AUTUMN 1
Year 6 - Were the Egyptians awful or awesome? History
History
Geography
Art
Science
GEOGRAPHY
Y
Pupils should be taught to:
History – Ancient Egyptians
Possible Activities
Resources
Timeline
Timeline
The achievements of the earliest
Meaning of BC. AD. BCE. Plot ancient Egypt against other historical times eg. Romans, Vikings Images
civilizations – an overview of where and
etc. Talk about different countries having different historical civilisation at the same time.
Comprehension
when the first civilizations appeared and a Timeline of major events throughout Egyptian period.
Internet
depth study of one of the following:
Where is Egypt now?
Ancient Egypt
Use maps to discuss land areas, locate capital city, seas, rivers. Climate, location in relation to
equator etc.
Locate the world’s countries, using maps to Label own map- key features and places.
focus on Europe and Africa, concentrating Comparison modern and ancient Egypt.
on their environmental regions, key
Location of the river Nile – starting at Ethiopia, floods because of mountains melting and
physical and human characteristics,
running down, including the dam.
countries, and major cities
The river Nile and the flooding season
Why is the Nile so important to the people of Egypt?
Describe and understand key aspects
Why people live by the Nile if it always flooded?
Of physical geography, including: climate Transport, food, fertilized soils,
zones, rivers, mountains and the water
Compare to uses of the river in Egypt now.
cycle
Egyptian farming
Ideas of how they farmed from ancient wall paintings.
Use maps, atlases, globes and
Research and comprehension
digital/computer mapping to locate
Egyptian god/ goddesses
countries and describe features
Top trump card designs
Studied
Art - Printmaking
Pupils should be taught to:
Possible Activities
Resources
Develop an understanding of the ancient Ch look at examples of Egyptian tomb paintings.
Printing paint
Egyptian way of life and religious beliefs Observe a variety of Egyptian images and begin to draw from these as a starting point:
and how their art reflected this.
Patterns, Plants, Colours, Writing
Cardboard
Observe how the figure is portrayed in Ancient Egyptian art and consider proportions of the
figure , angle of the face, facial features
polystyrene
Record observations accurately through
line drawing.
How to create a successful composition
Produce detailed drawings of the figure from direct observation
Record the face in profile and make detailed studies of the eyes, nose and mouth
Refer to Picasso’s drawings of the figure and compare these to the 3000 year old Egyptian
image where there is strong influence.
Ch produce a simplified line drawing of their portraits using pen and black ink.
Draw onto a coloured background of washes of blue or yellow.
Compare artists with a range of cultural
artwork
Learn to make valued judgements and
aesthetic and practical decisions about
their work.
Begin to develop ideas for their own Egyptian style print which will be a combination of the
figure and drawings of plant forms and decorative patterns and hieroglyphics.
Produce pencil sketches of plant forms (grasses and seed heads), from direct observation.
Create a composition which imitates Egyptian style
Make detailed and intricate marks with
They will use their figure drawings as the main image and add plants and patterns and
attention to tone.
objects and Egyptian writing to create a more complex composition. They will look back at
the Egyptian tomb paintings for inspiration and ideas.
Develop understanding of printmaking and Complete compositions and begin to consider colour. They will be limited to four colours for
the techniques and processes involved as the reduction print and will refer to the colours used in Ancient Egyptian art.
well as historical reference.
Begin to transform their work into a relief print, cutting away the lightest colour first and
gradually getting darker.
Can produce fine details and markings in Colour will be very flat in keeping with Egyptian style.
polystyrene.
Refer to Lino prints by Picasso
Can identify the order of prints and match
prints up with accuracy and care.
Can print, single, repeat pictures on
Continue printing and cutting away the surface of the adigraf
different scales and on different surfaces Gradually adding colour
Explore printing onto different papers in order to achieve different affects and qualities.
Continue printing and cutting away the surface of the adigraf
Once the prints are complete they will evaluate the outcome
Science – How we see things
Pupils should be taught to:
That light travels from a source.
To use their knowledge about light to
Possible Activities
Different light sources.
How light travels in straight lines.
How shadows are formed- link to the solar eclipse.
How light enters the eye- how we see.
Resources
Torches plus batteries
Variety of opaque
Objects
explain
That we see light sources because light
from the source enters our eyes.
Mirrors investigation – reflecting light – looking around corners.
How a light beam travels once reflected form a mirror- light snooker.
Use of periscopes- angles of reflections.
Material reflection investigations
That light from an object can be reflected Shadow investigation
by a mirror, the reflected
light enters our eyes and we see the object.
That the direction of a beam or ray of light
travelling from a light source can be
indicated by a straight line with an arrow.
That when a beam of light is reflected from
a surface, its direction changes.
To make careful observations and
comparisons
That shiny surfaces reflect light better than
dull surfaces
To make and record comparisons of how
different surfaces reflect light and to draw
conclusions from the comparisons
To identify factors which might affect the
size and position of the shadow of an object
To investigate how changing one
factor causes a shadow to change
To consider trends in results and to decide
whether there are results
which do not fit the pattern
To check measurements by repeating them
Star science yr 6
Mirrors
Periscope
Shadow puppet resources
To recognise differences between shadows
and 'reflections'