Download Y6 Tresillian Ancient Egypt - Constantine Primary School

Constantine’s Creative Curriculum
Year 6 – Autumn Term
Ancient Egypt
Special event: Truro Museum to handle real artefacts and see a genuine Egyptian Mummy!
This topic will transport the children to the Ancient Civilisation of Egypt. They will learn about the people, their beliefs and
traditions. A workshop at Truro Museum will allow the children to handle real Egyptian artefacts and get an insight into the
excitement the archaeologists must have felt and are still feeling today. They will study some Egyptian excavations in detail
and learn about Howard Carter and his pioneering work. Desert animals and plants will be studied and observations made
about how they are adapted to this environment. Giant sculptures will be created in art and in DT there will be an Egyptian
Jewellery workshop. Their studies will then come forward in time as they use the Bible and modern films to look at Moses,
Prince of Egypt. The Nile delta will be a focus for the geography of this topic with a look at how the river serves modern
day Egypt.
Enjoy and Achieve: Archive and modern film clips and hands on experience have been planned in order to really bring this
topic alive for the children. By trying their own archaeological dig they will get a real insight into what it is like for
archaeologists when they uncover treasure. At the museum they will see a real Egyptian mummy and learn about the processes
of mummification, again bringing the history books to life and deepening the learning.






Assistance with trips
Pupil Premium
Outdoor Learning
Truro Museum
Sand and soil experiments
Filtering and sieving
Tracking earth movement
Archaeological dig
Instructions
Step by step
guide to
mummifying!
Narrative stories
With the film and the Bible for
inspiration the children will write
their own narratives of this epic
adventure!
Newspaper Reports!
Read all about it! See
how event unfolded
when Howard Carter
discovered the tomb
of Tutankhamen.
Literacy ideas…
Myths and Legends
The children read a
selection of myths and
then create their own.
Loads of opportunity for
descriptive writing /
character / setting…
Recount
The children recount
their trip to the
museum.
Explanation
Adaptation of animals and plants to desert environment.
Science
The children will look at adaptations of animals and plants to desert life with a main focus on the camel. They will look at how
the human body copes in extremes of heat and through this learn about the circulatory and digestive systems in animals and
humans.
Programme of Study
Working scientifically
During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the
programme of study content:
 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
 taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line
graphs
 using test results to make predictions to set up further comparative and fair tests
 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results,
in oral and written forms such as displays and other presentations
 identifying scientific evidence that has been used to support or refute ideas or arguments.
(Pupils in years 5 and 6 should use their science experiences to: explore ideas and raise different kinds of questions; select and plan the most
appropriate type of scientific enquiry to use to answer scientific questions; recognise when and how to set up comparative and fair tests and explain
which variables need to be controlled and why. They should use and develop keys and other information records to identify, classify and describe living
things and materials, and identify patterns that might be found in the natural environment. They should make their own decisions about what
observations to make, what measurements to use and how long to make them for, and whether to repeat them; choose the most appropriate equipment
to make measurements and explain how to use it accurately. They should decide how to record data from a choice of familiar approaches; look for
different causal relationships in their data and identify evidence that refutes or supports their ideas. They should use their results to identify when
further tests and observations might be needed; recognise which secondary sources will be most useful to research their ideas and begin to separate
opinion from fact. They should use relevant scientific language and illustrations to discuss, communicate and justify their scientific ideas and should
talk about how scientific ideas have developed over time.)
Animals including humans
 identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
 describe the ways in which nutrients and water are transported within animals, including humans.
Evolution and Inheritance
 identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
 recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
What




could this look like?
Children researching and annotating diagrams to show adaptations to environment of desert animals
Research on transport of water and nutrients around the body.
Experiments on the effects on the body of getting hot.
Dataloggers for temperature.
(-Pupils should build on their learning from years 3 and 4 about the main body parts and internal organs (skeletal, muscular and digestive system) to
explore and answer questions that help them to understand how the circulatory system enables the body to function.
- They should be introduced to the idea that characteristics are passed from parents to their offspring, for instance by considering different breeds
of dogs, and what happens when, for example, labradors are crossed with poodles. They should also appreciate that variation in offspring over time can
make animals more or less able to survive in particular environments, for example, by exploring how giraffes’ necks got longer, or the development of
insulating fur on the arctic fox..)
Progression in skills:
 Scaffold withdrawn from group work.
 Predictions draw on past experience. Simple knowledge and understanding used.
 Three measurements taken routinely. Adults introduce scanning results for abnormal readings.
 Oral communication moves from description to explanation.
Key vocabulary: adaptation, evolution, circulatory, heart, lungs, digestive system, kidneys, brain, thermostat, temperature, regulate, artery, vein,
capillary, blood vessels, oxygen, carbon dioxide, sweat…
Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in
the relevant programme of study.



