The Romans

Scheme of Work
 Who were the Romans?
1 Who were the Romans and where did they come from?
2 How did the Celtic way of life differ from that of the Romans?
3 Who was Boudicca?
4 What happened in AD 60?
What did the Romans do for fun?
5 Why were the Romans so keen to take a bath?
6 What food did they eat and how did they eat it?
7 Who and what were the gladiators?
8 Which games did they like the best?
What mattered to the Romans?
9 What mattered to the Romans?
10 Did the Romans believe in God?
11 What have the Romans left behind?

The Romans
Programme of Lessons
Enquiry Question:
 Who were the
Romans?

KEY QUESTION: Who were the Romans? YEAR 3 / 4 Lesson No: 1

Learning Objectives and NC links Main Differentiation Plenary
Outcomes
To locate the Roman period
on a timeline. That the
Romans invaded Britain
and that the period of
invasion was followed by a
period of settlement.
Pupils
MUST:
Be able to locate the Roman
period on a timeline
SHOULD:
Be able to explain why the
Romans left their
homelands to come to
Britain
COULD:
Show an understanding that
different groups of Romans
had different motives for
coming to Britain e.g.
traders, military,
pilgrimages to Bath etc
NC: Carry out a survey within the class to find out how SEN: Who were the
long they have been settled in their present homes. Romans?
1a – place events, Find out who has moved from another town, village or By support
people and country since they were born. Who has travelled the Why did the Romans
changes into longest distance? Who has travelled the shortest? Who want to come to
correct periods of has lived in the same house since they were born? Talk Britain?
time about the reasons for moving to another country e.g.
Mara. Review children’s
1b – use dates answers to initial
and vocabulary Watch video on the invasion of Britain (1st) – ‘The question
relating to the Eagle has landed’ – Zig Zag
passing of time
Independent and Group Activities
2c – reasons for - Use piece of string to construct class timeline.
and results of Use pegs and images to set in context the G&T:
historical events Roman period with previous topics and prior
knowledge…Flo, Tudors, Gunpowder plot,
2d – describe and Jesus Creative
make links - Discuss why the Romans wanted to come to Opportunities
between the main Britain e.g. lead, minerals, wealth, trade,
events, situations prestige etc.
and changes - Chn complete a sheet detailing why the
within the Roman Romans wanted to invade.
era
KEY QUESTION: Who were the Romans? YEAR 3 / 4 Lesson No: 2
Learning Objectives and NC links Main Differentiation Plenary
Outcomes
To understand some of the NC: With the help of the children, go over the reasons why SEN:
reasons why the second the Romans wanted to come to Britain. – wool, lead, Why were the Rom
Roman invasion was a 1a – place events, silver. Discuss the fact that the Romans had a large By support victorious over the
success people and empire and wanted to take over places that could give Celts?
changes into them something that was useful to them. – show map
Pupils correct periods of of extent of empire.
MUST: time
Be able to suggest a reason 1b – use dates Role play as a Roman soldier and a Celt. Draw out
why the Roman Army and vocabulary some of the reasons the Roman army defeated the
overcame the Celts relating to the Celts. Lead children to….
SHOULD: passing of time
Be able to suggest several 1. Better armour
reasons for the Roman 2c – reasons for 2. Better organised – turtle, discipline, tactics G&T:
success over the Celts and results of 3. Clever inventions – spear
COULD: historical events 4. Divide and rule
Understand that the Roman 2d – describe and 5. Forts
success was not all due to make links Creative
military prowess but a between the main Independent and Group Activities Opportunities
system of alliances with events, situations
certain tribes against others and changes Give children a copy of a Roman soldier and a Celtic “Picture the Past”
– in the interest of the within the Roman warrior side by side. Children annotate each with
Romans era reasons why they were victorious (Roman) and reasons Shields and Standa
9 – how British why they were defeated (Celt) p.23
society was e.g.
shaped by
invasions and “The Romans defeated the Celts because they were
settlements prior better organised”
to 1066
KEY QUESTION: How did the Celtic way of life differ from that of the Romans? YEAR 3 / 4 Lesson No: 3
Learning Objectives and NC links Main Differentiation Plenary
Outcomes
To select and record info NC: Remind children of why the Romans wanted to come SEN:
about the Celtic and Roman to Britain in the first place and the reasons why they Hot seat children to
way of life. To make were successful in subduing the Celts. Mixed ability and either a Celt or a
2a – about the
comparisons between mixed age group Roman and describ
characteristic
lifestyles. About aspects of Tell the children that the ways of life of the Romans groups the other group’s
features of te
life in Roman and Celtic was quite different from that of the Celts and they customs
Roman Celtic
Britain must have had to change some of the things that they
periods – beliefs,
had done when the Romans invaded
attitudes etc
Pupils
MUST: Independent and Group Activities
2b – about the
Be able to distinguish Group research – try to find out similarities /
social, religious
between a Roman and a differences between the Roman and Celtic way of life
and ethnic
Celt
diversity of
SHOULD: Look at…. Creative
Roman Britain
Be able to suggest 1. Houses G&T: Opportunities
similarities between the 2. Clothes
4b – to ask and
lifestyles of Celts and 3. Beliefs “Picture the Past”
answer questions
Romans 4. Towns
COULD: 5. Art Roman bracelets p.
Select relevant info from a 9 – how British 6. Technology
number of sources to society was 7. Language “Creative History”
identify further similarities shaped by Mirrors p. 36
and differences between invasions and Chn complete 3 column grid….1. How they did things, Coins p.34
Roman and Celtic lifestyles settlements prior 2. Romans, 3 Celts. Collect and compare the above
to 1066
KEY QUESTION: Who was Boudicca? YEAR 3 / 4 Lesson No: 4
Learning Objectives and NC links Main Differentiation Plenary
Outcomes
That sources about NC: Read a roman description of Boudicca (but don’t refer SEN:
Boudicca contradict each to her name). With help of the chn write up key words What do you think
other. To make a 4a – how to find on the board to help us describe her. Chn use the key Literacy places and Boudicca really loo
comparison of these out about events words to draw her as she is described. Now read a adult targeted like?
accounts which give Celtic (make one up if none available) account of support where
different viewpoints 4b – to ask and Boudicca (again not referring to her name). Children neccesary What can we agree
answer questions again, but next to the Roman influenced picture, upon from the
Pupils attempt to draw what they have heard. accounts?
MUST: 5c – communicate
Be able to describe what their Now show the children ‘real’ images of Boudicca (her What don’t we kno
Boudicca looked like from understanding and fierce on chariot would be a good pic). Tell them that for sure?
one point of view knowledge of both accounts were describing the same person. Why
SHOULD: history in a do they differ? Who is telling the truth? Why don’t we
Be able to compare and number of ways know? G&T:
contrast some of the
descriptions from different 9 – how British Independent and Group Activities
viewpoints society was
COULD: shaped by
Show an understanding of invasions and Children write a brief description of Boudicca bearing Creative
what elements are shared by settlements prior in mind both accounts (T24 link). Opportunities
both descriptions and to 1066
therefore what we can Collage of Boudicc
pretty much know for sure on a chariot
about her appearance
Large battle scene –
woad patterns

