Brenden is Teaching


NameEgyptians Cross Curricular Plan
File 1582_Joseph and the Egyptians MTP.doc
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See key literacy unitplans based on renewed framework objectives. Units to becovered:

Narrative unit 1 Stories with familiar settings(Further 2 weeks) Continued from last term

Non-Fiction unit 3 Information Texts (3weeks)

Poetry unit 2 Really Looking (1 week)



1.      Recap previous termsphonics

2.      ue / u-e

3.      ear / eer

4.      air / are

5.      wh / qu

6.      ch / ph


Text: Joseph and HisBrothers

Key Objectives: Seeunit plan (narrative 1)

Phonics: Recapprevious term


1. Read Joseph andhis brothers story. Recall key events and role-play favouritescene. Children sequence story.

2. Recap story andmime a chosen scene. Model question writing and hot seat Joseph.Children write own questions for Joseph and hot seatpartner.

3. Thought tappingdrama. Freeze frame a scene and extract thoughts of charactersChildren add thought bubbles to video stills.

4. Children write anexciting fact about themselves and share. What exciting things dowe know about Joseph? Create a character profile / passport toEgypt.

5. Recap weeks work.IN groups children create a mind map of whole story using 2connect.Using mind map create a book review of the story.

Text: Maisy and theRainbow Dream

Key Objectives: Seeunit plan (narrative 1)

Phonics: ue /u-e


1. Ask children torecall Josephs dreams. Model writing a recount of one of thedreams. Children write own recount of Josephs dreams.

2. Read the storyMaisy & the Rainbow Dream. Act out scenes from the dream torecount. Ask children to write a short mini- book (or diary) of theevents in Maisys dream using time connectives.

3. Use previous dayswork and photocopy each childs work. Give a piece of work to eachchild and ask them to edit and improve the work of other childrenusing highlighters/pens etc.

4. Ask children torecall one of their own dreams. Act out the dream in small groups.Children complete a dream planner to plan the story of theirdream.

5. Children writetheir own exciting dream using their planners from previoussession.

Text: Were GoingDown the Nile/ Croco'Nile

Key Objectives: Seeunit plan (non-fiction 3)

Phonics: ear /eer


1. Read Were goingdown the Nile. Ask children to recall all the things they see onWBs. Children take a magic carpet ride over Egypt and write all theobjects they spot!

2. Read CrocoNile andthis time encourage the children to list sights, smells, texturesand sounds of Egypt.

3. Examine theglossary of Nile book. Why do we need it and what does it do?Identify any unknown words from the two books and highlight.

4. In pairs take aword from either book and write a short glossary entry.

5. Create an Egyptianmini book of unknown words from the 2 books and write just like aglossary.


Text: Were goingdown the Nile Key objectives: See unit plan (Non-Fiction3)

Phonics: air /are


1. Examine aninteractive dictionary and why we use it. Examine the order of thealphabet. Give groups set of alphabet letters with some missing.Order and identify missing letters. What word can you make frommissing letters? Write a short definition for that word.

2. Practise using adictionary. Give children objects to find in the dictionary andwrite the definitions for those objects. Give a definition and seeif they can identify the word.

3. Children create anABC of Egyptian objects to use later to create a dictionary.

4. Examine the layoutof a dictionary and how to carefully construct a definition. Make aclass big book dictionary of Egyptian objects.

5. For fun, usingsyllables children create mixed up animals from Egypt. Childrenthen write a definition for this mixed up animal and place in aclass book.

Text: Egypt HolidayBrochures

Key objectives: Seeunit plan (Non-Fiction 3)

Phonics: wh /qu


1. Examine anEgyptian holiday brochure and what info is included. Look atheadings, subheadings and captions. Children highlight own copy andpick out key words and features.

2. Take a picture ofEgypt and children write a short entry about the place and what youcan do there. Write a caption to match picture.

3. Ask children towrite a small holiday leaflet for Brimington and giveheadings.

4. Plan an Egyptianholiday leaflet as a mind map using headings from previouslesson.

5. Children write ashort holiday leaflet all about Egypt. What can you see, do, taste,enjoyetc?

Encourage children towrite a short glossary at the back of key words people might notunderstand.


