1. Year 5: How can we discover the wonders of Ancient Egypt?
Wow: Pupils to have opportunities to consider questions they would want to ask an Egyptian Pharaoh.
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?
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 diary
Richard Platt
Forest Academy

2. Year : Title Year 5: Year 5 (Challenging)
History
Geography
D&T
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?
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?
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?
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

3. 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

4. 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