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					ANCIENT EGYPT WORKSHOP–Curriculum Links
Key Stage 1 and 2           Max. 24 children per group.

1 hour workshops at     The Royal Albert Memorial Museum (RAMM)
Choose sessions from: - Mummification, the Tomb of Shepenmut,
                        Artefact Handling, African Animals.

HISTORY – NC / QCA Unit 10               Year 3 / 4
               What can we find out about ancient Egypt from what has survived?
 Most will be able to describe and understand characteristic features of life in ancient
   Egypt focusing on rituals, beliefs and attitudes. They will be able to identify some of the
   ways the past is represented and explain them by using sources and specialist
 Some will not go so far and will remember some aspects of life in Ancient Egypt and
   their beliefs about the afterlife.
 Some will go further and be able make reasoned judgements about different
   representations of the past selecting information to ask and answer questions from
   various sources.

 Increase knowledge and understanding about life in Ancient Egypt.
 To make inferences and deductions about their way of life from handling objects, both
  original and replica.
 To develop investigation skills and information gathering using a range of sources of
  historical evidence, using them to create an explanation.
 To understand that what we know about the past is dependent on what has survived.
 Develop thinking skills to assess actions they would take or recommend others to take
  based on evidence.
 To experience feelings of achievement and excitement about historical/other evidence
  in museums by seeing, and where possible, handling original artefacts.

Links to Prior Learning:
 The children should have prior information on daily life in Ancient Egypt, especially their
   beliefs about life and death.
 Previous use of a range of sources of information would be useful to help children
   appreciate the way evidence can be gathered from the various objects and artefacts
   they may see on their visit.

 Ability to describe characteristic features of Ancient Egyptian beliefs from experiencing
  the workshop, using new vocabulary, recording activities and memories.
 Know that the Shepenmut display represents a very brief amount of time within the
  whole chronology of the Ancient Egyptian Civilisation.
 Ability to observe and describe an artefact accurately, making inferences and
  deductions about its use.
 Historical enquiry – ask and answer questions about what has survived from Ancient
  Egypt and what this reveals about the past.
 Use a range of historical, and other, sources of information.
 Organisation and Communication – opportunities to recall, select and organise
  information about the people of Ancient Egypt.
 Drama link – to participate in a drama activity and to explore characters, issues and
Children will have the chance to participate fully in these workshop sessions, through role
play/drama, and by handling/observing original artefacts. An „Egyptian Treasures‟ box
with real and replica items is available for Artefact Handling for close-up observation and
drawing, while work on African Animals links up with Egyptian Gods.

                One group (of up to 24 children) will learn about the Ancient Egyptians‟
                beliefs about life after death, the reasons for and methods used in
                mummification and consider the various sources of information / evidence
available in this museum. Each child will be encouraged to take on the role of a character
in an embalmers workshop in Ancient Egypt, using character cards and props to inspire
their imagination. Use of original and replica artefacts will be involved, e.g. canopic jars,
shabtis and amulets; as will the use of appropriate oils, herbs and materials. The session
finishes with a look at the x-ray of Shepenmut, our very own mummy!
                                                                This session is museum-led.

                THE EGYPTIAN TOMB
                Another group (of up to 24 children) will take on the role of archaeologists/
                researchers / detectives who have just discovered the tomb of Shepenmut.
                They have been given the task of finding out as much as possible about her,
                using the evidence of what remains, in order to learn what kind of life she led
and to decide whether she was a person of significance. Various clue cards will be
available – things to look for, draw, questions to answer, etc. and a local storyteller (the
class teacher, or other willing adult!) may also have helpful information to impart. The
hieroglyphic inscriptions (nine panels, all the same) can also be studied for information,
using decoding sheets. Evidence can be gathered/recorded so that by the end of the
session the “archaeologists” can give a report on what they have discovered. Children can
be encouraged to make decisions about what should happen to the mummy now that it has
been discovered, giving reasons for their opinions.
(All relevant information/materials will be supplied by the museum, including a script for the
storyteller!)                                                   This session is teacher-led.


               AFRICAN ANIMALS
               Based in the Natural History Gallery the children get the chance to look
               close up at the animals on display. Using spotter cards they can try to
               identify those that would have lived in Ancient Egypt, sorting and classifying
them into groups. Then, using the activity sheets available, they can link the animals to
Egyptian Gods and make drawings.

               ARTEFACT ENQUIRY
               Children will get the chance to handle artefacts, observe features and
               compare the similarities and differences between original and replica items.
               Careful consideration of the questions on the activity sheets will promote
               discussion and focused observation.

