How did the Ancient Egyptians prepare for the afterlife?

EASTERSIDE ACADEMY Year 5 and 6 – How did the Ancient Egyptians prepare for the afterlife? (Cycle 1) Memorable Experience A day in the life of an Ancient Egyptian National Curriculum PoS – History Know and understand the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China National Curriculum PoS – Art Pupils should be taught: To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, clay) – (Ceramic Collage) Connect Who wants to live forever? (Ancient Greeks - DT-making of vases/pots) Y3/4 Were people happier in the Stone Age? ( Cave drawings- hunter/gatherers) Y3/4 Who were the Maya? (Ancient civilisations) Y5/6 Key Concepts History-understand chronology/Build an overview of world history Art and design-Master techniques – sculpture – Clay work Declarative Knowledge – History

Declarative Knowledge – Art and design

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Canopic Jars had different designs based on pattern/shape/images.  Imsety – human head - liver  Qebehsenuf – falcon head – intestines  Hapy – Baboon head – lungs  Duamatef – Jackal head – stomach  Techniques for creating the shape of the animal’s head.

Appling a slip for joining/ indenting the clay Scoring – joining technique Pinch/thumb pots Textures/ indentations Layering, cutting, Sgraffito is one of the oldest methods of decorating clay, involves creating patterns in the clay by using a pointed tool.

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Ancient Egyptian Era – 3100-31BC One of the oldest and longest lasting world civilizations.

The death of Cleopatra VII brought an end to the Ancient Egyptian era.

Egypt was built around the banks of the River Nile - allowed people to farm, fish and progress through is yearly cycle of flooding, creating a highly-fertile soil.

The Rosetta Stone - written by a group of priests in Egypt to honour the Egyptian pharaoh. Lists all of the good things that the pharaoh has done for the priests and the people of EgyptThe Ancient Egyptians invented lots of things we still use today, such as paper, pens, locks and keys and toothpaste.

Ancient Greek era- 2200 BC – 1450BC.

Social, ethnic, cultural or religious diversity of past society.  Hierarchical Society – pharohs, vizers, high priests & nobles, officials and scribes, craftsmen, slaves, labourers & peasants.

Dynasties - different dynasties that ruled Egypt-families that had power and passed the leadership of Pharaoh down from one family member to another. Counting the Ptolemaic Dynasty set up by the Greeks, there were over 30 dynasties that ruled Ancient Egypt.

Three kingdoms used to define periods of Ancient Egypt.- Old, Middle, and New Kingdoms.  Tutankamen- most famous pharaoh-rules in late 18th dynasty- tomb discovered in Valley of kings in Nov. 1922 by Howard Carter.  As a sign of respect to gods - they were given offerings and sacrificies.  Hieroglyphics (holy writing composed of symbols and images) used to depict life of A Egyptians – papyrus rolls.  Religion important in Ancient Egypt. Believed in different gods/ deities.  Most of Old testament takes place in or around Egypt. Egypt also plays a major role in the life of many Bible people from Moses and Joseph to Jesus.  Both Egyptian men and women wore make-up. The eye-paint was usually green (made from copper) or black (made from lead). As well as offering protection from the sun, the Egyptians believed make-up had magical healing powers.

Mummification – process to enter the afterlife  Wealthier Egyptians could afford to be buried with jewellery, furniture, and other valuables, which made them targets of tomb robbers.  Egyptians practised mummification and believed in the afterlife.  Canopic jars used to store organs in.Jars decorated with the heads of the four sons of Horus.  Anubis was the god of mummification. He had a human body and the head of a jackal. His job was to prepare the bodies of the dead to be

Techniques for creating the pot Jars made from clay- malleable, strong and stable-clay was carved into.

Coil pots – 2 balls of clay – one for the base, one for creating ‘sausages’ – layering to desired height, then smoothing.

Pinch Pots- create a palm sized smooth sphere, press the thumb into the centre of the ball, half-way to the bottom. While revolving the ball in one hand, press the walls out evenly with the thumb into the inside and the fingers on the outside. Smooth the surface with a damp sponge.

