A 3-4 week unit based on the book ‘The Egyptian Cinderella’. Great cross curricular links to Ancient Egypt. The final outcome is the children writing their own traditional tale set in a different culture. Follows the T4W approach of immitation/innovation. Includes: -T4W/story map to learn the text -Boxing up the text/five-part story structure Inverted commas for dialogue Paragraphs Comprehension (ERIC) Similes Fronted Adverbials Complex sentences (FANBOYS) Writing a story opening, build up, problem, resolution and ending My children loved learning about this story and writing their own traditional tales.

A set of lessons for DT explaining how to design, make and paint canopic jars. Includes: looking at patterns, shapes of jars and colours the Ancient Egyptians used. Making a jar using papermache and mod roc. Painting the jar. Super, hands on lessons inspiring creativity. Goes well after looking at the mummification process!

A short poetry unit which we are using to start off our WWII history topic. Looking at some example war poems including ‘Flanders Fields’, ‘Christmas Truce’, ‘The Wound In Time’, ‘High Flight’ & ‘A Gunner’s Day’. COLD TASK - Write a poem about Life in Lockdown LI: To analyse and comment on a poem. (ERIC) LI: To use a thesaurus to find antonyms and synonyms. LI: To use similes and metaphors. LI: To use personification for effect. LI: To plan and write a poem. LI: To edit and perform a poem. COLD TASK - Narrative

Drawing inspiration from Letters from the Lighthouse and Goodnight Mr Tom, the outcome of this unit is to write a story containing a flashback. LI: To write a story with a flashback (cold task) LI: To investigate and use a range of fronted adverbials. LI: To write a story opening. LI: To evoke an emotive response through my writing. LI: We are accurately punctuating dialogue. LI: To write a flashback. LI: To create a character description (missing person poster) LI: To plan a story with a flashback. LI: To draft a story with a flashback. LI: To edit and improve my work. LI: To publish my work. Work format is as a smart notebook file. I have provided a PDF of the slides also.

A knowledge organiser appropriate for year 5/6 learning on the Maya.

A song written for my class assembly about the Ancient Egyptians. Sang to the tune of Uptown Funk, it mentions stages of the mummification process and talks about how Pharaoh’s were the rulers of the land. Enjoy! x

A block of 11 lessons with one ‘stand alone’ diary entry lesson which links to Letters from the Lighthouse’. The main body of the lessons is looking at features and skills to create a news article based on the mass evacuation of children and vulnerable adults during WWII. This unit goes well with learning about WWII in history. Please note: this is a smart notebook file. I have attached pdf and ppt versions of these files but these are not editable. Smart notebook is the best format for this! LI: To write a diary entry (cold task) Success Criteria: I can take on the persona of a character. I can write in first person. LI: To explore the features of a news article. Success Criteria: I know what makes something ‘news’. I can identify key language and structural features. I can answer questions based on a text. LI: To use compound sentences with accuracy. Success Criteria: I can identify main and subordinate clauses. I can use a range of coordinating conjunctions. I can write topical compound sentences. LI: To use a range of conjunctions when creating complex sentences. Success Criteria: I can identify a range of complex sentences. I know that a complex sentence contains a main (independent) clause and at least one subordinate (dependent) clause. I can identify a range of conjunctions. I can form a variety of complex sentences. LI: To use parenthesis to add additional information. Success Criteria: I can identify parenthesis. I can decide what punctuation to use for parenthesis. I can write sentences including parenthesis. LI: To use direct and reported speech. Success Criteria: I can differentiate between direct and reported speech. I can punctuate direct speech accurately. I can draw out key quotes from a range of information. I can write the main body including a variety of reported and direct speech. LI: To write an effective introduction. Success Criteria: I know what the 5Ws are. I can use the 5Ws to create an effective introduction. I can suggest an appropriate headline. I can use prepositions and adverbs to express time, place and cause. LI: To form detailed paragraphs. Success Criteria: I understand the structure of a news article. I can expand on a point. I can link my sentences together to provide cohesion. LI: To plan a newspaper article. Success Criteria: I can box up a newspaper report. I can use the 5Ws. I can write factually. LI: To write a newspaper article. Success Criteria: I can use my plan to help me. I can include an appropriate heading and hook. I can use the 5w’s in my introduction. I can link my sentences, selecting appropriate time words. LI: To publish a newspaper article. Success Criteria: I can carefully proof-read my work. I can make changes to improve my work. I can present my work using my best handwriting.

A knowledge organiser that we use as part of our ‘local history’ study. The first page is general information about WWII but the second page talks about Newbury’s role in WWII.

A lesson about where Egypt is in the world. Children identify which continent Egypt is in and looks at the key geographical features of Egypt. Children can use air dry clay to create the shape of Egypt and then paint on the features. Suggested resources: Google Earth, atlas, globe.

A song based on The Stone Age, sang to Queen’s We Will Rock You. Perfect for a bit of fun, or in our case, our class assembly!

Link to history/The Ancient Egyptians. Investigate the mummification process and consolidate understanding of mummification. Children get to mummify their own apples, making predictions, comparing the experiment to what the Ancient Egyptians did and evaluating the experiment at a later date. (Can leave the apples as long as you like - we left them for 10 days!) Children love completing this experiment and are engaged the entire time! Materials needed: Small apples, antibacterial hand gel, table salt, bicarbonate of soda, plastic cups, paper towels, vegetable peeler, labels.