TEACH A
broad and balanced CURRICULUM FOR HISTORY AND GEOGRAPHY
In the 2019 framework, Ofsted has put an emphasis on the value of a broad, rich curriculum and will be examining every school’s provision across all subjects. Collins’ history and geography resources have been created by subject experts and are designed to help you construct knowledge-rich lessons that progress all pupils.
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Grow your pupils’ understanding with knowledge-rich Pupil Books. Activities for every lesson to build pupils’ deeper knowledge retention and investigative skills. Adapt your lessons to challenge and support all pupils using the Teacher Guide.
4.2 Growing up in Ancient Egypt
4.2
dogs, birds or even Pets were very popular. Many Egyptian families would have cats or to earn their keep too. monkeys as household pets, but these animals would be expected and monkeys hunting; with help would dogs granary; the in Cats would kill rats and mice waiting below. were trained to climb tall trees and pick fruit and pass it down to people
Growing up in Ancient Egypt
Jobs and careers
were expected Children were expected to obey their parents without question, and ‘child’ translates to help around the house from an early age. One Egyptian word for Boys were fathers’. their for sticks ‘walking as boys as ‘servant’, and another describes expected to learn their father’s trade and follow in his footsteps.
‘Today is the happiest day of my life – we have finally adopted a child.’ Egyptian woman, writing in 1875 BCE
Boy milking cow, from a wall painting in Saqqara
Caring for children Ancient Egyptians loved children, and often had large families. Many babies died from infection and disease – A toy cat with pull-along string some historians suggest more than one in three babies died. To help counteract this, mothers would breastfeed vegetables and a their children until they were three years old, and then wean them onto honey or dates. gruel or porridge made from stewed wheat or barley sweetened with making it easier old, years 10 around were they Children would wear no clothes until one long plait, or to keep clean. They would have all their hair shaved off, apart from was a sign side-lock the off Shaving head. side-lock, that hung down one side of their A doll made of wood, with hair made that they were now an adult. from clay beads
Fun and games
Key word gruel
Think about it!
Much of life would be spent outside, playing. Everyone would learn to swim, but also to be careful of the crocodiles and hippopotamuses in the River Nile. Boys would learn to fight with sticks, spears and bows and arrows so they could hunt and fish or fight in the army of the pharaoh when they were older. Girls would learn to grind corn, cook, spin and weave and generally look after the household. But there were plenty of games too – many we still recognise today. Leapfrog and tug-of-war were popular, as were spinning tops, ball games, dolls and pull-along toys. Board games were very popular, the two best known were called
1. Why might adopting a child make this woman so happy? What does about attitudes towards children in Ancient Egypt? 2. Do you think it was fun being a child in Ancient Egypt?
that tell us
3. How different was life for rich and poor children?
Let’s do it! others in your 1. Find out how you play Snake and/or Senet. Describe the rules to group. boy or girl. Egyptian young a of life the in 2. Write a story about a day, or an event, have Remember to make it realistic. Use examples from this unit, or that you discovered for yourself.
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Snake and Senet.
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CONNECTED HISTORY A full scheme for teaching primary history, available as a digital download. Provide a modern, relevant and intellectually challenging history curriculum that also makes meaningful and rigorous links to other subjects. Flexible to use for teaching history by topics and as a discrete subject. Support children’s deeper understanding and retention of knowledge with the enquiry-based approach.
FIND OUT MORE AN D SEE SAMPLES AT COLLINS.CO.UK/CON NECTEDHISTORY 3
COLLINS PRIMARY GEOGRAPHY Develop children’s deeper knowledge and investigative skills with detailed case studies. The Teacher Guides support you step-by-step to teach knowledge-rich lessons.
Pupil Book 6, Issues
Teacher Guide 6, Issues
FIND OUT MORE AND SEE SAMPLES AT COLLINS.CO.UK/PRIMARYGEOGRAPHY 4
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2017
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HIGHLY COMMENDED
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CONNECTED GEOGRAPHY
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A full scheme for teaching primary geography, available as a digital download. An enquiry-based approach to learning that develops pupils’ subject knowledge and skill. Teachers are equipped to integrate new knowledge into larger concepts with step-by-step guidance to support the non specialist. Resource 3: Levels of sustainability 9
Resource 1: Susta inability 5 Michael Movchin: CC
Jaromir Chalabala/Shutterstock
© HarperCollins Publishers Ltd 2016
live more sustainably? Connected Geography: Key Stage 2 (Years 3 and 4) – How can we
Key Question: How can we live more NOTES
sustainably?
