Mathematical Understanding
Framework Maths:
A2
B2
C2
D2
E2
Topic Maths:
Wk. 5 - Area and perimeter of tombs
To measure and calculate the perimeter of composite rectilinear shapes in cm
an m (Y5)
To recognise when it is possible to use formulae for area (Y6)
Handling Data: Spring II Science Link Wk 2 – graphing annual data for daylight
hours comparing different countries. Compare sunrise and sunset times in
Egypt / England / Australia
To solve comparison, sum and difference problems using information
presented in a line graph(Y5)
To interpret and construct line graphs and use these to solve problems (Y6)
Maths Call activity time around the world.
Egyptian number system
Understanding the Arts
Art and Design:
to investigate Ancient Egyptian art
to create own artwork based on Ancient Egyptian examples
Wk 1-2 Papyrus - Make papyrus style paper and create an Egyptian drawing using
drawing techniques learnt during autumn term
To understand how the Ancient Egyptians made paper.
Wk 3-6 Sarcophagus – in small groups create a to scale sarcophagus using wire and
mod rock, papier mache and paint
Wk 7 + 8 - Egyptian Cat – make a model of Bastet / Anubis out of a polystyrene ball,
plastic bottle and paper pulp.
Wk 7 + 8 – independent group activity – make a collage of Bastet / Anubis using
sandpaper, sequin trim, coloured card, black material
Wk 9 + 10 Hieroglyphics: How did they write? Did they have pencils?
Burial Chamber (Shoebox) use hieroglyphics and pictures to create inside of a burial
chamber
Rosetta Stone - Provide the children with modelling clay to mould into a ‘Rosetta
Stone’ shape. Ask them to inscribe it with three simple pictures representing
themselves or their hobbies, each one above the other.
To know the Ancient Egyptians used hieroglyphics as a means of
writing/communication.
Create Canopic jar from clay
Look closely at and comment on Egyptian clay type drawing / Experiment with mark
making on clay using a range of every day objects (pasta, coins and pencils)
Examine Egyptian canopic jars Design a canopic jar
Use clay and clay tools to create a base and head for a canopic jar
Mother’s Day Cards – Egytian picture frame cards. Use small seed beads in a mosaic
style to create the look of Tutankhamen’s mask.
Music:
Wk 1 and 4 - Identifying string family / woodwind and the instruments within each –
discuss pitch. (Link to ICT) Year 4 The class orchestra – Exploring arrangements
Wk 5 and 6 - Using instruments to create a scene: discovering Tutankhamen’s tomb
Importance of pyramids Discovery of Tutankhamen and his tomb (Link to ICT)
Wk 7 – 10 - Compare Egyptian instruments to instruments used today
Create a ceremonial piece to honour the gods
To play tuned and untuned percussion instruments with control and rhythmic
accuracy.
To develop rhythmic material.
To organise musical ideas within musical structures.
To practise, rehearse and present performances.
Spring I
2014
English, Communication and Language
Literacy: Book – the Case of the Cambridge Mummy
Biographies and autobiographies – planned and taught by student. Cleopatra – Who
is Cleopatra? How long did Cleopatra reign Egypt for? How old was Cleopatra when
she died? (2wk)
Fiction Genres: Historical/Mystery – planned and taught by student (2/3 wk)
Reports + Journalistic Writing: Discovering Tutankhamen tomb - What’s inside a
pyramid? (2wk)
Instructions and explanations – 2 wk – linked to Egyptians
Power of Imagery – 1 wk
SATS revision units (2/3 wks)
Level 6 Focus Group
Biographies – 1week
Then together come up with three projects they would like to work on over next 5
weeks. (mixture of fiction and non-fiction)
French:
Les carneval des animaux (Carnaval of animals)
Descriptions of animals and habitats.
O’clock time telling
Unit 15 - En route per l’école (On the way to school)
Directions, Alphabet
Intercultural Understanding (Early Start CD-Rom) – At the end of the school day.
Computing:
Wk 1 - 2
E-Safety / internet research- Explore issues linked to copyright/plagiarism. Evaluate
websites and describe possible impact of published content on audience. (Use of
advertisements.) Recognise reasons why people might publish content that is not
accurate. Understand need for critical evaluation of websites. Understand that some
websites/pop-ups have commercial interests that may affect how information is
presented.
Wk 3-6
Create a silent movie with Luigini's Ballet Egyptien (1st movement) as the sound
track. Paint pictures for each part of the piece, scan into the computer and put them
together with the music on Movie maker to make a silent film.
To understand how to generate, develop, organise and present their work.
To understand how to present information in different forms and show they are
aware of the intended audience and need for quality in their presentations.