KEY QUESTION: What happened in AD 60? YEAR 3 / 4 Lesson No: 5

Learning Objectives and NC links Main Differentiation Plenary
Outcomes
That sources about
Boudicca contradict each
other. To make a
comparison of these
accounts which give
different viewpoints
Pupils
MUST:
Be able to suggest one or
more reasons for the revolt
SHOULD:
Be able to sequence the key
events in the form of a
storyboard
COULD:
Consider similarities and
differences between two
different versions of the
same event
NC: Read the story of Boudicca’s revolt. Discuss what SEN:
happened and the consequences of such (possibly Discuss the immed
2c – reasons for through drama –Also explore BGfL site Mixed ability pairs consequences of th
and results of revolt for the Roma
historical events Independent and Group Activities and the Iceni. – chn
record on a large pi
3 – that the past is Chn retell story of Boudicca through a storyboard of paper.
represented and
interpreted in Children write a biography of Boudicca, writing a brief How might a surviv
different ways description of what she was really like (T24 link) of the battle feel? H
seat chn to find out
5c – communicate - make use of paragraphing and link words G&T: feelings of differen
their e.g. sides
understanding and - Where she was born, who she was married to
knowledge of - what the Romans did to her (refer to ‘hurt’ her
history in a daughters)
number of ways - what she did in revenge
- where she is buried
9 – how British - why we remember her
society was Creative
shaped by Opportunities
invasions and
settlements prior “Picture the Past”
to 1066
Shields and Standa
p.23
 Enquiry Question:

What did the

Romans do for
fun?
KEY QUESTION: Why were the Romans so keen to take a bath? YEAR 3 / 4 Lesson No: 6
Learning Objectives and NC links Main Differentiation Plenary
Outcomes
Select info about life in Use the interactive Roman town animation on the BBC SEN:
Roman Britain from a range site. Tell children that we are going to be finding out How was taking a b
of sources. Present info to 2a – about what the Romans did for fun. Mixed ability in Roman times
show understanding of features of groupings different to how we
impact of Roman settlement Roman period Visit bath houses. Go through importance of ritual of it today?
in Britain bathing and some of the different rooms you would
4a - how to find expect to get
Pupils out about events
MUST:
Be able to use a source of 6 – Local area Independent and Group Activities
information to describe the study
experience of visiting a bath Chn label and explain a plan of a bath house and
house in Roman Britain include a way of remembering each room e.g.
SHOULD: 9 – how British Fridgidarium – Fridge = cold
Be able to use more than society was Caldarium – cauldron = hot Creative
one source “ ” shaped by Opportunities
COULD: invasions and Challenge chn to invent a way of heating the floor G&T:
Use a range of sources “ “ settlements prior Art Topic – mosaic
to 1066 (2nd half term)

‘Picture the past’

Thermal Window p

KEY QUESTION: What food did they eat and how did they eat it? YEAR 3 / 4 Lesson No: 7
Learning Objectives and NC links Main Differentiation Plenary
Outcomes
Select info about food in Have a plate of food and a place setting set out mixed SEN:
Roman Britain 2a – about up. Ask a volunteer to set up the plate for a posh Ask children to
features of dinner. Ask volunteer to demonstrate table manners G&T: contribute to a table
Roman period and how to eat it – scribe on board comparing food no
and then
Pupils 4a - how to find Now tell chn about eating in Roman times. Repeat as
MUST: out about events above and note differences and similarities e.g.
Be able to describe the way
in which food was served 6 – Local area 1. eat with fingers
and consumed in Roman study 2. eat lying down KEY TERMS &
times 3. food all separate in diff bowls CONCEPTS
SHOULD: 4. slaves serve food
Be able to use a source of 9 – how British Drama – act out a
information to identify a society was Independent and Group Activities Roman feast
number of the food stuffs shaped by
popular in Roman Britain invasions and Comparative table – food now and then
COULD: settlements prior Prepare a Roman feast
Describe differences to 1066
between the diets of
different groups in Roman
society

KEY QUESTION: Who and what were the gladiators? YEAR 3 / 4 Lesson No: 8
Learning Objectives and NC links Main Differentiation Plenary
Outcomes
Select info about Slavery
and gladiatorial
entertainment in Roman
Society
Pupils
MUST:
Be able to use a source of
information to describe the
nature of gladiator fights in
Roman times
SHOULD:
Be able to use a number of
sources of information to
describe the nature of
gladiator fights in Roman
times
COULD:
Find out about other forms
of entertainment in the
coliseum
KEY QUESTION: Which games did the Romans like the best?
Remind children about the importance of slavery in SEN:
2a – about the Roman society as identified on visit to the Baths. Tell Feedback findings
characteristic them that the bath house workers were the lucky ones. G&T: rest of class
features of te Some slaves were bought to fight each other. Tell
Roman Celtic children about gladiator fights.
periods – beliefs,
attitudes etc Independent and Group Activities
2b – about the Provide a range of sources of info about gladiator
social, religious fights and series of hyperlinks on a textease page.
and ethnic (Brims esp)
diversity of
Roman Britain Children explore the question
4a - how to find Who and what were the gladiators?
out about events
Give set of questions to focus the research e.g. who KEY TERMS &
4b – to ask and were gladiators chosen from? CONCEPTS
answer questions What happened to those that lost etc
Design and make a
gladiator’s helmet
YEAR 3 / 4 Lesson No: 9
Learning Objectives and NC links Main Differentiation Plenary
Outcomes
Select info about other Tell chn about the importance of the games in Roman SEN:
forms of entertainment in 2a – about the times – particularly in Rome. Link back to gladiators. How was taking a b
Roman Britain characteristic Discuss holidays and colours of diff teams. Favourite Mixed ability in Roman times
features of te gladiator / charioteer. groupings different to how we
Pupils Roman Celtic it today?
MUST: periods – beliefs, Show children clip of chariot racing. Do we have
Be able to describe some of attitudes etc sports nowadays that are like chariot racing and
the main forms of gladiator fights?
entertainment in Roman 2b – about the
times social, religious
SHOULD: and ethnic Independent and Group Activities
Be able to describe and diversity of
compare some of the main Roman Britain Chn design a mosaic celebrating their favourite
forms of entertainment in charioteer or colour of their team in a Roman style
Roman times 4a - how to find Creative
COULD: out about events Write a brief explanation of chariot racing in Roman Opportunities
Find out about forms of times – Nelson book G&T:
entertainment enjoyed by Mosaic
different groups in Roman
society