Ancillary Question 1: What does
being sustainable actually mean?
the images in and give each group a set of to identify and describe Divide the pupils into small groups to look carefully at each photograph Resource 1. Encourage them what each one shows. an example of considered be can why what is shown Then ask them to try to explain . If all of these photographs speculation and discussion mean? The pupils ‘being sustainable’? Encourage ’ then what does sustainability to the environment’ in include examples of ‘being sustainable involve ‘being green’ and ‘good the sun rather than or may describe that all of the images wind creating electricity from the some way or another. For example, train rather than by car. or travelling by bicycle, bus or from coal or gas, walking to work the concept of sustainability g the pupils to really explore Devote time here to encouragin people live their lives. way the in sustainable and being for ever without having a means being able to do something The word ‘sustainable’ literally or on people living nt that supports life on Earth negative impact on the environme using what we need now to sustainably is essentially about elsewhere in the world. Living we can to minimise our at the same time, doing what live a comfortable lifestyle and, same opportunity to live the has future the in that everyone impact on the environment so world. well, wherever they are in the that all of these the images in Resource 2. Explain Now give the groups of pupils they different from the images that are sustainable. How are s also about photographs also show things things we can see in these photograph in Resource 1? Why are the ity. In particular, it is our our own personal sustainabil eating sensibly, sustainable living? This is about exercise, regular as such and doing things physical and mental well-being with. Can the pupils think of , and having friends to interact include particularly fruit and vegetables in our lives? These things may sustainable us make to help that other things , patient, kind, a good others such as being trustworthy which may be lives, having values and attitudes to their live to different ways people choose listener and respectful of the very different from our own. to have considered be can that of images depicting things into the future) and In Resource 3 there is a range (i.e. could continue fairly indefinitely same way for ever). a high degree of sustainability ity (i.e. cannot continue in the into these two activities with a low level of sustainabil encourage them to sort the activities and pairs into reflect and pupils the feedback Divide Take for the pupils to complete this. categories. Allow sufficient time and decided. upon what they have discussed between the use of activity is for the pupils to distinguish out altogether, and An important objective of this run ultimately will non-renewable, which resources that are finite and land resource for landfill, infinite. For example, using the to extract oil and gas those that are renewable and such as iron ore and coal, drilling quarrying for rocks and minerals – the resources in question able and unsustainable activities are all examples of non-renew
will ultimately run out. sustainable energy that such as using renewable and This contrasts with human activities electricity to light and heat our tides and waves, to generate will not run out, such as wind, to see how the pupils industry. It will be interesting up is homes, and to run factories and A phrase that regularly crops use. resource wood and categorise fishing, forestry ‘well... it depends’. both resources that can as fisheries and forestry are Develop the pupils’ thinking here finite depending on how they infinite or unsustainable and breeding protect and potentially be sustainable and we catch stocks by limiting how much are used. If we conserve fish . The same is true of forestry the potential to be sustainable grounds then this resource has will grow into mature trees then replaced with saplings, which and wood. If felled trees are potentially sustainable. this resource and activity is also
5
by-SA 3.0
Connected Geography: Key Stage
2 (Years 3 and 4) – Key question:
‘How can we live more sustainably?’
Connected Geogr aphy: Key Stage 2 (Years
3 and 4) – How can we live
more sustainably? © HarperCollins Publis
hers Ltd 2016
FIND OUT MORE AN D SEE SAMPLES AT COLLINS.CO.UK/CON NECTEDGEOGRAPH Y 5
SUPPORT YOUR ‌ M U L U IC R R U C Y H P A R G O E G Collins First Atlas Collins First Atlas is a fun, vibrant starter atlas for 4-7 year olds, which provides an introduction to basic geographical and atlas vocabulary. All maps are supported with short, informative sentences that use a basic geographical vocabulary.
Collins Junior Atlas An ideal world reference atlas for young primary school geographers aged 8-11 years at KS2. Students will explore clear and engaging maps, study satellite imagery, understand key facts and statistics, and learn how maps and atlases work.
Primary Atlas A curriculum-supportive Primary Atlas for children aged 7-11 years at KS2. The reference maps are informative, politically coloured, and easy to read with national capitals and major cities easily identifiable. This primary atlas provides an introduction to the mapping of the UK, Europe and all major regions of the world.
