Billinghay Church of England Primary School
Medium Term Planning
|Key Stage 2 Year A Term 1 and 2 |
| ROMANS links to - NIGHT AT THE MUSEUM |
|Subject |NC |Learning objective |Suggested Activities |Literacy Links |Recorded Work |Other Links |Key Skills |
| |POS | | | | | | |
| | |To be able to state what is known |Assessment of knowledge and understanding of the | |Concept map/KWL grid. | | |
|What do we know | |about the Romans. |Romans. Produce a concept map or KWL grid to show what| | | | |
|about the Romans?| | |the children know about the topic. | | | | |
| | | | | | | | |
| | |To be able to place Romans in a |Discuss where the Romans fit in a timeline of history, | | | | |
|Which part of |1a,b |timeline. |How long ago were the Romans around? How long were they| | |Numeracy – |1.Chronological |
|History did the | | |in Britain for? Who followed the Romans? | | |Dates. |understanding |
|Romans belong to | | |Establish that groups of people have been visiting, | | | | |
| | | |invading and settling in | | | | |
| | | |Britain for a very long time. |Spelling- topic words. | | | |
| | | |Think in particular Celts and Saxons as they have |Use dictionaries to | | | |
| | | |greatest influence in regards to the Romans. |locate their meaning. | | | |
| | | |Learning Task. | | | | |
| | | |The Museum has asked you to organise the exhibits into | | | | |
| | | |chronological order. | | | | |
| | | | | | | | |
| | | |Romans, Anglo-Saxons, Vikings, Tudor, Victorians, | |Place key periods on | | |
| | | |Greece, Aztecs, Ancient Egypt and World War 2. | |timeline. | | |
| | | | | |Year 3/4 decades written | | |
| | | |Ask the children to look at the class time line and | |down for them. | | |
| | | |pick out the people and events they have already learnt| | | | |
| | | |about. Do they know any other events that could be | | | | |
| | | |placed in our timeline, e.g. the Great Fire, Florence | | | | |
| | | |Nightingale. | | | | |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
| | | |Discuss the children’s and their families’ experiences | | | | |
| | | |of moving home to live | | | | |
| | | |either in a different part of the country or in a | | | | |
| | | |different country. Use a map to | | | | |
| | | |establish where they moved to and from. Encourage the | | | | |
| | |To know what a settlement is? |children to suggest why they or their families moved, | | |Speaking and |2. Knowledge and |
| |2c, | |and list the reasons given. | | |Listening |Understanding of |
| |4b |To recognise the reasons for people |Help them to sort the reasons into those where families| | |Citizenship |people, events and |
| | |moving away from where they are born?|chose to move and where they had to move. |Discussion. | |communities are made|events in the past. |
| | | | | | |up of people from | |
| | | | | | |different places, |4. Historical |
|Why do people |2c,d | | | | |backgrounds and |Enquiry. |
|move away from | | | | | |cultures. | |
|where they were | | |Use the film to focus on characters. What are they | | | | |
|born? | | |wearing, how do they know that they are from the past. | | | | |
| | | |The film shows Roman soldiers. Show them what a | | | | |
| | | |soldier would wear when he was in Rome – toga and | | | | |
| | | |tunic. | | | |4. Historical Enquiry|
| | |To be able to compare the Romans to |Compare clothing to a modern day child, man, woman and | |Label pictures of Roman | | |
| | |modern day British people. |what people wear in battle today. |Report on clothing. |soldiers, Roman citizens, | |5. Organisation and |
| | | |Add words to describe how they look. | |British army and everyday | |communication. |
| | | | | |citizen. | | |
| | | |Year 3/4 given key words from a word bank to help them | |Write a short description | | |
| | | |describe their clothing. | |on what they are wearing | | |
| |4a,b | | | |so they can compare | | |
| |5a,b,c | |Year 5/6 a more detailed description a long with any | |clothing. | | |
| | | |pro and cons of wearing their items of clothing. | | | | |
| | | | | | | | |
| | | |Ask the children to locate the Roman period on the | | | | |
| | | |class timeline. Tell them | | | | |
| | | |that they are going to find out about the Romans and | | | | |
| | | |also about the Celts, | | | |Knowledge and |
| | | |who lived in Britain before the Romans arrived. | | | |Understanding |