Text: Rainbow /Colour poems

Key objectives: Seeunit plan (Poetry 2)

Phonics: ch /ph


1. Read the childrenthe poem The Rainbow. Ask them to highlight key words anddescriptive language. Read aloud the poem in pairs using actionsand expression.

2. Recap the poem andshow images of various rainbows on IWB. Ask children to create aclass rainbow of words on pieces of coloured paper and to includeas many adjectives as possible.

3. Using the wordsfrom the previous day write an acrostic poem for the wordRAINBOW.

4. Make mix and matchcolour discs and write descriptive sentences like blue is thepeaceful ocean, red is a raging fire.

5. Write a final poembased largely on the poem The Rainbow using a structured patternand similes e.g. a rainbow is colourful like Josephs coat, arainbow is bendy like a banana.



See Abacus Evolveunit plans and MTP for key objectives from renewedframework.


Block A Unit 2:Counting, Partitioning & Calculating

Block A Unit 2:Counting, Partitioning & Calculating

Block B Unit 2:Securing number facts and understanding shape

Block B Unit 2:Securing number facts and understanding shape

Block C Unit 2:Handling Data & Measures

Block C Unit 2:Handling Data & Measures


Rocks &Forces



Sc1: 1, 2b, f, g,h

Sc4: 2a, b, c

LO: To construct amind map of what they know about an object.


Explain that manydifferent rocks can be found in Egypt. Examine various rocks andlook at properties. Children examine using magnifying glasses anddraw a mind map of information about the rock.

LO: To describesimilarities and differences between materials.


Children sort rocksusing various criteria (but not appearance!). Carry out tests suchas can it scratch a coin? Can you write with it? Will it float etc?Record results.

LO: To sortmaterials according to their properties e.g. shiny, hard,smooth.


Examine magnetism.What does it mean? How do we know if something is magnetic? Canrocks be magnetic? Why? Test rocks to find out if any are magneticand record results.


LO: To useobservations and to measure force in Newtons.


Examine the processof pyramid building in Ancient Egypt. How did the slaves pull therocks to the top? Build slopes and test various rocks using a forcemeter. Which needs the most force and why?


LO: To use correctequipment and record observations accurately.


Examine last weeksexperiment. How could we change it to make it easier to pull therocks up the ramp? Investigate gradient and the effects it has onforce needed.

LO: To compare themovement of different objects in terms of speed anddirection.


Again develop last 2weeks experiment and investigate the invisible force of friction.How does different surfaces affect the rate of force needed to pullrocks?


Josephs coat /Egyptian art



1a, b, 2b, c, 4a,b


1a, b, e, 2a, c, d,e


LO: I construct mywork using diagrams and labels. I investigate a range of productsand say how theyre put together.


Examine Joseph andhis coat of many colours. Look at various coats and the parts whichconstitute them. Design a coat for Joseph and label features e.g.collar, cuffs, pockets, sleeves etc.

LO: To assemble,join and combine materials using the right tools andtechniques..


As a whole classchose a favourite design from last week. Split children into teamsto make various parts of the coat using fabric to collage. Childrenthen come together to join all the elements of the coat usingappropriate joining techniques.

LO: To plan what todo next when working on designs.


Joseph now needs toget funky and become part of the 21st century! He needsa t-shirt of many colours! Children create repeating patterns onsandpaper and transfer onto white t-shirts with an iron (+ anadult!)

LO: To show my ideasin drawing and printing.


Examine Egyptianhieroglyphics. Children create a name cartouche using Egyptianstamps and coffee to stain the paper.

LO: To represent indrawing my ideas and feelings.


Examine the detailedengravings and printings on a sarcophagus. Make large 2D coffins bydrawing around a child and children use texts and images to adddetail and design to the paper coffin in teams

LO: To investigateprinting.


Examine wallpaintings in tombs. Children create a card and string stampdepicting their life today. They then roll with paint and stamponto class size piece of paper to create a depiction of life in2008!


