Ancient Egyptian Dress
History • 45 • 26 students • Created with AI following Aligned with the NCCA Primary Curriculum, Junior Cycle & Senior Cycle (Leaving Cert) specifications
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Teaching Instructions
THEME –Clothes/ Fashion & beauty - Ancient Egypt All lessons must be based on the Irish Primary School Curriculum. Each lesson is 45 minutes long. Please include breakdown of times at each main part of the lesson. Please use the word ‘students’ not pupils or children. What must be included in lesson plan: • Subject title • Strand • Strand Units • Learning outcomes/ content objectives (directly from curriculum) • Learning objectives (minimum of 2, maximum of 3). Each one needs to start with ‘The child should be enabled to:’ Keep them in simple language • Assessment section – to include method of assessment, assessment of, and where assessment will be recorded. • Teaching Questioning (lower and higher order questions) for the lesson and must indicate where they apply in the lesson (introduction, development or conclusion part marked with I, D, or C) • Language development opportunities in the lesson • Literacy development opportunities in the lesson • The body of the lesson needs an Introduction section, a Development Section and a Conclusion section. All points need to be in bullet points. • The introduction section needs to include a Stimulus at the start related to the lesson (like a game or something to get the children engaged), how to elicit prior knowledge, and a WALT (what we are learning to) in simple language for children to read and know what they are doing and a WILF (what I (teacher) am looking for) keep it simple language. • The development section needs to set out each step of the lesson, using the teacher will etc • The conclusion must include cognitive piece, social and transition points. Including a maybe discussion, questions, reflection and recap of WALT & WILF. • UDL section at the end to include reason, method and additional comments grid for o pupil 12 with ASD o Pupil 23 with dyslexia o Pupil 25 & 26 EAL o Pupil 4 – hearing impairment o Pupils 24, 9, 17 high ability maths o Pupil 22 lower ability o Pupil 15 social and emotional support • The learning environment. e.g. classroom • List of resources/ materials needed (including IWB, PowerPoint etc)
Ancient Egyptian Dress
Subject Title
History
Strand
Local Studies, History and People
Strand Units
Long Ago – People and Places
Learning Outcomes / Content Objectives
- Explore and appreciate aspects of life in the past by learning about how people lived and what they wore in Ancient Egypt.
- Recognise and describe the types of clothing and beauty practices used by Ancient Egyptians.
- Develop an understanding of the cultural significance of fashion and beauty in Ancient Egypt.
(Derived from Primary School Curriculum – History Strand: Long Ago – People and Places – Explore the lives and customs of people who lived long ago)
Learning Objectives
The child should be enabled to:
- Identify and describe different types of ancient Egyptian clothing and beauty items.
- Understand why certain clothes and fashions were important to people in Ancient Egypt.
- Express their ideas about ancient Egyptian fashion using simple historical vocabulary.
Assessment
Method of Assessment:
- Observation of student participation in class discussions and group activities.
- Completion of a simple worksheet where students match clothing items with descriptions or draw an ancient Egyptian outfit.
Assessment of:
- Student understanding of clothing and beauty in Ancient Egypt.
- Ability to use relevant vocabulary and recall facts.
Where Recorded:
- Teacher’s anecdotal notes during lesson.
- Worksheet outcomes collected and filed in student portfolios.
Teaching Questioning
| Question | Type | Lesson Stage |
|---|---|---|
| What do you usually wear when it is hot? | Lower order (Recall) | Introduction (I) |
| Why do you think people in Ancient Egypt wore light linen? | Higher order (Reason) | Development (D) |
| How is ancient Egyptian clothing different from what you wear? | Higher order (Compare) | Conclusion (C) |
| What do you think beauty meant to people long ago? | Higher order (Reflect) | Conclusion (C) |
Language Development Opportunities
- Use of new vocabulary linked to Ancient Egypt (linen, jewellery, kohl, amulet, wig).
- Encouraging sentence construction when describing clothing items and beauty practices.
