Y4 The Romans



Year 4 Autumn Topic Session Planning

The Romans

| |PoS & Objectives |Activities |RESOURCES |DIFFERENTIATION |EVALUATION |

|Range & Breadth | | | | | |

|Session 1 |History: |Tell the story of Romulus and Remus, putting the dates on the |Romulus & Remus pp |MA groups | |

| |KS2 Historical interpretation. |timeline as you go. Show pictures of the carved and sculptured | | | |

| |Recognise the legend of the founding of Rome |statues of the she-wolf who suckled them. This image appears |Pictures of the carved and | | |

|The founding of Rome |and to name the main characters. |throughout Rome as testament to the legend. Explain that some |sculptured statues of the she-wolf| | |

| |1a Place events and objects in into the |stories from history are just that: ‘stories’. They are not true | | | |

|History: 8a The |correct periods of time. 1b Use dates and |but are passed on and form an important part of the culture and |Romans CD ROM | | |

|Romans: Britain and |vocabulary relating to time, BCE, CE. 3 |beliefs from that time. | | | |

|the wider world. |Recognise that the past is represented in | | | | |

| |different ways (through myths and legends). |Class to re-enacting the story in 3 groups of 6. Plan plays by | | | |

| | |writing bullet points of what they need to include. Decide who | | | |

| |English: |will be: Romulus, Remus, wicked uncle, she-wolf, Shepard & | | | |

| |KS2 – Speaking & Listening |Shepard’s wife. Discuss what makes a good actor/actress – clear | | | |

| |4 Participate in a wide range of drama |voice, facial expressions, facing the audience, speaking one at a | | | |

| |activities and to evaluate their own and |time, etc. | | | |

| |others’ contributions. | | | | |

| |4a Create & sustain roles in groups. 4b Use |Watch the plays in class by setting up a mini theatre using | | | |

| |character & action to convey story. 4d |chairs. Discuss how to be a good audience: listen carefully, sit | | | |

| |Evaluate how others have contributed to |nicely, show respect and give helpful kind comments at the end. | | | |

| |overall effectiveness of performances, | | | | |

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|Session 2 |History: |Display maps to show the different areas the Romans ruled at |Expansion of the empire pp |MA groups | |

| |KS2 Knowledge of events & people |different times. Discuss how the area changes and what is the | | | |

| |Examine how the Roman Empire changed areas |general pattern. |Romans CD ROM | | |

|Expansion of the |over time and begin to ask why. |The Roman army became stronger and stronger; they gained more |Maps | | |

|Empire | |power and people, etc. Discuss reasons. Relate the dates to our | | | |

| |1b Use dates & vocabulary relating to the |timeline from sessions 1 marking these dates on it. Look at the |Atlas’s | | |

|History: 8a The |passing of time. 2c Identify and describe |different ruling systems – what effect do these have on the | | | |

|Romans: Britain and |reasons for, and results of historical |expansion of the empire – under the Emperors the empire expanded | | | |

|the wider world. |events. 2d Describe & make links between |to its largest size. | | | |

| |situation & changes. | | | | |

| |Geography: |Use a simple map of Europe. Help find Italy and Rome and label | | | |

| |KS2 Knowledge of places Identify areas of |these on the map. Colour Italy in. | | | |

| |the world and label them using an atlas. |In pairs to use an atlas and identify the countries that were | | | |

| | |under Roman rule during the height of the empire. Label the | | | |

| |3b Locate countries arising in historical |countries with today’s names on their maps, using an atlas for | | | |

| |study of world & name these. 2c Use atlases &|this work. | | | |

| |maps at a range of scales. | | | | |

|Session 3 |History: |Show Roman army pp. Look at different clothes according to rank. |ICT Suite / Tablets |ICT Partners | |

| |KS2 Historical enquiry |Talk about different materials used and why. | | | |

|Roman Soldiers: |Learn what Roman soldiers wore and carried |Use computer suite or tablets. in pairs can access the internet. |Romans CD ROM | | |

|Clothes They Wore |and why, make comparisons with soldiers of |Use bbc.co.uk/schools/romans/ to go to roman army. Click on | | | |

| |today. |the link to find out about what they wore and what they did. | | | |

|History: 8a The |1a Place people into correct periods of time.|Use historyonthenet.co.uk | | | |

|Romans: Britain and |4a How to find out about people and changes |Download the Roman soldier colouring sheet: | | | |

|the wider world. ICT: |studied from a range of sources of |bbc.co.uk/schools/romans/activities/ | | | |

