Gunter Primary School – History –
What can we find out about ancient Egypt from what has survived?
In this unit children find out about the way of life of people living in ancient Egypt
from archaeological discoveries. Children will develop their understanding of
characteristic features of a society; identify the different ways the past is
represented; and use sources of information to make simple observations, inferences
and deductions.
Vocabulary
In this unit, children will have opportunities to use:
 words associated with the passing of time, e.g. ancient, modern, BC, AD
 words associated with aspects of society, e.g. food and farming, science, technology,
architecture, beliefs
 words associated with Egypt, e.g. Nile, Pharaoh, Sphinx, hieroglyphics
 words associated with life after death, e.g. god, goddess, tomb, pyramid, canopic jar
EXPECTATIONS - at the end of this unit
Most children will: recognise that the past can be divided into periods, e.g. ancient,
modern; demonstrate factual knowledge and understanding of characteristic features
of life in ancient Egypt; identify some of the different ways the past is represented;
ask and answer questions about the past by using sources in ways that go beyond
simple observations; communicate their learning, making appropriate use of specialist
terms
Some children will not have made so much progress and will: describe different
representations of the past; answer questions about the past by making simple
observations about sources of information.
Some children will have progressed further and will: make a reasoned judgement
about the validity of different representations of the past; answer questions about
the past by selecting and combining information from sources and giving reasons for
their selection.
Primary Schemes of Work: History Unit 10 What can we find out about ancient Egypt from what has survived?
LEARNING
OBJECTIVES
CHILDREN
SHOULD LEARN
 to locate ancient
Egypt in time
and place
 that information
can be classified
in different ways
POSSIBLE TEACHING ACTIVITIES
LEARNING
OUTCOMES
CHILDREN
POINTS TO NOTE
What do we already know about ancient
Egypt? Ask what they already know about
ancient Egypt. Help them to group existing
knowledge under headings e.g. daily life,
houses, death.
Use maps and a class time line to locate
ancient Egypt in time and place. Establish
what is meant by ‘ancient‘ and ‘modern’.
 locate ancient
Egypt on a map
and place it on a
time line
 group information
in appropriate
categories
The purpose of this activity is to establish
the children’s prior knowledge. It may
also be necessary to start to draw
distinctions between myths and facts,
e.g. the curse of the Pharaohs.
 to observe an
object in detail
and to make
inferences and
deductions
 to record
information
about an object
accurately
What can we learn about ancient Egypt
from one object? Show a picture or replica
of an object from ancient Egypt. Ask them
to make a detailed drawing of the object
and to describe it.
Use information from the object and what
they have learnt about ancient Egypt to
decide, What does this source tell us
about life in ancient Egypt? Ask them to
think about why it is important for
historians to consider a wide range of
sources of information.
 describe an
artefact
accurately
 make inferences
and deductions
from objects
This activity requires children to apply
what they have learnt about artefacts as
a source of information.
 to make
deductions
about life in the
past from
pictures of the
landscape
 how much of the
life of Egypt
depended on the
Nile
What does the landscape tell us about
what life might have been like in ancient
Egypt? Give the pupils pictures of the Nile
and of the Egyptian landscape. Ask them
to complete a grid with two headings:
‘What can we see that would make living
in Egypt easy?’ and ‘What can we see that
would make life difficult?’
Discuss as a class how the Nile provided
water and a method of transport. Look at
an atlas with children and tell them about
the physical features of the Nile and how it
flooded annually.
 extract
information about
the landscape
from pictures
 provide answers
that show the
relationship
between the
geography of
Egypt and the
way of life in the
past
The objective of this activity is to help
pupils understand that the Nile provides
food, water, transport, and the desert was
the place of burial. The activity could be
linked to Unit 14 ‘Rivers’ in QCA’s
scheme of work for geography.
 to classify
information in
various ways
 range of objects
which have
survived from
ancient Egypt
 to make
inferences from
objects about the
way of life in
ancient Egypt
What objects survive from the time of the
ancient Egyptians? Give children
pictures/postcards of ancient Egyptian
objects. Ask them to sort these in
different ways, e.g. Which are made from
wood, paper, pottery, stone etc? Which
tell us about food, death, daily life,
clothes, houses? Which tell us about rich
people, poor people?
