work?
• Can they draw a timeline with different time periods outlined which show different
information, such as, periods of history, when famous people lived, etc.?
• Can they use their mathematical skills to work exact time scales and differences as
need be?
• Can they describe historical events from the different period/s they are studying/have
studied?
• Can they make comparisons between historical periods; explaining things that have
changed and things which have stayed the same
• Can they test out a hypothesis in order to answer a question?
• Can they begin to appreciate that how we make decisions has been through a
Parliament for some time?
Year 5 (Challenging)
• Can they create timelines which outline the development of specific features, such as
medicine; weaponry; transport, etc.
• Do they appreciate how plagues and other major events have created huge differences
to the way medicines and health care was looked at?
Forest Academy
• Can they collect
information about a place
and use it in a report?
• Can they map land use?
• Can they plan a journey to
a place in another part of
the world, taking account
of distance and time?
• Can they explain why many
cities of the world are
situated by rivers?
• Can they explain how a
location fits into its wider
geographical location; with
reference to physical
features?
• Can they explain why
people are attracted to live
by rivers?
• Can they explain how a
location fits into its wider
geographical location; with
reference to human and
economical features?
• Can they name and locate
many of the world’s major
rivers on maps?
D&T
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Can they come up with a
range of ideas after they
have collected information?
Do they take a user’s view
into account when
designing?
Can they explain why their
finished product is going to
be of good quality?
Can they explain how their
product will appeal to the
audience?
Can they use a range of
tools and equipment
expertly?
Do they keep checking that
their design is the best it can
be?
Do they check whether
anything could be
improved?
Can they evaluate
appearance and function
against the original criteria?
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Year 5: How can we discover the wonders of Ancient Egypt?
LC1 – Where is Egypt and why do so many people
visit there?
LC2 – What is an archaeologist and how have they
helped us find out about the past?
P4C - Show the ch a picture of a pyramid. Give ch 2
minutes to think of questions to do with the picture. Take
questions and list on the whiteboard. As a class vote on
which question to discuss.
Ch identify where Egypt, Cairo and the river Nile is on a
map. Ch explain why many cities of the world are
situated by rivers. They go on to discuss why the Nile is so
important to Egypt now and in the past.
Ch will draw what they think an Ancient Egyptian looks
like and their reasons for this.
Ch will write a persuasive report about modern Egypt
encouraging people to visit using their learning from this
week.
Ch to identify the role of an archaeologist and discuss the
types of artefacts they have found in Egypt. Ch will be
given a range of artefacts to look at and identify. Ch will
debate whether Egyptian artefacts in the British museum
should be returned to Egypt. Ch will choose the side then
write a persuasive letter to the museum or Cairo.
D&T: Designing jewellery.
Ch to design their own jewellery using clay. They are to
identify the characteristics of Egyptian jewellery and use
this as guidance, taking the users view into account. Ch
to decide own success criteria for their jewellery and
choose a range of tools to use. They will evaluate the
appearance and function against their success criteria.
LC3 – How can we recreate the wonders of the pyramids?
LC4 – Who were the Pharaohs and why were they
important?
Ch are to create a timeline of key events during the
Ancient Egyptian era. Ch discuss how and why the
pyramids were built (tombs and mummies) using role play
as a stimulus. Ch will create their own mummy model
using modelling dough and plaster of Paris bandages.
Ch will also learn about the hierarchical system.
Ch will read ‘Egyptian Diary: The Journal of Nakht’ and
write a diary entry for Nakht’s journal about the building of
the pyramids.
In groups ch to research a pharaoh using a five way
thinking sheet. They will prepare a short presentation for
the class.
Chn will write a legend about the pharaoh their group
researched.
Chn will also compare the pharaohs with British
parliament. Ch will reason and justify which system is more
fair. This will link back to previous learning about the
hierarchical system.
Chn will make a death mask for themselves. They will use
real Egyptian masks as inspiration.
Forest Academy
3
Year 5: How can we discover the wonders of
Ancient Egypt?
LC5 – What have we learnt from the Ancient Egyptian
writing?
LC6 – Who did the Egyptians worship?
Ch will learn about hieroglyphics and how papyrus
was made. Ch will make their own hieroglyphics
bookmark using tea stained paper and create
secret messages outside for a partner to decipher.
Ch will discuss the difference between myths and
legends and identify the features by reading and
watching a selection of stories.
In groups ch will research a God using a five way
thinking sheet. They will create an information fact
file using a range of resources.
Ch will read and discuss a series of Ancient Egyptian
myths including ‘The creation of the world’, ‘Hathor
and the red beer’ and ‘The story of Isis and Osiris’. Ch
will then write their own myth based on a God they
have researched.
Year 5 will visit the British Museum on Friday to learn
more about Egyptian Mummies and hieroglyphics.
LC7 –How can we all go Strictly Come Egyptian
Dancing?
Ch will find out about Ancient Egyptian celebrations,
food and dance.
Ch will work on their outcome creating a Fronter
page about the Ancient Egyptians. Ch will draw on
their previous learning across the half term to present
information, video clips, photos and quizzes on
Fronter.
Ch will continue writing ‘The quarrel between Horus
and Seth’ from a certain point, drawing on their
previous learning about the features of myths.
Forest Academy
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