| | | |Give them information about and pictures of the Celts | | | |Historical |
| | | |and/or the Romans. | | | |Representation |
| | |To make comparisons |Ask the children to complete a three-column grid with | | | |Historical Enquiry |
| | |between these lifestyles |the headings: ‘How | | | |Organisation and |
| | |• To investigate aspects of life in |they did things’, ‘Celts’, and ‘Romans’. In the first | | | |communication |
| | |Celtic and Roman Britain, using a |column children can list | | | | |
| | |variety of |aspects such as dress, belief, language, towns, farms, | | | | |
| | |resources. |art, technology. They | | | | |
| | | |can use the other two columns to compare the two ways | | | | |
| | | |of life. | | | | |
| | | |Discuss the children’s answers with them, drawing their| | | | |
| | | |attention to similarities and differences. | | | | |
| | | |Learning Task | | | | |
|Who were the | | |Show them the extract in the museum where the Roman | | | | |
|Celts and who | | |exhibit is shown. What can they see? Buildings, people,| | | | |
|were the Romans? | | |etc. | | | | |
| | | |They are going to write a report on what each exhibit | | | | |
| | | |should look like using a range of sources to help them.| | | | |
| | | | | | |Links to other | |
| | | |Provide the children with a range of written sources |Non Chronological | |curriculum subjects | |
| | | |and ask them to work in |Report. |Use secondary sources to |such as R.E – | |
| | | |pairs, scanning them for key words and phrases, and |Scanning and Skimming |write a report on what to |Religious beliefs, | |
| | | |marking/selecting |skills. |include in the exhibits | | |
| |2a,b | |relevant extracts | |and why | | |
| |3 | | | | | | |
| |4a,b, | | | | | | |
| |5 | |Look at a map which shows places where the Romans | | | | |
| | | |invaded and settled in order to understand the journey | | | | |
| | | |a Roman soldier would take. Think about how long it | | | | |
|Why did the | | |would take today to get to Rome from Britain or vice | | | |Knowledge and |
|Romans invade and| | |versa, compare with how they travel to get there. | | | |understanding |
|settle in | | |Learning Task | | | |Historical Enquiry. |
|Britain. | | |Create a brochure persuading the soldiers to travel to | | | | |
| | | |Britain. Use information from reasons why the Romans | |Travel brochure on Celtic | | |
| | | |would invade and settle in Britain and work related to | |Britain. |Geography | |
| | | |the Celts. | | | | |
| | |To understand why the Romans |Recap on what the children know about the Celts. | | | | |
| | |conquered Britain. |Discuss what would a Celtic king would do if they found| | | | |
| | |To recognise the influence the Romans|out that a Roman invasion was imminent. | | | | |
| | |had outside of Italy. |If they were to spy on the army in France what | | | | |
| | | |questions would they need to ask in order to find | | | | |
|What was the | | |things out ready to write a report. | | | | |
|Roman army like | | |Questions such as: | | | |Chronological |
|and how did they | | |What did the soldiers wear? How many weapons did they | | | |Understanding |
|fight? | | |have? What were they? Where will the soldiers attack | | | |Knowledge and |
| | | |first? | | | |Understanding |
| | | | | |Questions related to the | |Historical |
| | | |Watch an extract from the film Gladiator The battle | |Roman invasion. | |Representation |
| | | |scene (miracles of miracles extract, lots of detail. | | | |Historical Enquiry |
| | |To develop an understanding of the |Stop the extract at different points in order to focus |Speaking and Listening.|Report on what they think | |Organisation and |
| | |nature of Roman warfare and the |on specific aspects of military life.) |Report writing |the Celts should do and | |communication. |
| | |problems a Celtic King might face in | | |what the army are doing, | | |
| |2c,d |fighting a Roman invasion force. |Use various pictures and sources to try and answer some| |going to do? | | |
| |4b | |of their questions. | | | | |
| | | | | | | | |
| | | |After using different sources the group/pairs give a | | | | |
| | | |report on the Roman invasion including advice they | | | | |
| | | |would give to the Celtic king. | | | | |
| | | | | | | | |
| | | |Think about what it would be like as a Roman soldier | | | | |
| | | |who is ready to fight for Rome. How do they feel? | | | | |