|5b Working with others|information including ICT. |look at pictures of roman soldiers in non-fiction texts and try to| | | |

|to explore information|ICT: |colour the soldier accurately, thinking about the material each | | | |

|sources and ICT tools.|KS2 Finding things out |item is made of. | | | |

| |Use interactive websites to find information |Look at different weapons and the differences in soldiers’ kit | | | |

| |about Roman soldiers. |depending on rank. | | | |

| |1a Talk about what info is needed & how to | | | | |

| |find and use it. | | | | |

|Session 4 |Art: KS2 Investigating and making craft |Show a range of pictures of Roman soldier helmets from non-fiction|Range of pictures of Roman soldier|MA groups | |

| |Design, sketch and make a model of a Roman |texts & websites. Discuss similarities and differences in design: |helmets | | |

|Roman Soldiers: Making|helmet using papier mâché. |how they help to protect the soldiers, etc. Look at different | | | |

|Helmets |1a Record from first hand observation & |helmets. why they are different? Notice how the leaders of the |Balloons | | |

| |explore ideas for different purposes. 2b |army had red tufts running along the top of the helmets to | | | |

|Art: 5a Exploring a |Apply experience of materials & processes |distinguish them. Make Roman soldier helmets and should try to |Newspaper | | |

|range of starting |developing their control of tools & |make them look as realistic as possible. Choose a design to copy. | | | |

|points for practical |techniques. 2c Use a variety of methods and | |Glue / paste | | |

|work. |approaches to communicate observations, ideas|Sketch design-using pencil before beginning the craftwork. Blow | | | |

| |to design and make artefacts |up a balloon to slightly larger than head. Draw outline shape on | | | |

| |History: KS2 Know/understanding of people |balloon with a marker. Cover the balloon with papier-mâché to form| | | |

| |Examine pictures/photos of Roman artefacts |the shape of their Roman soldier helmets. When ready put to dry | | | |

| |(helmets) identifying similarities & |in a dry airy place. | | | |

| |differences and reasons for these. | | | | |

| |1b Use dates & vocabulary relating to the | | | | |

| |passing of time. 2a Learn about | | | | |

| |characteristic features of periods including | | | | |

| |experiences of men. 5c Communicate | | | | |

| |knowledge/understanding of history in a | | | | |

| |variety of ways. | | | | |

|Session 5 |Art: KS2 Investigating and making craft |Reshow a range of pictures of Roman soldier helmets. Discuss |Range of pictures of Roman soldier|MA groups | |

|Roman Soldiers: |Decorate and finish a project using paint and|decoration and finish of design. Decorate helmets.. Whitewash them|helmets | | |

|Decorating Helmets |aging techniques. |and check the shape is correct. If they need altering slightly use|Romans CD ROM | | |

| |1a Record from first hand observation & |scissors to cut round the bottom or neaten up the finish – |Paints | | |

| |explore ideas for different purposes. |demonstrate. Cut their helmets to shape and make sure they fit. |Crayons | | |

|Art: 5b Working on |2a Investigate and combine visual and tactile|Then paint the helmet inside and out with white paint and put to |Scissors | | |

|their own and with |qualities of materials and match these top |dry. Whilst drying plan what to do next & collect equipment | | | |

|others on projects in |purpose of work. |needed. Discuss colours and ageing techniques such as painting | | | |

|3 dimensions; 5c Using|2b Apply experience of materials & processes |over the paint with cold coffee and rubbing dark crayon over the | | | |

|a range of materials |developing their control of tools & |finished paintwork, etc. Also adding extra details to the | | | |

|and processes. |techniques. |decoration such as small dents and scratches – battle scars, to | | | |

| |2c Use a variety of methods & approaches to |make them look authentic. | | | |

| |communicate observations, ideas to design and| | | | |

| |make artefacts. | | | | |

| |3a Compare ideas and methods in their own and| | | | |

| |other’s work and say what they feel about | | | | |

| |them. | | | | |

| | |Talk about the visit. Explain where you will go and what you will |Packed lunches |3 groups of 6 MA groups| |

|Session 6 |History: KS2 Knowledge, understanding and |do. Explain the behaviour & work outcomes expected. Discuss the |Medications | | |

|Class visit Segedunum |enquiry |details, including dates, of where they we are going & where it |Permission slips | | |

|Roman Fort & Museum. |Prepare & participate in a history |fits into the Roman period & British Roman history. |First aid kit | | |