Discuss with the children what they have
found out and why they think these
objects have survived. Do we know more
about rich or poor people? Why?
 sort information
into different
categories
 ask and answer
questions about
what has
survived from
ancient Egypt
and what it
reveals about the
past
Pictures from books are easier to handle
and sort if mounted on card.
 aspects of life in
ancient Egypt
 to make
inferences and
deductions from
objects and
pictures
 that what we
know about the
past is dependent
on what has
survived
What do objects that have survived tell us
about ancient Egypt? Give groups of
children a topic, e.g. food and farming,
art, buildings, writing, technology. Ask
them to find three pictures and/or objects
that they think can tell us the most about
their topic - to decide what they know for
certain from their objects, what they can
guess, and what they still need to find
out. Ask groups to record their findings
and talk about their topic to the rest of the
class.
 select pictures
illustrating
aspects of a
chosen topic
 infer and record
information about
a topic from
pictures
This activity could be adapted by giving
the children some ‘sentence-starters’ to
record their findings, e.g.:
The objects I chose were...
This evidence tells me for certain that...
This evidence suggests that...
I now need to find out...
The teacher should demonstrate that the
same object can answer multiple
questions about the past. It is important
to ask what we still need to know and in
that way maintain the sense of mystery.
Could be extended by use of reference
books to see if they can find out more
about their objects.
Primary Schemes of Work: History Unit 10 What can we find out about ancient Egypt from what has survived?
LEARNING
OBJECTIVES
POSSIBLE TEACHING ACTIVITIES
CHILDREN
SHOULD LEARN
 about Egyptian
tombs, pyramids
and burial sites
 to use sources of
information in
ways which go
beyond simple
observation
LEARNING
OUTCOMES
POINTS TO NOTE
CHILDREN
What did the ancient Egyptians
believe about life after death?
Give the children information on ancient
Egypt beliefs about life and death. Ask
the children to select pictures of objects
which provide evidence about what the
Egyptians believed about life after death
or about what happened when people
died. Ask them to draw the objects and
label them showing what the object might
tell us, e.g. a mummy – the body was
necessary for life after death.
 select pictures
about Egyptian
beliefs
 draw and label
objects
accurately
 create a museum
display on
ancient
Egyptians’ beliefs
about the afterlife
Teachers will need to be sensitive to the
needs of their children if any of them are
coming to terms with the death of a
relative or friend.
The British Museum has an extensive
ancient Egyptian collection. Some local
museums also have mummies and other
Egyptian exhibits.
The teacher may need to help the
children to infer from the objects what
they can tell us about Egyptian beliefs.
The teacher could play the role of the
museum curator and visit each display
asking questions to find out what the
children have discovered.
Ask the children to create a museum by
selecting pictures about death and
mummification and by producing captions
giving interesting information for the
audience to read.
This activity can be adapted by giving the
children a fact sheet with captions to
match with objects.
This activity provides opportunities to
discuss the beliefs and practices of
people from different cultural traditions
and at different times and can contribute
to children’s spiritual, moral, social and
cultural development.
 what we can find
out about ancient
Egypt from what
has survived
 to produce a
structured
account about life
in ancient Egypt
What can we learn about ancient
Egypt from what has survived?
Discuss with the children what they have
learnt about ancient Egypt. Discuss not
only what is known but what is not known
from what has survived.
Ask the children to produce a wall display
on ancient Egypt covering all the topics
they have found out about.
 make a display
that shows
understanding of
the characteristic
features of
Egyptian society
This activity is designed to draw together
the information the children have
acquired. It could be extended by
producing a final piece of written work.