CD-ROMS &Internet



1a, b, 2a, 3a


LO: To use buttonsto navigate a CD-ROM. To use keywords to locate information on aCD-ROM


Introduce use ofYoung Explorer as an interactive encyclopaedia. Children canfamiliarise themselves with this program by choosing own topic tosearch for.

LO: To use an indexto locate information.


Ask children to useYoung Explorer to find research about Ancient Egypt. Use theglossary and search engines to help. Print off most interestingfact.

LO: To load theInternet browser and use hyperlinks to navigate theWWW.


Children progress tousing Google search engine on Internet. Ask them to find out abouta famous person and print off any work.

LO: To load theInternet browser and use hyperlinks to navigate theWWW.


Recap work on Googlesearch engine and now ask the children to locate an Egyptian famousperson Tutankhamen! What can they discover?

LO: To gatherinformation from a variety of sources.


Using the informationthe children have discovered about Ancient Egypt and King Tut, copyand paste work into Text ease and create a poster aboutEgypt.

LO: To use text,images and sound in a piece of work.


As a final piece offun to end the topic children can chose to create an Egyptian soundpicture or an end Egyptian mind map to show all they have learnedover the whole topic using 2 Connect or Story Maker.


Egypt & The life ofTutankhamen



1a, 2a, b, 4a,b


LO: To talk aboutthe differences between things from the past andnow.


As an introduction tothe topic brainstorm everything the children already know aboutEgypt. Use 2 Connect to mind map. Show Egypt on a globe and theshape of the land. Examine pictures of Ancient Egypt and todaysEgypt. Create a map of Egypt and collage.

LO: To use thecomputer to find out about famous figures.


What does it mean tobe famous? Mind map ideas. Who is famous today and why are theyfamous? Children use internet to find information about a famousperson and record evidence.

LO: To use thecomputer to give views about historical figures.


Egypthad a very famousking called King Tutankhamen. Examine PowerPoint and why he wasfamous. Compare a pharaoh with our queen using a Venn diagram.Children again access internet to find differences between queensand pharaohs.

LO: To recountevents of a famous persons life.


Examine the pharaohslife and times. Explain that King Tut was only a boy about our ageand he had complete control over all Egypt. What would you do orchange if you were King/Queen. Write a summary.

LO: To sequence someevents from a famous persons life.


Tell the childrenthat King Tut died very young and under suspicious circumstances.But what happened to him after he died. Examine the process ofmummification and make a death mask.

LO: To use labelleddiagrams to tell people about the past.


How do we know aboutKing Tut? Examine the work of Howard Carter and talk about thelatest exhibition in London O2 Arena. Examine the tomb of King Tutand make observational, labelled drawings.


Gymnastics:See PE Scheme ofwork

Dance:Morning in Ghana(see Primrose Dance pack) - African dances.



Gymnastics: 8a, b, c& d

Dance: a, b, c &d

Gymnastics: See PEScheme of work. Travelling and balancing (from floor toapparatus).


Dance: Morning inGhana

Gymnastics: See PEScheme of work. Travelling and balancing (from floor toapparatus).


Dance: Morning inGhana

Gymnastics: See PEScheme of work. Jumps (from apparatus) and rolls.


Dance: Morning inGhana

Gymnastics: See PEScheme of work. Jumps (from apparatus) and rolls.


Dance: Morning inGhana

Gymnastics: See PEScheme of work. Gymnastic sequences on apparatus (travel, balance,jump, and roll).


Dance: Morning inGhana

Gymnastics: See PEScheme of work. Gymnastic sequences on apparatus (travel, balance,jump, and roll).


Dance: Morning inGhana


The story of Josephand Moses and the Exodus


(Taught largelythrough Literacy weeks 1 & 2)

LO: See DerbyshireAgreed Syllabus (Questions & Answers / Worship)


Examine the story ofJoseph and His brothers. Explain this is a bible story that hasmany different versions. Ask children to sequence story and retellin groups. Show how each re-telling was different.

LO: See DerbyshireAgreed Syllabus (Questions & Answers / Worship)


Examine Joseph as aperson and what made him so special. Create a characterprofile.

LO: See DerbyshireAgreed Syllabus (Questions & Answers / Worship)


Examine Josephs giftgiven to him by God (dream interpretation). Children write about aspecial dream they have had and use a dream dictionary to try andinterpret the childrens dreams (use tentatively).