| |educational visit investigating & discovering|On the visit complete the activity sheet and record any notes, |Pencils | | |

| |local Roman history through practical |facts, pictures on: |Clipboards | | |

|History: 8a The Romans|experiences. |Roman fort, Roman Baths, Roman ways of life (food clothes etc), |Paper | | |

|in British History; 9 | |Hadrian’s wall, Roman Army / Soldiers etc. |Activity sheets | | |

|how British society |1a/b Place events, places & people into | | | | |

|was shaped by the |correct periods of time using dates and | | | | |

|Roman settlement. |vocabulary. 2a Find out about characteristic | | | | |

| |features of the Roman period & the beliefs, | | | | |

| |attitudes & experiences of Roman people. 4a | | | | |

| |Find out about Roman events & people through | | | | |

| |visits to museums, buildings & sites. 4b Ask | | | | |

| |& answer questions & select & record info. 5c| | | | |

| |Communicate knowledge & understanding of | | | | |

| |history in a variety of ways. | | | | |

|Session 7 |History: KS2 Knowledge, understanding and |Discuss class visit, talk about some of the things they really |Paper |MA groups | |

| |enquiry |enjoyed & found interesting – what did they discover about the |Pencils | | |

|Class Visit – follow |Record historical information discovered on |Romans? Explain that we will be putting up some of our information|Romans CD ROM | | |

|up |educational visit for display. |that we discovered on our Roman display | | | |

| |1a/b Place events, places & people into |Explain that they can choose what they want to include from the | | | |

|History: 8a The Romans|correct periods of time using dates and |visit for the display, but they need to make sure it is | | | |

|in British History; 9 |vocabulary. 2a Find out about characteristic |top-quality work as everyone will see it. Use photographs, | | | |

|how British society |features of the Roman period & the beliefs, |activity sheets and notes from the visit. Write about or draw | | | |

|was shaped by the |attitudes & experiences of Roman people. 4a |something they learnt. | | | |

|Roman settlement |Find out about Roman events & people through | | | | |

| |visits to museums, buildings & sites. 4b Ask | | | | |

| |& answer questions & to select & record | | | | |

| |information. 5c Communicate knowledge & | | | | |

| |understanding of history in a variety of | | | | |

| |ways. | | | | |

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|Session 8 |History: KS2 Historical enquiry |Explain that today they will be doing some historical research – | |ICT partners | |

| |Find out about different aspects of family |they will be Roman detectives finding out about family life during|romans-in-.uk | | |

|Family Life In Roman |life in Roman times. |the Roman era. First we need to think about what we would like to | | | |

|Times |2a Learn about characteristic features of |know about Roman family life? As a class brainstorm some | | | |

| |Roman society incl. ideas, beliefs, attitudes|questions and write on the Etc. When you have a list of at least | | |

|History: 8a The |& experiences of people. 2b Find out about |10 questions, in groups to find answers to some of these questions|s/ | | |

|Romans: Britain and |social, cultural, religious & ethnic |on Homes, food, school, babies, work, etc. decide which areas | | | |

|the wider world; 9 How|diversity of Roman society. 4a Find out about|teach group will research, making sure all major areas are | | | |

|British society was |people from an appropriate range of info |covered. | | | |

|affected by Roman |sources including ICT. 5a/5b Select & | | | | |

|settlement. English: |organise historical info, using dates & |Use a range of non-fiction texts & websites to research their | | | |

|9b Use print and ICT |vocabulary. |area. Share books & information. Remind them to keep the | | |

|based reference and | |questions in mind & write down as many interesting facts as they |vel1/livingin/index.asp | | |

|information materials.|English: KS2 Reading |can & sketch pictures. | | | |

| |Use non-fiction texts including websites to | |Tablets | | |

| |find information. | |Romans CD ROM | | |

| |3a Scan to find information. 3c Obtain | | | | |

| |specific information. 3e Use organisational | | | | |

| |features & systems to find information. 5g | | | | |

| |Engage with challenging and demanding subject| | | | |

| |matter. | | | | |

|Session 9 |History: KS2 Historical enquiry |Talk about what kind of foods we buy from supermarkets. Write |Roman Food pp |MA groups | |

| |Research Roman foods and eating habits. |shopping list on w/b. what kind of foods were on their shopping |Romans CD ROM | | |

|Roman Food |2a Learn about characteristic features of |lists? Talk about some of the foods on their lists. Show Roman | | | |