- Oral storytelling to explain why clothes and beauty were important.
Literacy Development Opportunities
- Reading simple captions and labels from pictures or worksheets.
- Matching words to pictures to reinforce vocabulary.
- Recording observations or drawing and labelling their designs.
Lesson Breakdown (45 minutes)
Introduction (10 minutes)
- Stimulus:
- Show images on the IWB of modern summer clothes and ancient Egyptian dress. Play a quick “What Would You Wear?” game where students choose appropriate clothes for hot weather. (Engages and connects prior knowledge.)
- Elicit prior knowledge:
- Ask: “What clothes do you wear when it’s hot? Why?”
- Brief conversation about how clothes differ by weather and culture.
- WALT (What Are We Learning To):
- “Today, we are learning about what people wore in Ancient Egypt and why.”
- WILF (What I’m Looking For):
- “I am looking for you to talk about different clothes and say why they were useful.”
Development (25 minutes)
- Teacher will:
- Show and describe pictures of Ancient Egyptian clothes typical for men, women, and children (simple linen garments, jewellery, sandals).
- Explain how Ancient Egyptians dressed to stay cool and look beautiful, introducing key terms (linen, kohl makeup, wigs).
- Demonstrate through pictures and simple verbal descriptions the importance of fashion and beauty in Ancient Egyptian culture.
- Guide students to compare today’s summer clothes to ancient clothes using a T-chart on the board.
- Hand out a worksheet with pictures of ancient Egyptian clothes and beauty items; students match the name or purpose to the picture in pairs.
- Circulate and support, encouraging use of language and helping students with tasks.
Conclusion (10 minutes)
- Cognitive:
- Discuss together - “Why do you think clothes were important to Ancient Egyptians?”
- Recap WALT and WILF in simple language.
- Social:
- Share answers with the class, encouraging polite listening and respectful questions.
- Transition:
- Briefly introduce what’s coming next (e.g. “Next time, we will learn about what they ate in Ancient Egypt.”).
Universal Design for Learning (UDL) Supports
| Pupil | Reason | Method | Additional Comments |
|---|---|---|---|
| Pupil 12 (ASD) | Sensory sensitivity, attention difficulty | Visual timetable + clear, simple instructions + quiet space | Provide predictable structure and calm area |
| Pupil 23 (Dyslexia) | Difficulty with reading/writing | Use picture clues + oral instructions + peer support | Allow extra time for worksheet completion |
| Pupils 25 & 26 (EAL) | Limited English | Use bilingual picture cards + gestures + repetition | Include key vocabulary on board and highlight |
| Pupil 4 (Hearing Impairment) | Hearing difficulty | Face the pupil when speaking + use written keywords on board | Minimise background noise |
| Pupils 24, 9, 17 (High Ability Maths) | Need challenge | Include sorting activity (e.g., categorising clothing by function/season) | Encourage explanation of reasoning |
| Pupil 22 (Lower Ability) | Need extra support | One-to-one support + simplified worksheet | Use visual matching game before worksheet |
| Pupil 15 (Social & Emotional Support) | Anxiety in group situations | Pair work instead of groups + frequent positive feedback | Monitor participation and provide reassurance |
Learning Environment
- Classroom with desks arranged in pairs for group work.
- Interactive Whiteboard (IWB) for images and chart work.
- Quiet corner for students needing sensory breaks or extra support.
Resources / Materials Needed
- Interactive Whiteboard with prepared PowerPoint showing images of ancient Egyptian clothing and beauty artifacts.
- Worksheets with pictures of clothes and makeup items for matching activity.
- Realistic replicas or pictures of ancient Egyptian jewellery, sandals, and kohl pots if available.
- Whiteboard and markers to make comparison T-charts.
- Visual timetable and vocabulary cards.
This lesson plan aligns with the Irish Primary School Curriculum History strand and is designed to engage third class students in meaningful, culturally contextual learning about ancient Egyptian fashion and beauty practices, supporting diverse learners through universal design approaches.
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