The written activity could be adapted by
providing the children with a writing
frame.
Generate the structure of the writing
frame through discussion with the class.
Ensure that it is supportive and enables
the key information to be presented.
Alternatively, the discussion could be the
culmination of the activity.
Primary Schemes of Work: History Unit 10 What can we find out about ancient Egypt from what has survived?
What can we find out about ancient Egypt from what has survived?
Lesson/session
Keywords
Key Objectives
Main Activity(ies)
Lesson 1
Ancient Egypt (ians)
5000 years ago (BC / AD)
Nile, Africa, flood, fertile, desert.
Be able to locate ancient Egypt in time and place
Know that information can be classified in different ways
Ask what the children already know about ancient Egypt. Pair discussion
and then brainstorm.
Feedback with help to group existing knowledge under headings e.g. daily
life, houses, death.
Draw a simple time line showing 1 year as 1cm – how long would they
be? Me? The ancient Egyptians 5000 years ago? Talk about BC / AD in
dating.
Use a map of Ancient Egypt to look at area and the importance of the Nile.
Discuss why the Egyptians lived where they did. Raise the annual Nile
flood.
Read Collins History – Ancient Egypt pages 2/3/4 and 26/27
Discuss as a class how the Nile provided water and a method of transport.
Look at a globe with children and tell them about the physical features of
the Nile and how it flooded annually.
In books –
1. Target sheet.
2. Map shaded in.
3. Answer questions based on life on the River Nile
Differentiation
Resources
Success Criteria
LA – basic close procedure passage to be copied and completed.
MA / HA – activities as above.
Text books
Supplementary pictures of the Nile.
Maps
Globe
I can
- identify Egypt on a map and know the Nile runs through it.
- have a good idea about why the Nile was so important to the ancient
Egyptians.
Primary Schemes of Work: History Unit 10 What can we find out about ancient Egypt from what has survived?
What can we find out about ancient Egypt from what has survived?
Lesson/session
Keywords
Lesson 2
Archaeologists
Tombs, embalming, mummy, evidence.
Key Objectives
Children to know about Egyptian tombs, pyramids and burial sites –
religious beliefs.
Children to use sources of information in ways which go beyond simple
observation.
Main Activity(ies)
Short revision – where is Egypt – about how long ago were the ancient
Egyptians – why did they settle mainly on the River Nile.
Considering evidence – death and mummies. Reading Collins Ancient
Egypt pp14-18. Asking how do we know what the ancient Egyptians
believed in – what evidence is there? Egyptian Gods – why are so many
based on animals? How does their beliefs relate to the place that they
lived?
Tasks –
‘Imagine you are watching the embalmers. Write about what you see,
smell and hear.’
‘Tell the story of the journey to heaven. Remember the boat, all the
dangers and the final test.’
Written work to be illustrated with tomb wall type pictures.
Differentiation
Resources
Success Criteria
LA – Limit to 1 task from above. Discuss with TA and develop a group
response.
MA – activities as above.
HA – extension to write spells for the journey to heaven.
Text books
Supplementary pictures of tombs and burials
Strip illustrations of the journey to heaven.
I can
- describe some details about the ancient Egyptians beliefs that
related to their life along the Nile.
- relate the basic details of embalming – and how this led to evidence
used today.
Primary Schemes of Work: History Unit 10 What can we find out about ancient Egypt from what has survived?
What can we find out about ancient Egypt from what has survived?
Lesson/session
Keywords
Key Objectives
Main Activity(ies)
Lesson 3
Pyramids, spinx
Quarries
Children to know about Egyptian tombs, pyramids and burial sites –
religious beliefs.
Children to use sources of information in ways which go beyond simple
observation.
Look at pictures of pyramids –
Set the general questions What size are they? When were they made? How were they made? Who
made them – and who for? WHY were they built?
Which answers can we answer by looking at the pictures?