To use ICT to structure, refine and present information in different forms and styles
for specific audiences and purposes.
Wk 7-12
Scratch
Use Scratch to control a sequence of events
To use sequences of instructions to control devices and achieve specific outcomes.
To know how to use systems to control events in a predetermined manner and to
sense physical data
To create sequences of instructions to control events and understand the need for
precise instructions.
To be able to explore the effects of variables in an ICT based model.
Physical Development, Health and Wellbeing
PE
X-cite Sports – Dance and Games
Dance – Egyptians
Gymnastics
PSCHE
Spring I – Getting On and Falling Out
Spring II – Going for Goals
Drugs Awareness Week
Y4 Business and Enterprise at Snaith Secondary
Y5 Business and Enterprise at Snaith Secondary
Focus on Puberty- (School Nurse Y5 and 6 only)
Religious Education
RE
Wk 1-3 Saint and Heroes
Wks 4 - 8
To understand death ceremonies for the Egyptians
What is involved in preparing dead embalming/mummy/tombs
To understand the importance of the afterlife in Ancient Egypt.
Discuss what happened in Ancient Egypt when someone died.
• Opening of mouth ceremony with adze (snake)
• Book of the Dead – guidance to paradise
• Judgement by Osiris and 42 judges
• Weighing of the heart – if the same go to paradise, if heavier get eaten
by monster
Re-write process as a comic strip of 6 boxes for younger children.
Less able: Vocabulary sheet provided. Small group support – write statements
for each box together.
Comic book strips to show the weighing of the heart ceremony
Discover what ancient Egyptians believed about life after death
Design their own sarcophagus
Wk 9-12
Our World
Did they have any celebrations? Did they have Christmas? Did Santa Claus go to
Egypt?
Scientific and Technological Understanding
Science:
Animals, including humans
describe the changes as humans develop from birth to old age.
- identify and name the main parts of the human circulatory system, and
explain the functions of the heart, blood vessels and blood
- recognise the impact of diet, exercise, drugs and lifestyle on the way their
bodies function
- describe the ways in which nutrients and water are transported within
animals, including humans.
See student planning
To understand why our bodies dehydrate
Earth and Space (5 weeks Spring II)
Wk1: Understand that the Earth, Sun and Moon are spherical and that science has
helped to confirm this. Give the relative sizes of the Sun, Earth and Moon in general
terms.
Wk2: Understand that the Earth spins so different parts face the Sun at different
times of the day. Investigate the shadows created by the Sun’s light which change
during the day. Explain that the number of daylight hours changes during the year.
Wk3: That the Moon is not a source of light but reflects light from the Sun. We can
see different segments of the Moon lit by the Sun and this appears to change the
shape of the Moon. That when the Moon blocks the rays of the Sun, an eclipse
occurs.
Wk 4: That the Sun is a star and that the Earth is warmed & lit by the energy it gives
off. That there are many different types of stars. That astronomers group stars into
constellations.
Wk5: Use a selection of sources of information to find out more about planets. Know
which planets make up our solar system and their order from the Sun.
Understand that the planets all orbit the Sun & many have celestial bodies orbiting
them.
Topic linked
Wk3: Nile – To understand what happens to water in the desert
Talk about the four seasons and describe why they happen each year. Understand
that the Earth orbits the Sun as it rotates on its own axis. Investigate the seasons in
ancient Egypt and what happens during each season.
Science Investigations
PI: Shadow Investigation
Record data and results of increasing complexity using graphs
Use simple models to describe scientific ideas
WI: Effects of exercise on the heart
Plan scientific enquiries, including recognising and controlling variables where
necessary. Record results using tables & bar & line graphs.
Report findings from enquiries including conclusions, causal relationships, and
explanations of results.
A: Mummification of a tomato
Measure Lung Capacity
Plan scientific enquiries, including recognising and controlling variables where
necessary
Take measurements with increasing accuracy and precision and record results.
Design Technology
Wks 10-11 all pm sessions
Develop ideas and explain them clearly, putting together a list of what they want
their design to achieve / Plan what they have to do, suggesting a sequence of actions
and alternatives, if needed / Communicate design ideas in different ways as these
develop, bearing in mind aesthetic qualities, and the uses and purposes for which the
product is intended. / Select appropriate tools and techniques for making their
product / Suggest alternative ways of making their product, if first attempts fail
Measure, mark out, cut and shape a range of materials, and assemble, join and
combine components and materials accurately. / Create 3D products using pattern
pieces and seam allowance / Pin and tack fabric pieces together / Join fabrics using
over sewing, back stitch, blanket stitch.