Please note: the teacher-led sessions African Animals and Artefact Enquiry are not compulsory – you are
welcome to lead your own sessions in the museum if you wish, or use the museum quizzes.
How the combined use of the Ancient Egyptians teachers pack and a
workshop visit to the museum contribute to the National Curriculum.
History          Historical enquiry and interpretation. Asking and
                 answering questions. Looking at original evidence, plus
                 the handling of replicas and some originals to create
                 experiential learning opportunities. Developing knowledge
                 and understanding, including the ideas, beliefs, attitudes
                 and experiences of people in the past.
English/Literacy Reading labels, reading clue sheets, discussing evidence
                 to solve problems, making notes to record ideas, writing
                 about the things they see, speaking and listening
                 activities, role-play and drama.
Science          Understanding properties of different materials,
                 investigating why they were used for particular objects or
                 particular uses. Use of magnifiers to examine materials.
Maths            Looking at shapes, symmetry, tessellation. Observing and
                 making own patterns. 2D and 3D shape work, 3D nets,
                 units of measurement.
Design and       Why various artefacts were designed as they were: which
Technology       work well, and which do not. Designing and making own
IT               Using the teachers pack on CD Rom to find out about the
                 collection of artefacts at RAMM.
Geography        Finding out what the Egyptian civilisation was and where
                 Thebes lay within it. Investigating what was imported and
                 why and from where. Considering landscape of the area.
Art and design   Looking at designs in jewellery, tombs, sculptures and
                 costume. Recording designs from first hand experience.
                 Designing own copies or variations. Hieroglyph art works.
                 Investigating art, craft and design from a variety of
                 genres, styles and traditions.
Music            Use of Egyptian music in some sessions, developing
                 knowledge and understanding by using music from
                 different times and cultures.
RE               Knowledge about some Egyptian gods and burial rites.
                 Learning respect and tolerance for different beliefs, and
                 why religious practices were so important in the daily lives
                 of Egyptian people.
Citizenship/PSHE Coming on a museum trip and sharing the space
                 successfully with other museum users. Egyptian
                 citizenship and social hierarchy.
      National Curriculum specification for Key Stage 2 History

       Programme of Study for History Study Unit: A World History Study
       of a Past Society:
       Ancient Egypt, Ancient Sumer, the Assyrian Empire, the Indus Valley,
       the Maya, Benin, or the Aztecs

       A study of the key features, including everyday lives of men, women
       and children

       Key Features: the society in relation to other contemporary societies;
       chronology; the reasons for the rise and fall of the civilization; significant
       places and individuals*; distinctive contribution to history
       Aspects of everyday life: houses and cities; arts and architecture;
       technology, work and leisure; food, health and medicine; pictures,
       words and communication; rulers and ruled; beliefs*, customs and
       legends*, gods and goddesses*; temples and tombs; wealth and
       economy; transport and exploration; wars and warfare

       (* Denotes areas of work covered by workshops at RAMM and / or this
       Teachers Pack)

      QCA Scheme of Work for History Years 3-4

       Unit 10: What can we find out about the ancient Egyptians from
       what has survived?
       This scheme of work encourages pupils to make „simple observations,
       inferences and deductions‟ from „sources of information‟, especially
       „archaeological discoveries‟.

       The following key questions outlined in the scheme of work can all be
       supported with a visit to the Royal Albert Memorial Museum and / or
       use of this pack.

           What can we learn about Ancient Egypt from one object?
           What objects survive from the time of the ancient Egyptians?
           What do objects that have survived tell us about ancient Egypt?
           What did the ancient Egyptians believe about life after death?

Please refer to following table . . .
LEARNING                         MUMMI-          TOMB OF            ARTEFACT         AFRICAN          LEARNING
OBJECTIVES                       FICATION        SHEPENMUT          HANDLING         ANIMALS          OUTCOMES
                                          What do we already know about ancient Egypt?
to locate ancient Egypt in                                                                            locate ancient Egypt on a
time and place                                                                                        map and place it on a time

that information can be                                                                               group information in
classified in different ways                                                                          appropriate categories

                                     What can we learn about ancient Egypt from one object?
to observe an object in                                                                               describe an artefact
detail and to make                                                                                    accurately
inferences and deductions
to record information about                                                                           make inferences and
an object accurately                                                                                  deductions from objects

