Week/session

Learning Intention

Activities

Differentiation

Success Criteria/ Assessment

Resources

Session1

* To locate the Romanperiod on a timeline.

* That the Romans invadedBritain and that the period of invasion was followed by a period ofsettlement.

INTRO:

Carry out a survey within the class to find outhow long they have been settled in their present homes. Find outwho has moved from another town, village or country since they wereborn. Who has travelled the longest distance? Who has travelled theshortest? Who has lived in the same house since they were born?Talk about the reasons for moving to another country e.g. India /Joe

MAIN:

The children will be spilt into groups and givensignificant events on the Roman timeline to research using thecomputers and reference books. Each group will then bring whatthey have found and as a whole class we will construct a timelinethat will then be recorded in their books.

PLENARY:

Wewill look at events before and after the Roman period relating totopics already studied in history.

Lessable children will be supported by an adult.

Theywill be given a printout of the timeline to stick in their books.They will discuss events and be questioned to assess theirunderstanding.

Pupils

MUST:

Beable to locate the Roman period on a timeline

SHOULD:

Beable to explain why the Romans left their homelands to come toBritain

COULD:

Show an understanding that different groups ofRomans had different motives for coming to Britain e.g. traders,military, pilgrimages to Bath etc

Computers

Internet

Referencebooks

Week/session

Learning Intention

Activities

Differentiation

Success Criteria/ Assessment

Resources

Session2

* To understandsome of the reasons why the second Roman invasion was asuccess

INTRO:

With the help of the children, go over thereasons why the Romans wanted to come to Britain. wool, lead,silver. Discuss the fact that the Romans had a large empire andwanted to take over places that could give them something that wasuseful to them. show map of extent of empire.

MAIN:

Role play as a Roman soldier and a Celt. Drawout some of the reasons the Roman army defeated the Celts. Leadchildren to.

1. Better armour
2. Better organised turtle, discipline,tactics
3. Clever inventions spear
4. Divide and rule
5. Forts

The children will then colour and label aphotocopy of a Roman soldier using the Ginn book asreference.

Lessable children will work with adult/teacher support. They will begiven a simple word bank to assist them with the labeling. Theywill discuss why Romans were successful in battle and ideas may bescribed.

Moreable children will be asked to write a sentence/paragraph todescribe why the Romans were so successful in battle.

Pupils

MUST:

Beable to suggest a reason why the Roman Army overcame theCelts

SHOULD:

Beable to suggest several reasons for the Roman success over theCelts

COULD: Understand that the Roman success was not alldue to military prowess but a system of alliances with certaintribes against others in the interest of the Romans

Romansoldier photocopy (BBC w/s)

Ginnexercise books

Week/session

Learning Intention

Activities

Differentiation

Success Criteria/ Assessment

Resources

Session3

*To understanding how the Romans developed roads and towns.

INTRO: Recap what we know about Romansoldiers and their army. Discuss with the children that anotheraspect of a soldiers job was to build roads. Show the children adiagram of how they were built. We will then look at a diagram ofRoman Silchester (Ginn) and examine the layout of the town. Wewill then work on the computer to label different buildings in atown.

MAIN: The children will then work together ingroups to make a Roman villa. Each group will be given thematerials and a set of instructions which they must follow (RomansProject Book).

PLENARY: The groups will be asked to showtheir villas and discuss the making of them.

Lessable children will be given adult support to assist with theirunderstanding of the layout of a Roman town.

Inthe group task they will work in one group together and will besupported with the making of the roman villa.

Ext:Those who finish or are not engaged in the task will use the Ginnreference book to draw the hypocaust central heating system in avilla.

Thechildren will learn some of the typical features and buildings in aRoman town.

Ginnbooks

InteractiveRomans CD

Week/session

Learning Intention

Activities

Differentiation

Success Criteria/ Assessment

Resources

Session4

*To learn about the cultural aspects of the Romanperiod.

*To know that the Romans decorated their buildings withmosaics.

*To know that information from the past can be learnt from artifactsand historic buildings.

INTRO:We will discuss all the methods the children know that we use tofind out information about the past. We will briefly go over theadvantages and disadvantages of each method and the children willbe introduced the idea of primary and secondary sources. We willview a ppt presentation that explains what mosaics are, where theyhave been found and what we can learn from them.

MAIN:The children will be split into groups and do one of the followingactivities.

1.     Createa design for their own mosaic.

2.    Usethe interactive Romans CD to create a mosaic.

3.    Beginmaking clay tiles for their mosaic

4.    Makea cardboard frame for their mosaic.

PLENARY:The children who have created designs will be asked to show themand discuss whether they have created a pattern orpicture.

Theless able children will use the interactive Romans CD independentlyafter some brief guidance on how to use the programme

Theywill require adult support for all other activities. They will beencouraged to create a repeating pattern for their mosaic whichwill be more manageable for them.

Thechildren will know that the Romans used mosaics to decorate theinteriors of their homes and buildings and that they were oftenused to depict ways of Roman life.

RomansCD

Card

Clayand tools

DTbooks

Week/session

Learning Intention

Activities

Differentiation

Success Criteria/ Assessment

Resources

Session5

*To look at some of the cultural and social differences of people inthe Roman period by studying the way they dressed.

INTRO: The children will be asked tothink about all the different occasions or circumstances that theydress for such as school, playing out, church etc. We will then,as a class, complete the Mix and Match activity on the Roman CD-Romwhere the children will be required to match up the differentlydressed characters to learn information about them.

MAIN: Two children will be invited to dress up asRomans in tunics and togas. The children will then be able tochoose whether to make a brooch or a victors wreath.

EXT: The children will be given printouts(from the introductory activity) of the differently dressedRomans. They will then be required to stick them in their booksand pair them to the correct description.

PLENARY: The children will have theopportunity to where their brooches and wreaths to have photostaken.

Lessable children will be supported in the craft activity by a moreable peer.

Inthe cut and stick activity they will have the descriptions read outto them.

Thechildren will know that the Roman women wore a garment called aSTOLA with a PALLA over it.

Thechildren will understand that the men wore a TUNIC with a TOGA overit.

Dressingup out fits

Card

Safetypins

Shinypaper

Pipecleaners

Greenpaper

RomanCD-Rom

Week/session

Learning Intention

Activities

Differentiation

Success Criteria/ Assessment

Resources

Session6

* To learn about the religious beliefs of the Romans.

INTRO:We will discuss briefly the main elements of Christianity andChristian beliefs. The children will then be introduced toReligion in Roman times through shared reading of pg 20-21 of theGinn reference book.

MAIN:

Thechildren will be asked to think about designing their own God forthe Romans to worship. The will consider the followingthings:

• What would it be the God of
• What would its name be
• What things would make it angry
• What rituals would be done to worship it
• Any distinguishing features
• Legends or stories about their god

EXT: The children will complete a comprehensionactivity about the Roman Gods and Goddesses.

PLENARY:

The children will share their designs for aRoman God.

Lessable children will be given adult support. All ideas will bediscussed and their writing will be scribed. They will be asked todraw a picture of their god either by hand or on thecomputer.

EXT:Those children who finish early but are not able to complete theextension task independently will use the BBC site to look atpictures and learn more about Roman religion.

Allchildren will be expected to understand that the Romans worshippedseveral Gods compared to Christians who worship justone.

Mostchildren will understand that some Romans were Christians and thatthis caused a divide.

Ginnreference book

Computers

Internet

Session

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