|Thermapholias |periods/societies studied. 2b Learn about the|Food pp Using non-fiction texts look at pictures of Roman food, | | | |

| |social & cultural diversity of the societies |kitchen utensils, food shops, markets, etc. Discuss what sort of | | | |

|History: 8a Romans: |studied. 4b Ask & answer questions about |things the Romans ate and stalls called Thermapholias. | | | |

|Britain & wider world;|Roman food. |Design a menu for a Thermapholia. Use books & the computer to | | | |

|9 How British society |D&T: KS2 Developing ideas |look at what sort of foods the Romans ate as meals. They should | | | |

|was affected by Roman |1d Design a menu bearing in mind atheistic |also think about how the menu looks. Is it attractive? Will it | | | |

|settlement. D&T: |qualities, uses & purpose of the menu. |make someone want to eat at his or her Thermapholia? Write the | | | |

|Design assignments. | |prices on in Roman Numerals. | | | |

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|Session 10 |History: KS2 Knowledge & understanding |Brainstorm a list of Roman foods, including cooked dishes, & list |Grapes, dates, bread, vinegar, |MA groups | |

| |Find out about foods Roman ate and how they |them on. Talk about which ones of these foods we have tried & like|anchovy sauce, 500g carrots, | | |

|Roman Cooking |were prepared. |to eat, e.g. apples, pears, etc. Explain we are going to taste |cooking oil, ground cumin, ground | | |

| |2a Learn characteristic features of periods &|some Roman foods Encourage to taste a little bit even if they |coriander, honey, vinegar, | | |

|History: 8a Romans: |societies studied: ideas, beliefs, attitudes,|think they might not like it. We are going to pretend we are |currants, Thai Fish sauce parsley,| | |

|Britain/the wider |experiences of people. 2b Learn abt |Roman slaves & a wealthy Roman villa owner has invited us in to |corn-flour, utensils for cooking. | | |

|world; 9 How British |social/cultural diversity of societies |taste his food. We have to be polite. Give the different foods to |Romans CD ROM | | |

|society was affected |studied. 5c Communicate knwlege of Roman |taste. What is different about Roman foods to the food we eat? | | | |

|by Roman soc. D&T: 5c |food. |Explain we will prepare & cook a Roman dish made from carrots. | | | |

|Design & make |D&T: KS2 Working to make quality products |Work in 3 groups so each group can prepare a stage of the recipe | | | |

|assignments. |Make, cook and taste Roman food. |in turn. Groups not cooking should write about their favourite and| | | |

| |2a Select appropriate techniques & tools for |worst Roman foods and draw pictures. What would they have at a | | | |

| |cooking. |Roman feast? All taste the carrot dish. Each group explain what | | | |

| |2f Follow safe procedures for food safety & |they did to make the dish. | | | |

| |hygiene. | | | | |

|Session 11 |Art: KS2 Investigating and making craft |Show pictures of Roman pottery. Discuss what different containers|Non-fiction texts, pictures of |MA groups | |

| | |might have been for: wine, vinegar, water, honey, olives, fish |Roman pottery, colouring pencils, | | |

|Roman Pottery: |1a Select & record from observation of |sauce, etc. Discuss how they are made, just for use or made to |clay (clay tools, | | |

|Creating It |ancient Roman pottery. 2a Investigate the |look beautiful What material did they use? Clay. Where does clay |Romans CD ROM | | |

| |possibilities of a range of materials, incl |come from? Explain that we will be making Roman pots using clay. | | | |

|History: 8a The |clay. 2b Try out techniques, incl. clay |Draw design of pot and plan how to make it. Demonstrate how to | | | |

|Romans: Britain and |molding. 2c Use a variety of methods & |handle clay, molding, making slip to join handles on sides etc. | | | |

|the wider world. |approaches to communicate observations & to |show how to make different shapes of pots. Use clay to make Roman | | | |

|Art: 5d Investigating |design & make artifacts. 4c Roles & purposes |pottery. Keep referring to design. Compare pots to their sketches | | | |

|art & craft in a |of artists/crafts people working in Roman |& discuss how we made them. | | | |

|variety of styles & |times. | | | | |

|traditions. |History: KS2 Knowledge & understanding | | | | |

| |Look at Roman pottery and its uses. | | | | |

| |2a Learn about characteristic features of | | | | |

| |periods & societies studied. 2b Learn about | | | | |

| |social and cultural aspects of societies | | | | |

| |studied. | | | | |

| |4b Ask & answer questions about Roman | | | | |

| |pottery. | | | | |

|Session 12 |History: KS2 Historical enquiry |Discuss how do we know so much about history & the Romans. How do |Non-fiction texts, photos of real |MA groups | |