                       What does the landscape tell us about what life might have been like in ancient Egypt?
to make deductions about                                                                              extract information about
life in the past from pictures                                                                        the landscape from pictures
of the landscape
how much of the life of                                                                               provide answers that show
Egypt depended on the Nile                                                                            the relationship between
                                                                                                      the geography of Egypt and
                                                                                                      the way of life in the past
                                   What objects survive from the time of the ancient Egyptians?
to classify information in                                                                            sort information into
various ways                                                                                          different categories

about the range of objects                                                                            ask and answer questions
which have survived from                                                                              about what has survived
ancient Egypt                                                                                         from ancient Egypt and
                                                                                                      what it reveals about the
to make inferences from
objects about the way of life
in ancient Egypt                                                                                                ----
                                  What do objects that have survived tell us about ancient Egypt?
about aspects of life in                                                                              select pictures illustrating
ancient Egypt                                                                                         aspects of a chosen topic
to make inferences and                                                                                infer and record information
deductions from objects                                                                               about a topic from pictures
and pictures
that what we know about
the past is dependent on                                                                                        ----
what has survived
                                   What did the ancient Egyptians believe about life after death?
about Egyptian tombs,                                                                                 select pictures about
pyramids and burial sites                                                                             Egyptian beliefs

to use sources of                                                                                     draw and label objects
information in ways which                                                                             accurately
go beyond simple
                                                                                                      create a museum display
                                                                                                      on ancient Egyptians'
        ----                                                                                          beliefs about the after-life
                                  What can we learn about ancient Egypt from what has survived?

what we can find out about                                                                            make a display that shows
ancient Egypt from what                                                                               understanding of the
has survived                                                                                          characteristic features of
                                                                                                      Egyptian society
to produce a structured
account about life in ancient
Egypt                                                                                                      ----
Timing your visit – When is the best time?

To get the most out of your visit, think carefully about when is going to be the
best time during the study unit to take children to the RAM Museum;
       i.e. at the beginning, in the middle or at the end of the study unit?

Here are some ideas to outline the advantages of each: -

At the beginning ….
    To engage and inspire pupils‟ interest in the topic
    To introduce the importance of archaeology and material evidence in
      our understanding of how the ancient Egyptians lived
    To challenge any stereotypical views the children may have of the
      ancient Egyptians
    To encourage pupils to think in an original way about ancient Egypt

In the middle ….
    To reinforce the knowledge and understanding that the children have
      acquired so far
    To refresh and maintain the children‟s‟ interest in the topic
    To encourage children to ask questions about what they do not know
      and want to find out
    To gain new knowledge and understanding and build on this back in the

At the end ….
    To reinforce and extend children‟s knowledge and understanding
    To provide an opportunity to assess what the children have learned
    To encourage children to look critically at the material evidence that
      informs our understanding of ancient Egypt and ask “Can we really be
      sure this is what the Ancient Egyptians believed and how they lived or
      is it merely guess work based on the evidence available?”
    To reward children for completing the unit

Objectives for your Visit – What do you want to Achieve?

It is important to set clear objectives for the visit to ensure it is meaningful and
Try to think broadly in terms of how you would like the children to benefit from
the visit.

The definition of „Learning‟ below offers a broad and useful perspective on
      “ Learning is a process of active engagement with experience. It is what
      people do to make sense of the world. It may involve an increase in skills,
      knowledge or understanding, a deepening of values or the capacity to reflect
      and appreciate. Effective learning leads to change, development and the
      desire to learn more.”
      DfEE, The Campaign for Learning 2000

The emphasis above is on „learning through doing‟.
The activities undertaken at the Museum involve as much hands-on activity
as possible in order to enable effective learning.

What are the benefits of using real objects in learning?

     They provide a direct link with a topic or 'a period in the past' and can
      really enhance young people's interest in and understanding of a
     They encourage young people to use all their senses - especially touch,
      sight and smell
     They help to develop the important skill of drawing conclusions based
      on an examination of evidence, together with an understanding of the
      limitations and reliability of evidence
     They are ideal for generating group and class discussion
     They promote the value of museums and encourage young people to
      visit museums and galleries with their families to further their learning

Objectives for your visit to the RAM Museum might include: -

     Improving knowledge and understanding
      e.g. of archaeology, of life and in ancient Egypt, of learning how to use
      museums, etc.

     Developing key / transferable skills
      e.g. team-work, problem solving, learning how to look at objects,
      literacy, making deductions, communication, etc

     Encouraging personal development
      e.g. increasing personal motivation and confidence, changing children‟s
      views about museums or about history, encouraging them to take their
      learning further by visiting other museums or bringing their families, and
      of course, having fun!