Year Three Topic Focus
Autumn Two
Homework Task Autumn Half T : Create a front page for their Egypt topic folders
Computing
Wk1 2nd
Nov
Junior Jam
Wk2 9thNov
Junior Jam
Music
See Music
program of
study
'Healthy eating
song'
History /
Geography
Pyramids and
Pharoes
Africa as a
continent
What do we
already know
about Egypt?
When was
'Ancient Egypt'
and how could
we put this on
our timeline?
Science
Session 1:
Incredible
Introduction:
Ancient Egypt
Food & healthy eating
Our healthy diets
5-a-day
Practical tips for eating 5 fruit and veg a
day
Design and make a
poster to encourage
people to eat 5 fruit
and veg a day
Pyramids
Food & healthy eating
What do we eat for breakfast?
Compare breakfast cereals to see what is
healthy / unhealthy
Create sketches and
designs of the
Pyramids in sketch
pads
Pharoes
What do other people eat for breakfast
around the world?
Which do we think is the healthiest? Why?
Begin to read
class novel by
Terry Deary
Art /
D&T
Thinking creatively
Healthy Breakfasts
Food & healthy eating
What is a food group and how can we
classify foods?
Share non-fiction
text on Ancient
Egypt by Marcia
Williams
Wk3 16th
Nov
Junior Jam
See Music
program of
study
'Healthy eating
song'
Wk4 23rd
Nov
Junior Jam
Wk5 30th
Nov
Wk 6 7th Dec
Junior Jam
Mummifying
Junior Jam
Hieroglyphics
What do we need to make a healthy
breakfast?
Calculate the
ingredients needed
to make a healthy
breakfast
Make the healthy
breakfast
Hieroglyphic scratch
card art
Week and Subject
Key learning
Teaching and learning
Outcomes
Week One
Africa as a continent
What do we already know
about Egypt?
When was 'Ancient Egypt' and
how could we put this on our
timeline?
Tell the chn that over the coming weeks they will find out
about one of the most ancient and fascinating civilisations.
Ask them if they know anything about the Ancient Egyptians
already. What does the word ancient mean? Very, very old!
The Ancient Egyptians can be traced back to 3100 BCE.
That’s hard to imagine! Imagine if you could fast forward
through time you could travel from 3100 BCE to 2007 AD in a
school day, if you could the chn would only be alive for the
last 30 seconds! Use a map/globe/atlas to locate modern
Egypt. Maybe some chn will have been there. What is it like?
Hot, dry, 90% desert! Remind chn that plants (and people!)
need water and so Ancient peoples always chose to live on
the banks of rivers, in this case the longest in the world: the
Nile! (Point it out on the map). Tell the chn that the Ancient
Egyptians ruled Egypt for over three thousand years, so
historians have split the time ruled by them into smaller
chunks – the Old Kingdom, the Middle Kingdom, the New
Create an information page for
our topic folder outlining a
timeline of Ancient Egypt
Create an information page for
our topic folder outlining a
timeline of Ancient Egypt
Kingdom. But what order did they come in? Inference and
deduction!
Wk One
What is a food group and how
can we classify foods?
Look at the map of the Old Kingdom of Ancient Egypt
(session resource). Highlight the small Old Kingdom following
the River Nile. What do they notice about the Middle and New
Kingdoms: follow river, grow in size! Remind the chn how
important the river was to farmers growing food to eat, for
transport, for washing and drinking. Life in the desert would
be very hard or almost impossible! In pairs ask chn to draw
large maps starting with the outline of Egypt and the path of
the River Nile. They should then add and label the three
Ancient Kingdoms.
Introduce the idea to the children that all food items can be
put into a food group and that different food groups provide
different nutrients to our bodies.
What is a vitamin? Where would vitamins come from?
Children can put individual food
items into food groups
Give the children samples of different foods which they will
then need to put into a food group. E.g. yoghurt into the dairy
category.
Week Two
Pyramids
Create an information page all
about Pyramids for Ancient
Egypt folder
Week Two
Healthy Eating facts
Children to sort varying food items into

