Manor Green Primary and Nursery School
Key Stage 2
Year 3 Spring 1
Thematic Curriculum – Medium Term Planning
How awesome were the Egyptians?
Theme Title:
Theme subject focus:
History
Changes in Britain from the Stone
Age to the Iron Age
Ancient Egypt
Visits / visitors / enhancements /
WOW factor!
Home links project – Ancient Egypt
Trip to Manchester museum
Ceramic artist – Tutankhamun’s
death mask / shabtis
Key Questions / Learning Challenges (Skills / Concepts)
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Can I describe events and periods using the words: BC and AD?
Can I describe events and periods of time using ancient and century?
Can I find out how the Early Britons would have communicated, eaten and lived?
Can I explain how the Early Britons moved heavy objects around (Stonehenge?)
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Do I know the different features of the Stone, Bronze and Iron ages? (each group find out about
one of these and present to class)
Do I recognise the part that archaeologists have had in helping us to find out about the past?
Can I use various sources of evidence to answer questions?
Can I suggest why people acted as they did in the past?
Can I think of questions I would like to have asked an ancient Egyptian?
Can I explain why I think the ancient Egyptians were more advanced than the Early Britons?
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Cross- curricular elements overview;
English
Read and identify the features of non-fiction texts. Non-chronological writing about different aspects of early Britons and ancient
Egyptians. Begin to identify the features of newspapers – simple recounts. (The death of King Tutankhamun)
Computing
Creating Egyptian scenes using ‘Revelation Art’ animation. Use of the internet to research Early Britons and the ancient Egyptians.
Geometry – draw 2D shapes and make 3D shapes using modelling materials. Recognise 3D shapes in different orientations and
describe them. Symmetry and asymmetry in shapes. Angles as properties of shapes or description of a turn. Can pupils make a
pyramid? (investigate)
Art + design Egyptian art and hieroglyphics. What can pupils learn about the Egyptians from their artwork? Funeral masks – ceramic artist.
What can people learn about early Britons from Prehistoric cave paintings
Music
See ‘Charanga’
P.E.
Sports coach–games (acquiring and developing skills) Gymnastics / dance – using symmetrical and asymmetrical shapes.
Geog
Find Egypt on a map of the world – name and locate some of the surrounding countries. (Africa and Europe)
R.E.
SMSC
Egyptian art, ceramics, life in early Briton – prehistoric cave paintings.
Languages French language and culture
Maths
Manor Green Primary and Nursery School
Key Stage 2
Year 3 Spring 1
Thematic Curriculum – Medium Term Planning
How awesome were the Egyptians?
Theme Title:
History
Theme focus:
Focus
History
Programme of study
Pupils should be taught :
(Chronological understanding)
Changes in Britain from the Stone
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Age to the Iron Age
(some examples – late Neolithic
hunter-gatherers, Skara Brae,
Bronze age religion, technology
and travel Stonehenge, Iron Age
hill forts, art and culture, tribal
kingdoms)
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Howard Carter
Be a history detective
to use a timeline within a specific time in history
to set out the order of events.
(knowledge and interpretation)
 to appreciate that the Early Britons would not
have lived as we do now (food, homes, clothes
etc) or communicated in the same way.
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The achievements of the Ancient
Egyptians – pyramids, temples,
calendar, paper, writing,
mummification, medicine etc)
to describe events and periods using terms such
as BC, AD, decade, century and ancient.
to suggest why certain people acted as they did
in history?
(Historical enquiry)
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to recognise the part that archaeologists have had in
helping us to understand more about what happened
in the past
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to use various sources of evidence to answer
questions
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to use various sources of evidence to piece together
information about Early Britons and the Ancient
Egyptian?
Resources
Information about life in
Ancient Egypt and Britain at
that time. Eg video clips,
books, pictures of artefacts,
postcards.
Investigative
opportunities
Challenge
Can pupils group what they
know about life in Ancient
Egypt or early Briton under
headings? (eg food,
farming, homes, daily life,
clothing, religion etc)
Class timeline
Replicas of artefacts
Cave paintings / art
Travel brochures, pictures of
Egypt today
Pictures of Egyptian Gods
Newsreel of Howard Carter
unearthing the Egyptian
treasure
Can they work out from
pictures of artefacts, art,
photographs what the
objects, structures etc were
used for?
Can pupils independently
set out on a timeline what
special events took place?
Can pupils begin to use
more than one source of
information to bring together
a conclusion about the
Ancient Egyptians and early
Britons?
Manor Green Primary and Nursery School
Key Stage 2
Year 3 Spring 1
Thematic Curriculum – Medium Term Planning
Theme Title:
How awesome were the Egyptians?
Cross-curricular elements: English, mathematics, art+design, music, P.E. R.E. computing
Focus
ENGLISH
Newspaper reports – the
Death of King Tut.
Information texts – about
different aspects of Ancient
Egyptian achievements /
daily life.
