SCHEME OF WORK
Department: Topic
Group: RED Group
Term :
Autumn 1
Mode:
KS 3
Unit: Ancient Egypt
About the Unit: In this unit students will be studying what life was like in Ancient Egypt. They will come to understand the
importance of archaeology and make inferences from artefacts about ways of life. They will also be using different
sources of information to investigate aspects of life such as; farming, religion, burial of pharaohs, writing etc. In addition
to which, pupils will research facts about the Nile and identify the deserts of Egypt.
Language for Learning:
Week
1
Topic
To place historical events in
chronological order and
understand where Egypt is
in relation to other
countries.
Teaching and learning activities
Pupils order chronology cards without any input –
assess prior knowledge & any misconceptions.
Look at chart, discuss & draw out the fact that AD
and BC dates extend upwards from 1BC and 1AD.
Reassess cards and now put in correct order (cut &
stick). Pupils complete ‘Do you know your
chronology sheet’. Dictionary work – vocab.
Plenary
Resources (inc
additional
support
requirements)
IWB. Cards. Do
you know your
chronology sheets.
Atlases. Map
sheets.
Development
Homework
Ancient, archaeologist, artefact, cataract, advanced, civilisation, culture, empire, hieroglyphics, pharaoh, AC, BC,
Tutankhamun and tomb.
Google Earth,
make notes on
landscape of
Egypt & annotate
their map with
further
information.
Google Earth – set world spinning (IWB) pupils tap
to stop when they see Egypt. What can we tell about
Egypt from satellite view? (Desert, Nile, Sea). Zoom
in & discuss further. Discuss how you would go
about finding info in an atlas – draw out use of
index. As class identify useful pages. Pupils use
atlases to find missing info from map sheet.
2
3
To be able to identify and
describe the reasons for the
Nile’s importance in
Ancient Egypt & state some
of the experiences of the
people living in those times.
Introduce key facts about the Nile – pupils make
predictions as to why it may have been important.
Watch ‘Gift of the Nile’ – answer quiz questions
(swap and mark). Is it as important to modern day
Egyptians? Pupils research the river Nile and
produce a fact file. River Nile crossword.
Speaking & listening activity – 60 seconds to talk
non-stop about the topic. Pupils will investigate
clothing: why do historians know so much about it?
(elicit paintings in tombs). Study pictures – discuss
design, materials etc. Pupils produce annotated
poster of male/female in traditional clothing. Taste
traditional food
To investigate farming in
Ancient Egypt & be able to
state why it was vital to the
Ancient Egyptians.
Look at some food packets that we use today –
discuss where they come from. Using the fact sheet
pupils will record key points about various aspects
of farming. IWB – reveal artefacts slowly, pupils
guess what they are & as class discuss what it’s
made of, why it’s important, what does it tell us
IWB. Quiz
questions. PPT.
IWB. Variety of
food packets. Fact
sheets.
Twinkl
PPT(Ancient
4
5
6
To find out about ancient
Egyptians from artefacts left
behind (no written records)
– buildings, tombs, burials,
paintings & inscriptions. To
be able to state why and
how pyramids were built.
To discover Ancient
Egyptians beliefs about life
after death. Describe the
process of mummification
and know the importance
of some of the key Egyptian
Gods.
Guided reading – Egypt,
Nubia & Kush
about the Ancient Egyptians? Pupils answer the
question ‘What was life like for an ancient Egyptian
farmer?’ – written piece, mind map (detailed) or
poster (detailed).
Explain Egyptians buried with what they held dear.
Analyse artefacts (IWB) how made? Where found?
Used for? Made out of? EG: head figurine with
necklace – capable making jewellery…skilled,
appearance mattered to them etc..
Pupils analyse cards and complete table.
Watch Tutankhamun video – make notes. Who are
important characters? Why are they important to
discovery of tomb? Pupils write diary entry.
Pyramid Builders – discuss using PPT. Activity to
experience how pyramids built. Pupils draw an
annotated plan of a pyramid & make one.
Recap notion of burial being hugely important and
objects people buried with. Discuss – inc: prep that
went in to building tombs – Tutankhamun started
when he was 8yr! Go through Embalming PPT &
pupils answer Q’s then some on ‘Mummy Maker’
others do ‘missing word’ sheet. All write description
of process of mummification & illustrate. Pupils
make a Canopic jar. Introduce Gods – discuss.
Pupils research (explain sources) a God & complete
their card.
Egyptians)
Students will interpret, and analyse narrative and
informational text. They will also identify ways the
civilizations of Egypt, Nubia and Kush have
influenced our present day society.
Text.
Artefact cards.
Video.
Make piece of
jewellery.
Lots of historical
data inc in diary
entry.
Mummification
ppt. Missing word
sheet. Mummy
Maker online
(http://www.bbc.co.uk/hist
ory/interactive/games/mu
mmy_maker/index_embed
.shtml)
Jars, clay etc
To be able to create and
decode hieroglyphic
messages. To state some
facts about hieroglyphics.
7
Look at hieroglyphic alphabet – compare to modern
day text language. Discuss (draw out arranged in
columns &/or rows). Pupils will translate & write
using hieroglyphics. They will also make a Rosetta
Stone.
Plaster of paris.
Worksheets.
Write few
sentences in
hieroglyphics.
Learning Outcomes
Core
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Extension
To place historical events in chronological order.
To be able to identify where Egypt is in relation to
other countries.
To be able to state the importance of the Nile to the
Ancient Egyptians.
To be able to state reasons whey farming was vital
to the Ancient Egyptians and what life was like.
Be able to use a physical artefact to ask questions
about the past.
To select and record information.
To make and use notes to write a diary entry.
To describe & illustrate the process of mummification.
To be able to carry out research using a range of sources.
To create and decode hieroglyphic messages.
To create own Egyptian artwork based on examples.
To experience some cultural aspects of Egypt through
music, food etc
Support
* Find out about the landscape of Egypt using
Google Earth.
* Be able to state what the artefact tells them
about ancient Egyptian people.
* To sketch an artefact
* To produce a storyboard
* Write short paragraph using hieroglyphics.