Y4 – linked to English unit of work. Make a Joseph puppet and a coat for him to wear.
Y5/6 – Make an Egyptian god puupet
Historical, Geographical and Social Education
History + Geography
Wk 1: Who are the Egyptians? Where is Egypt? What year did they live in?
Find Ancient Egypt on a globe. Locate key geographical features. Create own
Ancient Egypt map. Know start / finish dates Ancient Egypt. Place main Egyptian
events on a timeline
To know how to use dates and vocabulary relating to passing of time including
ancient and modern, BC, AD, century and decade.
To locate Ancient Egypt in time and place and recognise that history can be divided
into periods
To locate Egypt on a map, identifying significant places.
To locate the deserts in Egypt and recognise conditions that prevails.
Wk2: Valley of the Kings
Recognise key features of Egytian landscape. Consider needs of people living in and
visiting region
To begin to understand the hierarchical ruling system of Ancient Egypt and powers
Pharaohs had.
Wk3: Nile Trace course of River Nile and its importance for Egypt
Where did the Egyptians get their food from? Why was the river Nile so important to
Egyptians?
Wk4: Leaders Kings/Queens
Who is the Egyptian leader? When did their leader die/ When was he born? Who was
the King/Queen of Egypt? Who were the Pharaohs? Who was the first King / Queen?
Wk5+6:Pyramids
Do you live in a pyramid? How many pyramids are there in Egypt? Why do the
Egyptians use pyramids? How big is a pyramid? How long did it take to build a
pyramid? Why did they build pyramids? What’s inside a pyramid? What did they put
in the pyramids? What were pyramids made from? Why did they have pyramids?
Wk7: Mummification
Why did they have mummies? Why did they use to cut their bodies? Why did they
cut their bodies up?
Wk8: Gods / goddesses / Sphinx
Why did they make sphinxes in Egypt? What was the sphinx god of? Why do
Egyptians have lots of cats and dogs? Who were the Egyptian gods/goddesses?
Which gods / goddesses Ancient Egyptians worshipped and why?
Wk9: Life
Did they go to school? What did they learn? What kind of games did Egyptian play?
Did they have toys? What did they eat? What are some Egyptian names?
To understand what everyday life was like in ancient Egypt
To find out about Egypt from a variety of sources
To have a broad understanding of what life in Ancient Egypt would be like including
food, entertainment, health, homes, buildings, clothing, animals etc.
Wk12: Egypt Today
Do Egyptians still exist today?
To experience some cultural aspects of Egypt through music, food etc.
To have an understanding of what modern Egypt is like and how it contrasts with
Ancient Egypt
Creative: Egypt Day in school
Visit: Play for a day
Key to colours
Questions taken from the learning journey created alongside children in years 4, 5 and 6
Learning Objectives
Outline of activities
ICT – Y4
Wk 1-3
ESAFETY. INTERNET RESEARCH
Understand the need for rules to keep them safe when learning and exchanging ideas
online.
Recognise that information on websites may not be accurate or reliable and may be used
for bias, manipulation or persuasion.
Use the internet for research and to gather information in the form of text and images.
Discuss when the internet is useful and when it should be used with caution.
Wk 4 http://www.panoramas.dk/2008/flash/valley-of-the-kings.html - tour a pyramid
http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_pyramid_builder.shtml build a pyramid
To make predictions about the consequences of their decision.
WK 5+6
Use music box 2 to create a musical sequence that can be played at the discovery of a
tomb
Year 5/6 English – record poems produced during poetry unit of work to make an audio
CD of favourite poems.
To use ICT to produce sound.
To plan and give instructions to make things happen and describe the effects.
To understand how to generate, develop, organise and present work
To know how to use systems to control events in a predetermined manner and to sense
physical data.
To understand that ICT can be used to select and control sounds.
To know how to use a simple software program to record sounds
Wk 7-11
Weather around the world – graphing data
Design Technology Y4
WK 10-11
Linked to English unit of work. Make a Joseph puppet wearing a techni-coloured coat.
And shadow puppets of characters
Develop ideas and explain them clearly, putting together a list of what they want their
design to achieve
Plan what they have to do, suggesting a sequence of actions and alternatives, if needed
Communicate design ideas in different ways as these develop, bearing in mind aesthetic
qualities, and the uses and purposes for which the product is intended.
Select appropriate tools and techniques for making their product
Suggest alternative ways of making their product, if first attempts fail
Measure, mark out, cut and shape a range of materials, and assemble, join and combine
components and materials accurately.
Create 3D products using pattern pieces and seam allowance
Pin and tack fabric pieces together
Join fabrics using over sewing, back stitch, blanket stitch.