I can explain how certain animals are adapted to their environment
I can begin to explain how these adaptations are part of evolution – survival of the fittest
I can explain how circulatory systems work.
History
The main focus of this topic is to gain an understanding of the Ancient Civilisation of Egypt, using detective skills to answer
questions about the past.
Programme of Study
During their historical studies children need:






To continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives
within and across the periods they study.
To note connections, contrasts and trends over time and develop the appropriate use of historical terms.
To regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
To construct informed responses that involve thoughtful selection and organisation of relevant historical information.
To understand how our knowledge of the past is constructed from a range of sources.
the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the
following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine
overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
What could this look like?



Children generating questions and conducting research using different sources of information.
Children explaining the main achievements of that civilisation
Report writing about discoveries
Progression in skills:



Compare accounts of events from different sources – fact or fiction.
Confidently use library and e-learning.
Compare life in early and late times.

Produce chronologically structured work.
Key vocabulary: ancient civilization, timeline, compare, discovery, artefacts, evidence
Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in
the relevant programme of study.

I can use my observations and research to answer questions about the past.

I can put the Ancient Egyptians on a time line and use appropriate dates and terms.

I can use different sources of information for my research.

I can link the discoveries of the past to my knowledge of the present day.

I can summarise aspects of the Ancient Egyptians in a variety of presentational formats.
Geography
The River Nile will be the main geography focus as the children discover its importance for the whole of Egypt both in ancient
times and today. They will use this river to establish key facts about all river systems, problems like flooding that arise from
them and also how they affect the economy of a place. The children can also use fieldwork techniques to map their
archaeological dig.
Programme of Study
Locational knowledge
 locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on
their environmental regions, key physical and human characteristics, countries, and major cities
 identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and
Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Human and physical geography
describe and understand key aspects of:
 physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
 human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources
including energy, food, minerals and water
Geographical skills and fieldwork
 use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
 use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build
their knowledge of the United Kingdom and the wider world
What



could this look like?
Locating and labeling main features of River Nile
Physical and human processes affecting the river system and flood plains
????
Progression in skills:
 Use four figure grid references to locate places.
 Describe the character of an environment in different parts of the world.
 Ask questions about the past and the future.
 Use 8 compass points.
 Draw maps with a scale.
Key Vocabulary: delta, flood plain, desert, drought, irrigation, nilometer, shadouf, cubit, papyrus
Attainment Targets:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme
of study.
 I can explain the importance of the River Nile to Egypt


I can explain the physical processes that affect the River Nile
I can explain the human processes that affect the River Nile
Computing
The Constantine rolling programme Computing/Espresso Coding/scratch Spreadsheet modelling will be incorporated.
The main focus of ICT for this topic will be to use a control program to navigate a pyramid maze using Scratch. The children
will also create databases or archaeological finds from the Ancient Egypt. They will use Powerpoint and word processing
packages to publish some of their written work.
Throughout the topic digital literacy (e-safety) skills will be developed.
Programme of Study
During their computing studies pupils:
 design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by
decomposing them into smaller parts
 use sequence, selection, and repetition in programs; work with variables and various forms of input and output
 use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
 use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
 select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of
programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns
about content and contact.
What



could this look like?
Children write a algorithm using variables and loops to create a maze game, targeted for a given audience
Children choose the most appropriate program for the task and can explain their reasoning
Children are able to debug their programs by identifying the problem and making appropriate changes, keeping a record of their computing
work
 Children research archaeological finds using the internet and simulations
 Children apply their presentation skills, combining text, images, video and animation when publishing their written work.
Progression in skills:
 Write an algorithm that includes variables and loops
 Tailor the context of the algorithm to suit a given audience
 Test the program and debug it as necessary
 Search using Boolean search strategies- and, or, not, and not
 Skim read information and modify search strategies.
 Copy and paste text and images from Internet to word processing package.


Can change page setup and choose formatting effects to suit the given task
Choose their own program to perform a task.
Key vocabulary: URL, copyright, abstraction, selection, variables, loops, Boolean search
Attainment Targets:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme
of study.
 I can design programs that accomplish specific goals

I can design and create programs

I know how to debug programs that accomplish specific goals

I can use repetition and variables in programs

I use logical reasoning to detect and correct errors in programs

I appreciate how search results are selected

I can select a variety of software to accomplish given goals

I know how to select, use and combine internet services

I can analyse and evaluate information

I can collect and present data

I can identify a range of ways to report concerns about content

I can recognise acceptable/unacceptable behaviour
•
I am discerning when evaluating digital content
Design and Technology
The children will use various resistant materials including clay and pasta to make their own designs for Egyptian jewellery.
The designs will be researched and the children will create mood boards to show their inspiration.
As bread was a staple part of the Egyptian diet, children will learn how to make their own bread.
Programme of Study
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative
process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry
and the wider environment].
When designing and making, pupils should be taught to:
Design
 use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at
particular individuals or groups
 generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams,
prototypes, pattern pieces and computer-aided design
Make
 select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing],
accurately
 select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their
functional properties and aesthetic qualities
Evaluate
 investigate and analyse a range of existing products
 evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
 understand how key events and individuals in design and technology have helped shape the world – what were the technology/ tools/ materials
in Ancient Egypt?
Cooking and nutrition
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking
in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed
themselves and others affordably and well, now and in later life.
Pupils should be taught to:
 understand and apply the principles of a healthy and varied diet
 prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
What