LO: See DerbyshireAgreed Syllabus (Questions & Answers / Worship)


Develop the idea ofempathy within the children by freeze framing scenes from theJoseph story and asking children in groups to thought tapcharacters and express their feelings.

LO: See DerbyshireAgreed Syllabus (Questions & Answers / Worship)


Examine the nextstory from this period in the bible about Moses and the Exodus. Usedrama to re-tell the story of Moses and film using digitalcamcorders and cameras.

LO: See DerbyshireAgreed Syllabus (Questions & Answers / Worship)


Recap the story ofMoses and examine the ten commandments and how they affect thelives of Christian people. Children write their own very special 5commandments for use in our school.


Helping eachother.

Recognisingsimilarities and differences.



2a, e, 3a, b, c, e,f, 4a, b


LO: To learn to helpeach other.


Examine the Egyptiangame of Senat (or a simpler version which is like noughts andcrosses). Children work in pairs together to make their own versionof the game.

LO: To learn to taketurns and share.


Children have theopportunity to share their games from the previous week, butremembering to take turns and share with everybody, not just theirclose friends.

LO: To learn to staysafe around household tools and substances.


Children examine somefoods that Egyptians may have eaten e.g. falafel and prepare someof the foods. Remember cleanliness and sharing of equipment.

LO: To learn to staysafe around medicines and household substances.


Examine thesubstances needed for the mummification process e.g. oils,chemicals, salts etc. Explain the dangers of some of thesesubstances and of some substances (e.g. medicines) you may have inyour houses. Write 3 rules for staying safe in the home.

LO: To learn thatall people are different and we should appreciate and respectdifferences.


Examine why theEgyptians built pyramids. Examine the treasures of King Tut. Whatspecial things would you include in your own pyramid? Make apyramid planner. Ask children to bring in special objects tothem.

LO: To learn thatall people are different and we should appreciate and respectdifferences.


Children show theirspecial objects in a circle time and build a personal pyramid thatis filled with their very special objects!


Colours SoundsTopical



1a, b, 2a, b, 4c,d


LO: See SoundsTopical Objectives


Place where therainbow ends singing, listening for the shapes of a rainbow andresponding through movements.

LO: See SoundsTopical Objectives


As in previous lessonbut using various percussion instruments to create rainbow shapesin sound (low-high-low). Perform rainbows to class.

LO: See SoundsTopical Objectives


Patterns to play performing rhythms from grid notation.

LO: See SoundsTopical Objectives


Colour combinations matching vocal, body sounds and percussion instruments to colours.Draw the shapes of the sounds on paper.

LO: See SoundsTopical Objectives


Colour combinations Design a simple colour notation dream coat. Children then play thecoat notation using a sound for each colour.

LO: See SoundsTopical Objectives


Colour and shape recognising and repeating rhythms then composing using shape andcolour notation.


LO: To use preciselanguage to explain reasoning.


CURIOSITY: You aregoing to interview Joseph. Write down 3 questions you would askhim.

LO: To useimagination, extend ideas and create new ones.


THE QUESTION: Theanswer is Egypt. What could the question be?

LO: To make criticaljudgements about the value of an object.


DIFFERENT USES: List5 different uses for a dream coat.

LO: To plan ways ofsolving problems using previous experiences.


INTERPRETATION: Amummy is crying. List 3 reasons why.

LO: To be open tonew ideas and to generate own new ideas.


ORIGINALITY: Thehieroglyphic letters P, R, W and Z have gone missing! Design 4 newhieroglyphic symbols.

LO: To communicateideas confidently drawing upon previous learning.


THE REVERSE: List 10things you would not find in a pyramid.


Write a letter hometo his Dad from Joseph.

Write about a dreamthat really made you laugh when you woke up!

Read a short book anduse a dictionary to find out any words you dont know.

How many S words canyou think of? Check in the dictionary.

Imagine you are atourist in Egypt. Write a postcard home to your parents tellingthem what you can see and do.

Pick your favouritecolour and write a short poem about your colour.