1. Commitment to learning
History
Ancient Egyptians
Name:
Class:
Teacher:
Booklet due date:
Expectations
Pupil
Parent
Treat this booklet with respect and only hand in work you are proud of.
Complete all the tasks to the best of your ability.
Ask, in plenty of time, if you need help with any of the tasks.
Work independently wherever possible.
All work should be your own.
Proof-read this booklet before you hand it in to your teacher.
Check the quality of work and amount of effort your child has put into this booklet.
Where guided, please assess the Commitment to Learning of one task. The descriptors are below.
Contact the teacher in good time via if there are problems handing the work in on time.
Provide support, guidance and an environment to learn so your child makes the most of these tasks.
Commitment to learning 1
Outstanding
You have demonstrated an outstanding level of effort and commitment. Your work is extremely well presented. 2
Good
You have demonstrated a high level of effort and commitment. Care has been taken with your presentation. 3
Coasting
Your work does not reflect your ability and shows a lack of commitment. Presentation could be significantly better. 4
Cause for concern
The quality of your work shows a complete lack of effort and commitment. The presentation of your work is poor.
Choose a minimum of 3 more tasks you will do and mark them with a cross.
Task
Doing? 1 X 5 2 6 3 7 4 8 x
Checks
Commitment to learning and signature
Teacher
Parent
Tutor
Self
Peer
Need some support ? Try FROG, ask a friend, ask your teacher in school or them with a question,

2. Task
Use the timetable below to plan out how you will manage completing the tasks alongside your other commitments. Fill in any out of school activities/ plans you have to ensure you can fit your schedule around the successful completion of this booklet. If you need help with a task from an adult or a peer make sure you have arranged this in the timetable too.
Expected Outcome
A full homework timetable that includes homework deadlines, out of school activities and where others will be involved.
Skills Audit
Time Planning and organisation 1
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Challenge task:
Read through the booklet and consider the difficulty of the tasks – would you make any changes to the order of the tasks?

3. 2
Task
Produce a mind map demonstrating your current knowledge of Ancient Egyptians.
Expected Outcome
An awareness of your current knowledge and areas for development when you complete future tasks.
Skills Audit
Revision strategies, demonstrating prior knowledge
What do you know about the Ancient Egyptians? Produce a mind-map which uses images and text to demonstrate your knowledge.
You may wish to use some hieroglyphics to decorate your mind-map:
Peer Check Box – what Commitment to Learning score would you give this task?
Challenge task:
Write 3 questions in hieroglyphics and ask a friend to decipher and answer the questions.

4. 3 Their role or job Pharaoh Vizier Nobles Priests Scribes Soldiers
Task
Research Egyptian life to find out what different peoples roles in society were. Rank the best 6 roles in the pyramid at the bottom.
Expected Outcome
Show an understanding of Egyptian society and the order of importance of Egyptian people.
Skills Audit
Research, application of knowledge, evaluation
What was the order of Egyptian society?
Use this website to find out about the order of society during the Ancient Egyptian times and complete the table below.
Their role or job
Pharaoh
Vizier
Nobles
Priests
Scribes
Soldiers
Craftsmen
Farmers
Slaves
Challenge task:
Explain the order you have chosen for the pyramid.

5. 4
Task
Analyse a picture source and consider the utility (how useful) this source is to us.
Expected Outcome
An analysed source and a consideration of what further learning is needed.
Skills Audit
Source analysis, research, application of knowledge.
1 What does this source tell us about Ancient Egyptian farming?
What is this and how is it helping?
What is this and why is it being used?
How useful is this source by itself in understanding Egyptian farming? Why?
3) What sources could you use to help you find out more about Egyptian farming? (Be more specific than ‘book’ or ‘internet’!)
Parent Check Box – what Commitment to Learning score would you give this task?
Parent signature
Challenge task:
Research a source which disagrees with the image on how Egyptians farmed.

6. 5
Task
Research an Egyptian God and explain why Egyptians had many Gods.
Expected Outcome
Develop knowledge of the Egyptian Gods and consider differences between their beliefs and yours.
Skills Audit
Research, application of knowledge, empathy
Research an Egyptian God which you feel might have been important to you had you been an Ancient Egyptian.
Image
Role in belief system
What they did for Egyptians.
Why do you think it was important to Egyptians to have a number of Gods?
Tutor Check Box – what Commitment to Learning score would you give this task?
Challenge task:
How do Egyptian beliefs differ to yours? Why is this?

7. Teacher Check Box – Commitment to Learning.6
Task
Use evidence to assess the truth in the story of the Curse of Tutankhamun.
Expected Outcome
Complete the chart below showing arguments for and against the curse.
Skills Audit
Research skills, using evidence, analysing and evaluating an argument, explanation
Watch the Horrible Histories clip to find out what the Curse of Tutankhamun was:
‘Awful Egyptians real tomb raiders scary stories the Curse’.
Then use the following websites to find evidence on whether the curse was true or false.
Evidence the curse was true
Evidence the curse was false
Teacher Check Box – Commitment to Learning.
Challenge task:
What do you think about the curse? Explain your opinion using the evidence you have gathered.

8. 7
Task
Develop deeper knowledge of the way of life of Ancient Egyptians through research.
Expected Outcome
Understanding of how Ancient Egyptians lived and differences within Egyptian society.
Skills Audit
Application of knowledge, research, comparison skills
Use this website to research what foods the Egyptians ate. Create a menu for a 3 course dinner using those foods.
Starter:
Main:
Dessert:
2) Draw a rich and a poor Egyptians house. Label 5 differences between the two house. Use this website to help:
Challenge task:
How do these houses differ to those of modern Egyptians?

9. Teacher Check Box – Commitment to Learning.8
Task
Produce a poster on what the most important aspect of Egyptian life is.
Expected Outcome
A well presented poster on the chosen aspect of Egyptian life with clear explanations and detail.
Skills Audit
Explanation, evaluation, application of knowledge
Create a detailed poster on the most important aspect of the Ancient Egyptian life. Use the space below to plan your ideas and create your poster on the back page. Your poster should:
Identify what you think is the most important aspect of Egyptian life.
Include at least 3 developed reasons.
Be colourful, attractive and well presented.
Have correct spelling, punctuation and grammar.
Use evidence from the work that you have produced across the fortnight to support your reasons.
Why are the other aspects of Egyptian life not as important?
Challenge task:
How has Ancient Egyptian life impacted on the way we live in Britain today?
Teacher Check Box – Commitment to Learning.
Strength
Score /10
Target

10. Task 8 Mark Scheme
1-2
The most important aspect is identified and a very simple reason in support is given.
3-4
There is at least one developed reason with evidence from the booklet in support and some appropriate supporting images.
5-6
There are two developed reasons with evidence from the booklet in support and a range of appropriate supporting images. Some appropriate terminology is employed.
7-8
There are three developed reasons with evidence from the booklet in support with a range of appropriate supporting images. Terminology learnt through completing the booklet is used throughout.
9-10
A concluding statement which explains why the chosen aspect is more important than one other identified aspect. The conclusion is supported by evidence from the booklet.