could this look like?
Children weighing, measuring, combining,, cooking cereal bars
Children researching designs for Egyptian jewellery
Children creating own versions of those designs
Progression in skills:
 Awareness of personal hygiene when preparing food.
 Health and safety related to preparing food – melting, cutting, and grating.
 Children able to melt, cut, grate, weigh accurately for recipes.
 To combine components according to texture and appearance.
 Drawings reflect concept of scale and proportion.
 Drawings give details of how a part works.
 Drawings include dimensions and finishes
Key vocabulary: hygiene, melting, design, evaluate, improve, combine, measure, purpose.
Attainment Targets:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme
of study.
 I can measure ingredients accurately
 I can follow a recipe
 I can create a design to reflect the Ancient Egyptian civilisation
Art and Design
Children will use oil pastels to create their own illustrations to accompany their myths.
The children will use newspaper to create relief sculpture heads of Egyptian gods.
Programme of Study
Pupils should be taught to:
 Develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of
different kinds of art, craft and design. In this topic through relief sculpture.
 To create sketch books to record their observations and use them to review and revisit ideas

To improve their mastery of art and design techniques, with a range of materials.

Know about great artists, architects and designers in history. Here looking at Egyptian gods from hieroglyphics
What could this look like?
 Children sketch Egyptian gods in different positions / poses
 Children create sculptures of their sketches
Progression in skills:
 To make a basic support structure for sculpture
 To make detail using scrunched up newspaper.
 To paint 3D structure considering tone.
Key vocabulary: sculpt, mold, layer, texture
Attainment Targets:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme
of study.
 I can layer newspaper to create texture and form
PSHE and Citizenship
There is no specific PSHE for this topic. The Constantine Rolling Programme will be followed. This term New Beginnings –
Getting on and Falling Out and Drug Education – Preventing early use, getting advice and support and facts about cannabis.
Music
After listening to a range of Egyptian music and looking at various pictures for stimuli the children will be creating and
recording their own compositions with an Egyptian theme. They will use this topic to look at how music and musical
instruments have developed over time. Their singing focus will be understanding breathing, dynamics and accuracy of pitch.
Programme of Study
Pupils should be taught to:
 Sing and play musically with increasing confidence and control.
 Develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from
aural memory.
 Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control
and expression.

Improvise and compose music for a range of purposes using the inter-related dimensions of music.

Listen with attention to detail and recall sounds with increasing aural memory.

Use and understand staff and other musical notations.
Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers
and musicians.
 Develop an understanding of the history of music
What could this look like?
 Children produce a timeline of the development of musical instruments from Ancient civilisations to the present day.
 Tutankhamun song

Progression in skills:
 Create multi part compositions using symbols for notes.
 Naming some notes for tuned instruments.
 Using dynamics in a group composition.
 Using a variety of layered sounds to create intended mood.
 Control breathing and pitch in singing.
Key vocabulary: dynamics, notation, ensemble, pitch
Attainment Targets:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme
of study.
 I can sort musical instruments into a historical timeline
 I can record a composition to reflect a country – Egypt
 I can explain my choices in my composition – instruments, beat, rhythm, tempo etc
 I can control my breathing
 I can accurately pitch my voice
French
The children will be using il / elle forms of address to extend information finding about family and friends. They explore
characteristics of people and learn to describe them using different forms. They will also look at some French history and
look at the history of le maquis and France’s role in WW11
Programme of Study
Pupils should be taught to:
 Pupils should be taught to:
 listen attentively to spoken language and show understanding by joining in and responding
 explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
 engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
 speak in sentences, using familiar vocabulary, phrases and basic language structures
 develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
 present ideas and information orally to a range of audiences*
 read carefully and show understanding of words, phrases and simple writing
 appreciate stories, songs, poems and rhymes in the language
 broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including
through using a dictionary
 write phrases from memory, and adapt these to create new sentences, to express ideas clearly
 describe people, places, things and actions orally* and in writing
 understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the
conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how
these differ from or are similar to English.
The starred (*) content above will not be applicable to ancient languages.
What could this look like?
 Role play

Q&A from photos
Progression in skills:
 Extend forms of address
Attainment Targets:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme
of study.
 Describe a variety of people using different forms of address.
Economic Wellbeing & Financial Capability
No link with this topic.