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This block is ideally taught after the block on Life in Britain before the RomansThe Romans are invading and children take the position of Celtic tribes. Understand the power and organisation of the Roman army and ask and answer historically relevant questions about why it was so successful. Decide whether it was better for the Celts to collaborate or resist the Romans – what advantages were there to collaboration.Block C: The Roman Invasion of Britain[5 sessions] Main Outcome: HistoryOther outcomes: English, Art, and MusicBy the end of this block children will achieve the following outcomes:Develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study with regard to the Roman Empire.Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts.Participate in discussions, presentations, performances, role-play, improvisations and debate.Develop techniques, including control and use of materials.Understand the historical and cultural development of their art form.Listen with attention to detail.Appreciate and understand a wide range of high-quality music drawn from different traditions and from great composers and musicians.Session 1 History and ArtThe rise of the Roman EmpireUnderstand some of the reasons behind the Romans’ success in invading Britain and create Roman shields to use in role-play.Ask and answer historically relevant questions about the rise of the Roman Empire and consider reasons for its success.Design and paint a Roman style shield.Session 2 History and EnglishLegions of LegionariesLearn about life as a Roman Legionary and create an informative leaflet.Learn about the Roman army and life as a legionary.Produce an informative leaflet about weapons, equipment and organisation in the Roman army.Session 3 History and MusicPreparing to invade BritanniaCreate a realistic impression, using music and movement, of what it felt like as the Roman army invaded Britain.Know why the Romans wanted to invade Britain.March in Legion formation, obeying Latin commands.Listen to and discuss a piece of music evocative of an invading army.Session 4 History and English Trouble is Coming!Build on the previous session in developing, through mime and role-play, a deeper understanding of the impact of the Roman invasion on the Celts.Learn about the invasion of Britain by Julius Caesar in 55 BCE.Role-play Romans and Britons as the invasion begins.Session 5 History and EnglishThe Roman Conquest in 43 CECreate a realistic debate within a Celtic tribe about whether to accept the Roman invasion or fight it.Understand the events leading up to the Roman conquest of Britain by Emperor Claudius in 43 CE.Explore the issues of the Roman conquest of Britain through role-play and discussion, considering different points of view and weighing up alternatives.ResourcesSession 1Provided: Sheet of Roman shield designs.You will need: A2 thick card (42cm × 60cm) – 1 per child with the corners rounded off; A thick card strip (30cm × 6cm); Stapler (for handle); Black marker pens; Sketch books; PVA glue; Red and yellow poster or acrylic paint; Thick and fine brushes; water pots; Pencils; Aluminium pie cases (saved and washed) – 1 per child.Session 2Provided: Roman Timeline; Task scaffolding sheet.You will need: Flip chart and pens; Whiteboards and pens or paper to make notes; Access to computers and the internet or printouts and reference books.Session 3Provided: Roman Timeline; Sheet of simple Roman army commands and Instructions on forming a square and marching.You will need: Access to large space, e.g. hall; Music ‘The Armed Man’ by Karl Jenkins; A large stick/ staff for the teacher/ centurion.Session 4Provided: Roman Timeline; Narrative script (4 copies).You will need: Access to a large space, e.g. hall; Music – the soundtrack from Braveheart (title theme); Music – ‘The Armed Man’ by Karl Jenkins; 3 PE benches; a large drum and beater.Session 5Provided: Roman Timeline.You will need: Access to a large space for drama/role-play activity; A red/ orange cloth and sticks to simulate a fire; A simple cloak (for the tribal elder – teacher). ................
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