Enquiry Question:
What Mattered to
the Romans?
KEY QUESTION: What mattered to the Romans?
Learning Objectives and
Outcomes
To be able to suggest some
of the characteristic features 2a – about the
of every-day life in the
Roman period.
Pupils
MUST:
Be able to describe one or
two aspects of every-day
life in Roman Britain
SHOULD:
Be able to describe a
number of aspects of
every-day life in Roman
Britain
COULD:
Identify what changed
under the Roman
occupation and what stayed
the same
YEAR 3 / 4 Lesson No: 10
NC links Differentiation Plenary
SEN:
Remind children of what we have learned so far about Children assess eac
characteristic the Romans. With help of the children form a concept other’s survival gui
features of te map on the board under headings… and say whether the
Roman Celtic would get on as a
periods – beliefs, 1. Food Roman as a result
attitudes etc 2. Clothes
3. Entertainment
2b – about the 4. Language
social, religious 5. What to do all day
and ethnic 6. What to believe in
diversity of
Roman Britain Independent and Group Activities
4a - how to find Children try to answer the main enquiry question by
out about events summing up the previous section on Roman G&T:
entertainment, as well as reference to the Roman army
and technological advancement. Survival Guide as a
Roman Citizen
Children produce a survival guide for a non-Roman
that has recently been granted citizenship as a Roman.
They should offer advice as to what to wear, what to
eat, what to do in your spare time to be as Roman as
possible
 Useful Websites
Site Useful for… Address

◦ BBC site Children http://www.bbc.co.uk/schools/romans/

◦ Romans in NI Children http://museums.ncl.ac.uk/reticulum/
◦ Object lessons Artifacts http://www.objectlessons.org
◦ Roman Baths game http://www.romanbaths.co.uk/htmlContent/game.htm
◦ TW museums mosaics http://www.twmuseums.org.uk/games/arbeia.php
◦ Nettlesworth All http://atschool.eduweb.co.uk/nettsch/time/rlife.html
◦ BGfL Boudicca’s Revolt http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2
◦ Bham museum Artifacts http://www.schoolsliaison.org.uk/2004/bmag/rome.htm
◦ Sandy Detective http://www.roman-sandy.com/start.htm
◦ BBC Mosaics http://www.bbc.co.uk/history/ancient/romans/mosaics_gallery.shtml
◦ Book Gladiators http://www.salariya.com/web_books/gladiator/index.html
◦ BRIMS Who were the Romans? http://www.brims.co.uk/romans/
◦ Innovations Artifacts http://www.innovationslearning.co.uk/subjects/history/information/romans
◦ Cyberhunt research http://www.icteachers.co.uk/children/cyberhunts/romans/romehunt.htm
◦ BBC Celts http://www.bbc.co.uk/wales/celts/
◦ Lancs NGfL Quiz http://www.lancsngfl.ac.uk/curriculum/history/index.php?category_id=23
◦ Bham clothes etc http://www.schoolsliaison.org.uk/kids/preload.htm
◦