| | |people know what kinds of pots they used or how they were |Roman artefacts, picture of | | |

|Roman Pottery: |How we find out about the past and what |decorated? Discuss archaeologists and what they do. Show photos |archaeological dig | | |

|Decorating It |archaeologists do, how they are like history |of Roman artifacts found in Britain. Discuss designs we have seen |Paints (earth colours): red, | | |

| |detectives. |on Roman pottery, pictures of Roman women, people, grapes |brown, black, white, greens, PVA | | |

|History: 8a The |4a Find out about events & people in the |decorative repeating patterns, etc. Look at sketches for pots. How|glue | | |

|Romans: Britain and |past. |are they going to decorate them? Explain that they need to make | | | |

|the wider world. |4b Ask and answer questions, select |them look as realistic as possible. Look at pictures of pots and | | | |

|Art: 5d Investigating |information relevant to the focus of the |see what colours they used. | | | |

|art & craft in a |enquiry. |Mix colours to decorate pots using earthy colours. Mix lighter and| | | |

|variety of styles & |Art: KS2 Investigating and making craft |darker shades by adding white and black. They should decorate | | | |

|traditions. | |their pots by painting the clay. | | | |

| |Decorate their pottery to create a realistic | | | | |

| |Roman look using similar colour palette and | | | | |

| |designs. | | | | |

| |1a Select & record from observation. 2c Use a| | | | |

| |variety of methods & approaches to | | | | |

| |communicate observations & to design & make | | | | |

| |artifacts. | | | | |

|Session 13 |History: KS2 Historical enquiry |Explain that the Romans were very famous for their mosaic work. |bbc.co.uk/history/ancient/roma|MA groups | |

| |Investigate Roman mosaics – how do we find |Refer to class visit, The Roman baths which were covered in |ns/mosiacs_gallery.shtml | | |

|Roman mosaics |them today? What were they like? How were |covered in decorative mosaics. Tell chn they will work on | | | |

| |they made? |computers to design & make their own simple Roman mosaics. Discuss| | | |

| |2a Learn about characteristic features of |how mosaics are made – using small tiles of different colours to | | | |

|History: 9 Learn how |roman period including artistic ideas. 4a |build a picture. How long do they think this would take? | | | |

|British society was |Understand how to find out about the Romans |ICT partners use the internet | | | |

|affected by Roman |from a range of sources including ICT. 4b Ask|bbc.co.uk/history/ancient/romans/mosiacs_gallery.shtml to view| | | |

|settlement. ICT: 5b |& answer questions, & select & record |photos of real Roman mosaic ruins | | | |

|Explore a variety of |relevant information. 5c Communicate their |Demonstrate using art software how to draw a small square tile & | | | |

|info sources & ICT |knowledge. |then repeat this by copying more tiles the same size. Show how to| | | |

|tools. |ICT: KS2 Finding things out |fill these tiles with colour. Use these techniques to design a | | | |

| | |simple mosaic picture. | | | |

| |Use art software to develop a mosaic picture.|Show mosaics & explain which tools in the program used | | | |

| |Use internet as research tool. | | | | |

| |1a Talk about what info they need & how to | | | | |

| |find & use it. | | | | |

| |1c Interpret information, check it is | | | | |

| |reasonable and relevant. | | | | |

| |4a Review what they have done to help develop| | | | |

| |ideas. | | | | |

|Session 14 |History: KS2 Knowledge and understanding | Explain who the Celts were & that they lived in Britain & ruled |Celts pp |MA groups | |

| |Discover facts about the Celts in Britain pre|it as tribes before the Romans invaded. Use Celts pp. Ask |Romans CD ROM | | |

|Roman Invasion of |Romans, & about the Roman invasion of |children to quickly research the Celts using textbooks. Feedback | | | |

|Britain |Britain. Write about it accurately. |information they have found .Draw a timeline on f/c – begin at | | | |

| |1a/b Place events, people and changes in |55BCE & end the timeline at 450CE – explain this is roughly when | | | |

|History: 8a Romans: |correct periods of time using dates. 2c |the Romans left Britain (450 years after Jesus was born). Tell the| | | |

|Britain. 9 In depth |Identify/describe reasons for and results of |story of the Romans invasion of Britain how at first they were | | | |

