Year 3 Term 6: What I Am Learning Now

How We Express Ourselves

Central Idea

Beliefs and cultures can be expressed in different ways.

Lines of Inquiry: An inquiry into…

  • How people expressed themselves at different points in history (form).
  • How artistic expression communicates different beliefs (perspective).
  • How historical and modern beliefs are similar and different (connection).
Subject Focus
  • History
  • Religious Education
  • Geography
  • Art
  • PE
  • English

We took a virtual field trip through some Ancient Egyptian tombs and discussed how the Ancient Egyptians might have expressed their beliefs.

Home Learning Opportunities
  • Explore your own beliefs and find a creative way to express them.
  • Research an Ancient Egyptian artefact.
  • Visit a museum such as the British Museum.
Class Novel
  • The Time Travelling Cat and the Egyptian Goddess
Transferable Skills (Approaches to Learning)
  • Communication: I can recognise the meaning of visual and kinesthetic communication.
  • Social: I can respect the thoughts, feelings and beliefs of others.
Links to PSHE/SMSC

Being tolerant and respectful of other people’s views, beliefs and personal expression.

Key Vocabulary

Motif, beliefs, artefact, tomb, pharaoh, archaeologist, egyptologist, ancient, century, primary sources, secondary sources, equator, mummification, hieroglyphics.

Career Links

We are looking into the following careers:

  • We are Egyptologists
  • We are Historians
  • We are Archaeologists
Sharing Success
  • Presenting our home learning
  • Presenting wow work to our Dojo portfolios
  • Star of the Week
  • Display high quality work

We will be preparing a virtual exhibition of Egyptian-inspired art pieces and performances.

Milestones covered in this inquiry…


  • I can evaluate my own writing by re-reading and making changes.
  • I can write a newspaper report.
  • I can write a diary entry.
  • I can use conjunctions in my writing.
  • I can use fronted adverbials in my writing.


  • Fractions
  • Shape


  • I can describe events from the past using dates when things happened.
  • I can describe events and periods using the words: ancient and century.
  • I can use a timeline set out the order things may have happened.
  • I can use my mathematical knowledge to work out how long ago events would have happened.
  • I can recognise the part that archaeologists have had in helping us understand more about what happened in the past.
  • I can use various sources of evidence to answer questions.
  • I can use various sources to piece together information about a period in history.
  • I can research a specific event from the past.
  • I can use my ‘information finding’ skills in writing to help me write about historical information?
  • I can, through research, identify similarities and differences between given periods in history.

Other Subjects – Religion

  • I can suggest why having a faith or belief in something can be hard.
  • I can identify how and say why it makes a difference in people’s lives to believe in God.
  • I can ask questions and suggest some of their own responses to ideas about God.
  • I can describe some of the ways in which Christians, Hindus and/or Muslims describe God.


  • I can use correct geographical words to describe a place and the events that happen there.
  • I can use maps and atlases appropriately by using contents and indexes.
  • I can confidently describe physical and human features in a locality.
  • I am aware of different weather in different parts of the world, especially Europe.
  • I can identify the position and significance of the Equator, the Arctic and Antarctic circles.


  • Can I make a printing block?
  • Can I make a 2 colour print?


  • I can improvise freely, translating ideas from a stimulus into movement.
  • I can share and create phrases with a partner and in small groups.
  • I can repeat, remember and perform these phrases in a dance.
  • I can create dance phrases that communicate ideas.