Topic overview Year 3
Autumn 1
THEME
Walk like an Egyptian
Trip, Hook, Environment
Maidstone Museum
Literacy – opportunities for
writing
Reading
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listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or
textbooks
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reading books that are structured in different ways and reading for a range of purposes
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using dictionaries to check the meaning of words that they have reading creasing their familiarity with a
wide range of books, including fairy stories, myths and legends, and retelling some of these orally
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identifying themes and conventions in a wide range of books English
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discussing words and phrases that capture the reader’s interest and imagination
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recognising some different forms of poetry [for example, free verse, narrative poetry]
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understand what they read, in books they can read independently, by:
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checking that the text makes sense to them, discussing their understanding and explaining the meaning
of words in context
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asking questions to improve their understanding of a text
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drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and
justifying inferences with evidence
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predicting what might happen from details stated and implied
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identifying main ideas drawn from more than one paragraph and summarising these
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identifying how language, structure, and presentation contribute to meaning
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retrieve and record information from non-fiction
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participate in discussion about both books that are read to them and those they can read for themselves,
taking turns and listening to what others say
Spelling
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Review suffix work from Y2 – ing, ed, er, est. ness, ment, ful, less
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Prefixes – un, dis, mis, re
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Word families
Handwriting
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Use the diagonal and horizontal strokes that are needed to join letters
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Understand which letters, when adjacent to one another, are best left unjoined
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Increase the legibility, consistency and quality of handwriting
Writing
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Look at and discuss models of writing of the text type, purpose and audience to be written, noting:
structure; grammatical features and use of vocabulary
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Compose sentences using a wider range of structures linked to the grammar objectives
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Write a narrative with a clear structure, setting, characters and plot
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Write a non-narrative using simple organisational devices such as headings and sub-headings
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Suggest improvement to writing through assessing writing with peers and self-assessment

Make improvements by proposing changes to grammar and vocabulary to improve consistency, e.g. the
accurate use of pronouns in sentences
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Use a range of sentences with more than one clause by using a wider range of conjunctions, e.g. when,
if, because, although
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Use the perfect form of verbs to mark relationships of time and cause
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Use conjunctions, adverbs and prepositions to express time and cause
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Proof-read to check for errors in spelling and punctuation errors
Vocabulary, Grammar and Punctuation
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extending the range of sentences with more than one clause by using a wider range of conjunctions,
including when, if, because, although
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using the present perfect form of verbs in contrast to the past tense
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choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
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using conjunctions, adverbs and prepositions to express time and cause
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using fronted adverbials

using commas after fronted adverbials
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indicating possession by using the possessive apostrophe with plural nouns
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using and punctuating direct speech
Search for Tutankhamem
The Time Travelling Cat and the Egyptian Goddess by Julia Jarman
The Egyptian Cinderella by Shirley Climo
The Gold in the Grave by Terry Deary
Range of poetry to include ‘Ozymandis’ by Shelley
Science

Compare how things move on different surfaces

Notice that some forces need contact between two objects, but magnetic forces can act at a
distance

Observe how magnets attract or repel each other and attract some materials and not others

Compare and group together a variety of everyday materials on the basis of whether they are
attracted to a magnet, and identify some magnetic materials

Describe magnets as having two poles

Predict whether two magnets will attract or repel each other, depending on which poles are facing
History
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note connections, contrasts and trends over time and develop the appropriate use of historical terms

construct informed responses that involve thoughtful selection and organisation of relevant historical
information
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Understand how our knowledge of the past is constructed from a range of sources.
Quality Literature texts
Cross curricular links

the achievements of the earliest civilizations – an overview of where and when the first civilizations
appeared and a depth study of Ancient Egypt
Geography

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and
North and South America, concentrating on their environmental regions, key physical and human
characteristics, countries, and major cities

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere,
Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the
Prime/Greenwich Meridian and time zones (including day and night)

use maps, atlases, globes and digital/computer mapping to locate countries and describe features
studied
Art

create sketch books to record their observations and use them to review and revisit ideas

improve their mastery of art and design techniques, including drawing, painting and sculpture with
a range of materials [for example, pencil, charcoal, paint, clay]

Learning about great artists, architects and designers in history.
DT

generate, develop, model and communicate their ideas through discussion, annotated sketches,
cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
understand how key events and individuals in design and technology have helped shape the world

understand and use mechanical systems in their products [for example, gears, pulleys, cams,
levers and linkages] select from and use a wider range of tools and equipment to perform practical
tasks [for example, cutting, shaping, joining and finishing], accurately
Discrete teaching
Reference materials
PE
Maths
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Maths Scheme of Work
Kent Science Scheme of work
http://primaryhomeworkhelp.co.uk/Egypt.html
http://www.historyforkids.net/ancient-egypt.html
http://www.ducksters.com/history/ancient_egypt.php
http://www.keystage2literacy.co.uk/egyptian-cinderella.html
Numeracy
Literacy

Non-fiction – we will be learning about key features of
non-chronological reports and write our own reports
on the mummification process
Narrative: Stories with historical settings. Children
will write their own mystery stories based on Anicent
Egpyt stories.
Poetry: We will be reading ‘Ozymandis’ by Shelley and
then creating our own Ancient Egyptian poems using
our senses.
Use of Maths curriculum
Opportunities for other maths


Investigate place value using Ancient Egyptian
number system
Properties of shape – nets of pyramids
Creative
Walk like an
Egyptian!
In DT we will be investigating different objects that
use a lever, pivot, sketch and explain how they
work. We will investigate how a shaduf works and
design and make a miniature working shaduf.
Autumn 1 Y3
In Art we will be…
In music we will be…
Humanities
We will be learning about the Ancient civilisation
of Egypt. We will be identifying where Egypt is
and where Ancient Egypt fits on a timeline. We
will investigate who the Pharaohs were, pyramid
building and internal structures of pyramids. We
will look at burial and mummification. We will
also learn about the different Egyptian gods.
Science
We will learning about forces and magnets. We be
comparing how two different things move on
different surfaces. We will be looking at magnets
and compare materials on the basis of whether they
are attracted to a magnet. We will compare how
pyramid builders moved blocks of stone on different
surfaces. We will investigate Dr William Spry’s
theory that Ancient Egyptians used dry sand to
move blocks of stone. We will mummify a tomato!
PHSE
We will be creating their class charters and
identifying what rights and responsibilities we all
have in creating a happy classroom. They will
also be learning about which communities they
belong to