Compare Ancient Egypt to
early Briton
Author work – The Awesome
Egyptians
Programme of study
Pupils should be taught to:
plan their writing by:
 discussing writing similar to that which they are planning
to write in order to understand and learn from its
structure, vocabulary and grammar
 discussing and recording ideas
 use drama to give them more insight into character
motives and feelings
draft and write by:
 composing and rehearsing sentences orally (including
dialogue), progressively building a varied and rich
vocabulary and an increasing range of sentence
structures (English Appendix 2)
 organising paragraphs around a theme
 in non-narrative material, using simple organisational
devices [for example, headings and sub-headings]
evaluate and edit by:
 assessing the effectiveness of their own and others’
writing and suggesting improvements
 proposing changes to grammar and vocabulary to
improve consistency, including the accurate use of
pronouns in sentences
 proof-read for spelling and punctuation errors
 read aloud their own writing, to a group or the whole
class, using appropriate intonation and controlling the
tone and volume so that the meaning is clear.
Resources
Sample text type
(information texts /
journalistic writing)
Investigative
opportunities
Challenge
Can the pupils use more
sophisticated conjunctions
+ connectives in their
writing?
Collection of ideas /
vocabulary
I can statements for
different text types
Thesaurus
Can pupils use their own
notes taken from different
sources to present their
information?
Dictionary
Spellchecker
Can they make choices
about how to present their
information texts
Peer marking criteria
(steps to success)
Can the pupils begin to
‘mark’ a piece of text like a
teacher? (teaching them
how to assess objectively)
Writing genres ‘I can
statements’ (in class
folders)
Can they identify the ‘step it
up’ for the pupils to act
upon?
Manor Green Primary and Nursery School
Key Stage 2
Year 3 Spring 1
Thematic Curriculum – Medium Term Planning
Theme Title:
Focus
MATHEMATICS
2D and 3D shapes
Symmetry / asymmetry
Perimeters
Angles as a property (acute,
obtuse)
How awesome were the Egyptians?
Programme of study
Pupils should be taught:
 to draw 2D shapes and make 3D shapes (using
modelling materials)
 to recognise 2D and 3D shapes in different orientations
and describe them
 measure the perimeter of simple 2D shapes
 the meaning of symmetry and asymmetry
 to recognise angles as a property of a shape or a
description of a turn
Resources
2D and 3D shapes
(regular and irregular)
Can pupils use Venn or
Carroll diagrams to sort
different kinds of data?
(own choice)
Egyptian works of art
Can pupils use their own
techniques to create detail
on their funeral masks?
ART AND DESIGN
Explore images / recreate
artefacts
Cave paintings (Paint)
Funeral masks (Clay) or
Shabtis (Clay)
MUSIC
Learning about the Ancient
Egyptians though songs
Egyptian music
RELIGIOUS EDUCATION
Ancient Egyptian Gods
What do we know about Jesus
Pupils should be taught to:
 sculpt clay and use different techniques to add texture
and detail to their 3D model.
 explore work from other times and cultures
 use the web to research an artist or a style or art
 predict with accuracy the colours that they mix.
create a background using a ‘wash.’
Pupils should be taught to:
 sing in tune with expression.
 control their voice when singing.
 use musical words (elements) to describe a piece of
music.
 use musical words to describe what they like and dislike.
Pupils should be taught:
 how to investigate different religions and beliefs
 how to ask relevant questions
 about the ‘Gods’ of different religions – some have more
than one like the Ancient Egyptians
 to reflect on their own beliefs and values.?
Investigative
opportunities
Challenge
Samples of Early Briton
cave paintings / art work
Photos of artefacts
Can they hypothesise what
daily life was like from the
works of art (Early Britain,
Ancient Egypt?)
Clips of Egyptian music
eg Song of the Pharaoh
Fruit of the flute (Youtube)
Can pupils create their own
Egyptian music after
listening to different pieces?
Tameside locally agreed
syllabus
DVD /books
Websites
Can pupils present a
diagram / drawing showing
the different religions and
the Gods representing that
religion?
Manor Green Primary and Nursery School
Key Stage 2
Year 3 Spring 1
Thematic Curriculum – Medium Term Planning
Theme Title:
Focus
COMPUTING
Algorithms
Using the internet
PHYSICAL EDUCATION
Games with the sports coach
this half term
GEOGRAPHY
Egypt and the surrounding
countries and seas / oceans
How awesome were the Egyptians?
Programme of study
Pupils should be taught:
 to use 90 degree and 45 degree turns.
 to draw regular 2D shapes on screen using commands.
 to write more complex instructions for their on screen
character
 to find relevant information by browsing a menu
 to search for an image and copy / paste into a document
 to use note-taking skills when deciding which
information to select for their work.
Pupils should be taught;
 to throw and catch with control
 to be aware of space within a games situation
 to control a ball with a hockey stick being aware of other
players.
Pupils should be taught:
 to name and locate some countries in the northern and
southern hemisphere
 to use correct geographical vocabulary to describe a
place and its physical features – desert, river (Nile)
 to name and locate the major seas around Europe
 to confidently describe human features in a locality.
Resources
Computers
Ipads/ tablets
Investigative
opportunities
Challenge
Can pupils use a repeat
command to create a
pattern?
Can they search by
keyword using child friendly
search engines?
Balls of different sizes
Bibs for games
Maps / globes /atlases
Website – physical
features of Egypt (around
the Nile etc)
Can pupils explain why they
think Egypt is popular with
tourists?