AT FIND OUT MORE SES /PRIMARYATLA K .U O .C S IN L L O C 6
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CURRICULUM2001
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Captain Scott: Journey to the South Pole China’s Terracotta Army
978-0-00-746199-8
Tick the box to order one of each title in the Big Cat Inform Geography Collection Shapes on the Seashore 978-0-00-718556-6
978-0-00-746203-2
Charles Dickens
978-0-00-746210-0
At the Dump
978-0-00-718563-4
Plague and Fire
978-0-00-746211-7
Where is my School?
978-0-00-718569-6
978-0-00-746536-1
The Wind
978-0-00-718577-1
A Day at the Eden Project
978-0-00-718593-1
978-0-00-746544-6
Pacific Island Scrapbook
978-0-00-718619-8
978-0-00-746549-1
Where on Earth?
978-0-00-718633-4
The Camel Fair
978-0-00-718634-1
Harriet Tubman and the Underground Railroad Discovering Tutankhamun’s Tomb Frederick Douglass: A Slave Biography How to be a Victorian
978-0-00-746553-8
The Cloud Forest
978-0-00-718641-9
978-0-00-753016-8
Weather Report
978-0-00-718655-6
Palaces, Peasants and Plagues – England in the 14th Century Holidays: Then and Now
978-0-00-759108-4
Oceans Alive
978-0-00-723092-1
978-0-00-759119-0
The Maasai: Tribe of Warriors
978-0-00-723097-6
Where Do You Live?
978-0-00-723098-3
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The Ultimate World Quiz
978-0-00-723100-3
978-0-00-759127-5
Fragile Earth
978-0-00-723110-2
Living With Climate Change
978-0-00-723118-8
Great Explorers: Christopher Columbus and Neil Armstrong Brave Nurses: Mary Seacole and Edith Cavell Spreading the Word: William Caxton and Tim Berners-Lee Life and Death in a Hill Fort
978-0-00-812773-2
On Safari
978-0-00-723125-6
Julius Caesar
978-0-00-812778-7
In the Desert
978-0-00-732917-5
The Celts
978-0-00-812782-4
A Day in India
978-0-00-733611-1
River Journey
978-0-00-741290-7
In the Forest
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Chocolate: From Bean To Bar
978-0-00-746533-0
Sister Queens: The Lives and 978-0-00-812785-5 Reigns of Mary and Elizabeth The World’s First Women 978-0-00-812789-3 Doctors: Elizabeth Blackwell and Elizabeth Garrett Anderson The Shang Dynasty 978-0-00-812790-9
My Journey Across the Indian Ocean In the Jungle
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The Maya
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Roman Life in Britain
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In the Sea
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978-0-00-816382-2
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Leisure and Entertainment since 1900 Underwater Treasure
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Our World
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Early Kings of England
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Arctic Life
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The Stone Age
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Happy New Year
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Mapping Australia
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Landmarks of the World
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Boudica
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Dubai From the Sky
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The Railway Revolution
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Wild Weather
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Spotlight On Brazil
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Volcanoes
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The Kingdom of Benin
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Time Traveller’s Guide to the Bronze Age Technology in the Battle of Britain Spotlight on Russia
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Changing Land
978-0-00-816392-1
The Battle of Passchendaele
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The Arabian Desert
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Great Architects
978-0-00-816378-5
Caribbean Carnival
978-0-00-816383-9
978-0-00-820892-9
Tsunamis
978-0-00-820873-8
You Are Here
978-0-00-820874-5
Ancient Greeks: Why They Matter to Us Mary Anning: Fossil Hunter
978-0-00-820893-6
Living in an Earthquake Zone
978-0-00-820878-3
The Story of the Suffragettes
978-0-00-820894-3
Welcome to My City
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The Golden Age of Baghdad
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Wonderful Wilderness
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Himalayas: Bottom to Top
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The Life and Times of William Shakespeare Crime and Punishment Through the Ages Women in the Skies
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Vikings in Britain
978-0-00-820883-7
What’s up with Time?
978-0-00-820884-4
Top Ten Great Britons
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War School for Dogs
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Olaudah Equiano: From Slavery To Freedom Hard Times: Growing up in the Victorian Age How to be an Ancient Greek
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Walter Tull: Footballer, Soldier, Hero Virginia Hall
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Pompeii
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The Titanic
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The Lost Village of Skara Brae
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978-0-00-723106-5
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