Read Collins Ancient Egypt pp 19-22 The Great Builders and Statues /
robbers. Use supplementary evidence sheets to show things that have
been found inside pyramids.
Tasks –
Explain difference between step-pyramids and the Great Pyramid.
Explain how the stones may have been moved.
Imagine you were one of the robbers. How did you steal the treasures?
Write about entering the pyramid, the dark passages, finding the room
with the mummy, and dividing the jewels. (Raise difference between some
traps that did exist compared to those shown in films).
Build a model pyramid from a set template.
Differentiation
Resources
Success Criteria
LA – working with TA. Concentrate on describing some of the items that
may have been found in a pyramid tomb.
MA – Activities as above.
HA – further examine the opening of Tutankhamen’s tomb.
Text books
Supplementary pictures of inside a pyramid.
Template for pyramid.
I can
- explain why pyramids were built.
- describe that pyramids varied in size and the way they were built.
- explain why evidence found is valuable, but that much has
disappeared.
Primary Schemes of Work: History Unit 10 What can we find out about ancient Egypt from what has survived?
What can we find out about ancient Egypt from what has survived?
Lesson/session
Keywords
Lesson 4
Object
Names for some of the objects
Key Objectives
to observe an object in detail and to make inferences and deductions
to record information about an object accurately
Main Activity(ies)
Ask - what can we learn about ancient Egypt from one object? Show a
picture or replica of an object from ancient Egypt. Ask them to make a
detailed drawing of the object and to describe it.
Use information from the object and what they have learnt about
ancient Egypt to decide, What does this source tell us about life in
ancient Egypt? Ask them to think about why it is important for
historians to consider a wide range of sources of information.
Differentiation
Resources
Success Criteria
LA – TA assistance with writing the description
MA / HA – activities as above.
Text books
Variety of pictures of objects.
I can
- look at and describe an object
- consider what this object tells me about the ancient Egyptians.
Primary Schemes of Work: History Unit 10 What can we find out about ancient Egypt from what has survived?
What can we find out about ancient Egypt from what has survived?
Lesson/session
Keywords
Key Objectives
Main Activity(ies)
Lesson 5
Hieroglyphics, symbols,
Sounds, phonemes
Know that the ancient Egyptians often wrote using hieroglyphics – and
what this means.
Try to write a short message using hieroglyphic symbols.
Consider how we use pictures as symbols today – in road signs, adverts,
etc.
Explain how the ancient Egyptians used pictures to represent sound of
letters. Consider how we might do this today – what simple picture could
we draw for some people’s names?
Look at a basic hieroglyphic alphabet – look at letters and sounds that we
do not use today.
Interpret a simple hieroglyphic message.
Write own sentence using hieroglyphics. Decorate and see if other people
can read it.
Differentiation
Resources
Success Criteria
LA – some TA assistance
MA – activity as above.
HA – extend with modern day symbolic alphabet
Text books
Supplementary pictures of Egyptian writing
Hieroglyphic alphabet sheet.
I can
- describe how hieroglyphics developed.
- read write simple words in hieroglyphics.
Primary Schemes of Work: History Unit 10 What can we find out about ancient Egypt from what has survived?
What can we find out about ancient Egypt from what has survived?
Lesson/session
Keywords
Key Objectives
Main Activity(ies)
Lesson 6
/
Open ended – end of unit.
Children to use reference texts, possibly the Internet to read and inform
about topic of their choice.
Short general revision of this unit.
Review history unit target sheets.
Children to read and use evidence of pictures to describe one aspect of
life in Ancient Egypt – of their choice.
End unit – discussion on what they have learnt – what can they do if they
want to learn more……
Differentiation
Resources
Success Criteria
LA – TA assistance and direction for choice of area to be investigated.
Group working on single theme.
MA / HA – activities as described – differentiated by outcome in this open
task.
Text books
Reference books
Supplementary pictures.
I can
- study some different sources to find information.
- produce a written report based on my reading and investigations.
- make a judgment about my learning in this area.