|study of how Brit |historical events. 4a How to find out about |unsuccessful but in 43CE Claudius was successful and Britain fell | | | |

|society was affected |the past from a range of sources. 5c |to Roman rule. Show the dates on the timeline. Include detail, use| | | |

|by Roman settlement. |Communicate knowledge/understanding of |historical facts, use what they already know about the Romans and | | | |

|English: 9a Imagine |history in a variety of ways. |the Celts. | | | |

|feelings/events. |English: KS2 Writing |Write a story / storyboard of Claudius successful invasion of | | | |

| | |Britain. Encourage them to use descriptive language, good | | | |

| |Write story to give realistic account of |structure – beginning, middle & end – & to include historical | | | |

| |Claudius’ invasion of Britian. |facts. | | | |

| |1a Choose form & content to suit purpose. 1b | | | | |

| |Broaden vocabulary. 1c Use language and style| | | | |

| |appropriate to content and reader. | | | | |

|Session 15 |History: KS2 Knowledge and understanding |Use Boudicca pp Explain to the children that 17 years after the |Boudicca pp |MA groups | |

| |Find out about the Celtic rebellion against |Roman invasion of Britain there was a massive rebellion. The Celts| | | |

|Queen Boudicca Fights |the Romans led by Boudicca. |rebelled under a Celtic Queen called Boudicca. Tell the story of | | | |

|the Romans |1a/b Place events, people, changes in correct|Queen Boudicca’s rebellion. Use a map of UK to show places in | | | |

| |time periods using dates. 2a Learn about |story: Colchester, London, Midlands, Exeter, North Wales, etc. Ask| | | |

|History: 8a The |characteristics features of Roman period & |comprehension questions and brainstorm some of the key characters:| | | |

|Romans: Britain. 9 In |Celtic society including ideas, attitudes, |Boudicca, Tacitus, leader of the Roman army in Devon, leader of | | | |

|depth study of how |beliefs & experiences of people. 2c |the tribes that joined with Boudicca. Explain to children they | | | |

|British society was |Identify/describe reasons for/results of hist|will be acting out the story as a play. Plan plays so they | | | |

|affected by Roman |events. 2d Describe & make links between main|include the main elements of the story. Think about who will play | | | |

|settlement. English: |events, situations & changes in Roman period,|which characters and the order of events. Perform plays. Evaluate | | | |

|11a Improvise in role.|English: KS2 Speaking & Listening - Drama |each other’s work. | | | |

| |Work in groups 7+ to create plays based on | | | | |

| |historical events. | | | | |

| |4a Create, adapt & sustain different roles in| | | | |

| |groups. | | | | |

| |4b Use character & action to convey story. | | | | |

| |4d Evaluate how they & others have performed,| | | | |

|Session 16 |Geography: KS2 |Talk about what we saw on the school trip. What other local |Large road map |MA groups | |

| |Identify capital cities & school location on |evidence is there that the Romans were here? Talk about what | | | |

|Roman Influence Today |map of UK. Identify towns & cities that were |evidence we might find all over the empire – ruins of walls, |Maps of UK | | |

| |old Roman cities. |forts, villas, amphitheatres, aqueducts, bridges, roads, etc. Show| | | |

|History: 8a The |2a Use appropriate geographical vocabulary. |a large road map of the UK. Identify the location of your school &| | | |

|Romans: Britain and |2c Use maps & plans. 2e Draw maps & plans. |the capital cities of each country, London, Cardiff & Edinburgh. | | | |

|the wider world; 9 How|History: KS2 |llook for Roman cities & identify these on the map: Lincoln, | | | |

|British society was |Recognise that evidence of the Roman empire |Colchester, Bath, York, Chester, Cirencester, Colchester, | | | |

|shaped by Roman |remains today in our towns & cities & as part|Winchester Dover, Exeter, etc. Look at some of the roads, they are| | | |

|occupation. |of our roads. |new but some of the old roads were built over old Roman roads, | | | |

| |1a Place changes in correct periods of time. |e.g. A2 London-Dover, A5 London-Hollyhead. Make old Roman maps. | | | |

| |2d Describe & make links between the main |Give a map of the UK & mark some of the Roman towns/ cities on | | | |

| |situations, e.g. cities/roads in the Roman |map. Draw some straight Roman roads between the towns & cities. | | | |

| |Empire. 5c Communicate knowledge of history |Paint them with cold tea & singe the corners to make them look | | | |

| |through making old maps. |ancient | | | |

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