protein

dairy

fruits and vegetables

carbohydrates
Children check their selected food items.
Children give examples of places they would find vitamins
and what these vitamins would do for your bodies.
Take another look at the social pyramid (session resource)
from the previous session. Highlight the shape of the
pyramid: wide at the bottom and pointed at the top. Use this
to tell the chn that there were many farmers and tomb
builders (at the wide base), but there was only one pharaoh
at any one time (at the top). Using the session resource,
discuss the importance of pharaohs in Ancient Egypt & how
they were considered to be the link between the gods & the
people. There were 170 in total but the very first is believed to
be Narmer (sometimes Menes). He became pharaoh in 3100
BCE (point this out on a timeline created in the previous
session). Using the session resource, give the chn some
background on this mysterious pharaoh. Tell the chn that we
have found out more about him because of the objects
(artefacts) archaeologists have found, we only found out
about Narmer just over 100 years ago.
How would pyramids have been built?
What was their purpose?
Where would Pyramids have been built?
Children to locate key pyramids and mark them onto a map of
the River Nile
Children to keep this map within their factfiles.
Introduce the 5-a-day campaign to the children. Why is eating
five fruit and veg each day really important for our bodies?
How can we encourage others to eat 5-a-day? What could
we do to advertise this?
Help the children link their food group knowledge to their
campaign.
Create an information page all
about Pyramids for Ancient
Egypt folder including a map
that shows the locations of the
pyramids.
Children know easy tips for
eating healthily
Chd understand '5-a-day'
Children make posters to advertise eating healthily and
eating five fruit and veg a day to help their bodies stay
healthy.
Week two
Art
Pyramid Sketches
Share posters with the class to identify successful elements
of them e.g. writing in bold, having extra information in,
having key words in e.g. 'vitamin' 'healthy'
Remind the children of the social pyramid (session resource)
from the previous session. Highlight the shape of the
pyramid: wide at the bottom and pointed at the top. Use this
to tell the chn that there were many farmers and tomb
builders (at the wide base), but there was only one pharaoh
at any one time (at the top).
Chd can use sketching
techniques to create drawings
of historical creations
Chd know pyramids are a type
of sculptural object
Study images of the pyramids and get the children to pick out
unusual patterns, images and any hieroglyphics that they can
see. How could we replicate these in our sketches and
designs?
Chd to create their own sketches and designs of their own
pyramid drawings.
Week Three
Pharaohs (intro in prep for Wk
4)
Peer assess sketches by saying what the chd think is good
about theirs and their partner's work.
Use website to intro pharaohs
http://www.kidsgen.com/ancient_egypt/famous_pharaohs.htm
To know the names of some
key Pharaohs
Tutankhamen
Ramsas II
Remind the chn of the pharaoh’s position in Ancient Egyptian
society. They were worshipped like gods themselves! They
would have temples built in their names & have tombs &
pyramids built ready for their journey to the afterlife. Tell the
chn that you were often born to be pharaoh. If your father
was pharaoh, the eldest son would become pharaoh when he
died. Pharaohs-to-be would be trained as a sportsman
(hunter), warrior & war leader. If there were no sons then
their daughter would become queen! As being a pharaoh “ran
in the family” there would be many Pharaohs with the same
name – there are 11 Ramesses’ so it’s easy to get confused!
Among the 170 pharaohs there have been some interesting
characters, stories & mysteries: six-year-olds, popular,
unpopular, murdered & big builders – Ancient Egypt saw
them all! Time to find out some more about Egypt’s most
Famous Pharaohs (session resource).
Week three
Science : our breakfast
introduction
Use Marcia Williams book rescource with section on
Pharaohs used with children using listning skills to record key
facts including

names of pharaohs

Key info

age at time of rule

signs or symbols they are recognised by
What do we eat for breakfast? What do other people in your
family eat for breakfast? Collect chd's ideas.
Create a table for recording information : fruit / cereal / toast /
smoothies
Chd to do research to find out what other children have for
breakfast and if they do have cereal what that specific one is.
Chd to know what breakfast
choices are popular within their
class. Children to know whether
these choices are healthy or
not.
Chd to analyse the breakfast
cereals to see how healthy /
unhealthy they are.
Show the chd some popular breakfast cereals.
Children to use nutrient list to find out how much sugar there
is in popular breakfast.
Chd to record this info in a table.
Week Four
History
Pharaohs
Week Four
Science / D & T
What do other people eat for
breakfast around the world?
Which do we think is the
healthiest? Why?
Chd to write an explanation for what they have done and
what they have found out.
Pharaohs
Re-cap the children on prior learning during our sessions
about famous pharaohs (prev week)
What is a pharaoh?
Who were the pharaohs?
When were there pharaohs?
Give the children three different factfiles about three different
pharaohs they have been particularly interested in over the
topic. Explain what a pharaoh can be likened to.
The children will then make an information sheet about the
pharaohs and order them within our timeline to show when
their ruling period was.
Watch a video clip that shows the variety of breakfasts that
are eaten throghout the world.
What breakfasts seemed healthy?
Which ones seemed unhealthy?
What were your favourite breakfast items.
Children know key facts about
three prominent pharaohs that
they have shown interest in.
Children can order the ruling
period of these pharaohs
chronologically.
Outcome: children to know what
other people around the world
eat for breakfast
Children to have put their own
ideas for a healthy breakfast
In groups children to decided what they would like to put
together to create a healthy breakfast.
Review groups breakfast ideas. Make an online order of the
breakfast ideas.
Week Five
Science / D & T
Making a healthy breakfast
Week Five
History - mummification
presentation
Week Six
History / Art - what were
hieroglyphics and how were
they used?
Prepare the children's group breakfast ideas.
Children to independently put their items together to create
their own healthy breakfast. Review other groups healthy
breakfasts and make healthy choices about the food items
they have chosen.
Prepare and eat the children's breakfast ideas.
Rate the breakfasts that were made for their tastiness on a
morning and their healthiness and decide on the healthy
breakfast choice.
Write up our breakfast reviews to explain what we did, what
we enjoyed and what was the best.
Mummification
What was the mummification process and why was it done?
Children to work in groups and use the reading resource to
gather facts on mummification and then use this information
together to create a small presentation. Chd to present this
info to the class using KPIs for English, alongside their written
English presentations to bring all their knowledge about
ancient Egypt together.
Children to then use this information as part of their Ancient
Egypt factfile
Introduce the children to hieroglyphics. Where have we seen
them? When have we seen them? Show the children how
they can write their names in hieroglyphics.
Model using the scratchfoils to create their own hieroglyphics
which the children will then independently do using the
scratchfoils.
together.
Made a class order (Morrisons
online order) for our breakfast
items.
Outcome: chd to have made
their own healthy breakfast and
then rated these on their
tastiness with their healthiness.
Chd to have worked as a group
to put information together
about the mummification
process using their reading
skills as part of a group
presentation which will bring
other areas of knowledge
together.
Outcome: Children to have
made their own scratchfoils
using hieroglyphics