Coils of clay- Keeping the fingers flat, form the clay into sausage shapes, then roll into ropes 1/4 to 1/2 inches thick. Make a shallow dish with the pinch pot method and turn up-side down to serve as a foot of base. Place a coil along the edge of the foot. Dampen the fingers and join the next coil to it, with a little pressure. Keep adding coils . Coils may be pressed with the fingers or a tool on both the inside and outside to create interesting texture.

Collage - a piece of art created by combining small objects onto a surface.

Mosaic is the art of decorating a surface with pictures and patterns made of little pieces of stone, glass, tiles or ceramics of different colours.

Traditional mosaics were made from tiny squares of naturalcoloured rock called “tesserae”. These intricate designs featured scenes from everyday life, such as people, plants and animals.

Outcome: Make an Ancient Egyptian inspired artefact to go inside a tomb.

EASTERSIDE ACADEMY Year 5 and 6 – How did the Ancient Egyptians prepare for the afterlife? (Cycle 1)   

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received by Osiris The four canopic jars were put into a special chest (sarcophagus) which went into the tomb with the mummy.

Bodies stored in pyramids in Giza.

1. The body was washed and purified.

2. Organs were removed. Only the heart remained.

3. The body was filled with stuffing.

4. The body was dried by covering it with a substance called natron*.

This substance absorbed all the moisture from the body.

5. After 40 - 50 days the stuffing was removed and replaced with linen or sawdust.

6. The body was wrapped in strands of linen and covered in a sheet called a shroud.

7. The body was placed in a stone coffin called a sarcophagus.

The poor Egyptians were buried in the sand. Only the rich ones were buried in a tomb

Vocabulary Subject Specific (This may include some Tier 3) Beliefs, attitudes, experiences, social, ethnic, cultural, religious, diversity, society, archaeology/ist, Akhet, Peret, Shemu, Tutankhamen, Hieroglyphics, Pharaoh, Pyramid, Dynasty, Mummification, Sphinx, Rosetta Stone

Ceramics are hard objects that people make from inorganic materials, or materials that did not come from plants or animals. Ceramics have many useful characteristics. In general they are strong, although they may be brittle, or easily breakable Tile cutter – cutting tiles can create more variety in shapes for designs.

Grout – Tiling grout is often used to fill the spaces between tiles or mosaics and to secure tile to its base. Although ungrouted mosaics do exist, most have grout between the tesserae.

Vocabulary Subject Specific (This may include some Tier 3) proportions abstract, shapes, texture, pattern. Construction, visual and tactile qualities. frameworks moulds, stability form manipulate malleable, kneading, sgraffito Collage, mosaic, decorate, texture, plain, pattern, rough, smooth, straight, cut, ceramic, tile, tessellate, grout, tesserae, arrange

Tier 2 interpretation combine provoke refine, justify, analyse summarise/ outline , construct, hypothesise, interrogate, convince, review, devise, establish, conclude, create, evaluate, critique, improve, identify, observe, represent, debate, interpret manipulate describe Procedural Knowledge (Skills) History Build an overview of world history Compare some of the times studied with those of the other areas of interest around the world.

• Describe the social, ethnic, cultural or religious diversity of past society.

Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

Art and Design Develop Ideas • Use the qualities of materials to enhance ideas.

• Comment on artworks with a fluent grasp of visual language.

Master Techniques Sculpture • Show life-like qualities and real-life proportions or, if more abstract, provoke different interpretations.

• Use tools to carve and add shapes, texture and pattern.

• Combine visual and tactile qualities.

• Use frameworks (such as wire or moulds) to provide stability and form.

Master Techniques - Collage • Mix textures (rough and smooth, plain and patterned).

• Combine visual and tactile qualities.

• Use ceramic mosaic materials and techniques.

Revisit World map- Continents Countries Rivers Seas Ancient Civilisations – Greeks/Romans/Mayans Sculpture Cross curricular Links RE- beliefs PSHE- democracy equality Outdoor Learning Opportunities Cook Egyptian flatbread on the fire pit, create Hieroglyphics with sticks.

Power of Reading Text Egyptian Cinderella The Secrets of a Sun God

Outcome: Make an Ancient Egyptian inspired artefact to go inside a tomb.