| | | |Think about how long it has taken them to get there, do| | | | |
| | | |they miss? Do they want to go into battle? | | | | |
| | | | | | | | |
| | | |Show the children images of Boudica. Ask them to | | | | |
| | | |describe what they see, | | | | |
| | | |drawing their attention to the differences in how she | | | | |
| | | |is portrayed. Discuss with the children what kind of | | | | |
| |1a,b | |person they think she was and why they think this. Ask | | | | |
| |2c,d | |the children to record their findings. Help them to | | | | |
| |3 | |find evidence that confirms or contradicts their ideas.| | | | |
| |4a, b | |Links with aspects of literacy: Read two different | | | | |
| |5, a,b,c | |descriptions of Boudica. Ask | | | | |
|Who was Boudicca?| | |the children to identify the different viewpoints | | | |Chronological |
| | | |within the stories | | | |Understanding |
| | | |Encourage the children to make contributions and |Diary extract of a | | |Historical |
| | | |present simple arguments in discussions. |Roman soldier who is | | |representation |
| | | |Ask the children to draw a picture of Boudica and write|about to go into battle| | |Historical |
| | | |a short description of | |On a wanted poster | |Enquiry |
| | | |what they think she was really like. | |describe Boudica as if she| |Organisation and |
| | | | | |was being described on a | |communication |
| | |That sources about Boudica contradict| | |police wanted poster. | | |
| | |each other. |Tell, read, or ask the children to read, the story of | | | | |
| | |• that there are different |Boudicca’s revolt. Ask them to retell the story in | | | | |
| | |opinions about Boudica |storyboards. Ask the children to read a different | | | | |
| | |• to make a comparison of |version of the story, eg a play, and look for |Links with aspects of | | | |
| | |two accounts of Boudica |similarities and differences between the two stories. |literacy: Read two | | | |
| | |which give different |Ask children to compare the two interpretations of the |different descriptions | | | |
| | |viewpoints |story by answering targeted questions. |of Boudica. Ask | | | |
| | | |Discuss with the children the causes of the revolt and,|the children to | | | |
| | | |with their help, arrange the causes in order of |identify the different | | | |
| | | |importance. |viewpoints within the | | | |
| | | | |stories | | | |
|What happened in | | |Discuss with the children the immediate consequences of|Encourage the children | | |Chronological |
|AD 60? | | |the revolt for the Celts and the Romans and record |to make contributions | | |Understanding |
| | | |these on a big piece of paper. Also discuss the |and present simple | | |Knowledge and |
| | | |longer-term impact of the revolt on Britain. |arguments in |Storyboard of the main |Drama |understanding |
| | | |Ask the children to think about how a Celtic or Roman |discussions. |events of the revolt. | |Historical Enquiry |
| | | |survivor of the revolt might feel. Provide them with a | | | |Organisation and |
| | | |suitable sentence-starter and ask them to write about | | | |communication |
| | | |the results of the revolt from the point of view of | | | | |
| | |the main events in Boudicca’s revolt |either a Celt or a Roman. Discuss with the children why| | | | |
| | |the reason for the revolt |people might view the revolt differently. | | | | |
| | |that there are different | | | | | |
| | |interpretations of the revolt. | | | | | |
| | | | | | | | |
| | | | | | | | |
|What were the | | |Locate where the Romans settled using town names. Link| | | | |
|short-term and |1a | |with Lincoln and Lindum Hill. Discuss and look at | | | | |
|long-term results|3 | |important Roman roads that have been used today – | | | | |
|of Boudicca’s |4b | |Ermine Road/Way. | | | | |
|revolt? |5a,c | | | | | | |
| | | |Arrange a visit to the collection in Lincoln. Before | | | | |
| | | |the visit, tell the children that many Romans settled | | | | |
| | |about the results of Boudicca’s |in Britain and introduced some of their customs and | | | | |
| | |revolt |ways of life, eg towns, baths, new forms of religion | | | | |
| | |to appreciate that people have points|and farming methods. Tell them that the Celts responded| | | | |
| | |of view about events in the past. |by building villas and adapting Roman styles of pottery| | | | |
| | | |and dress. | | | | |
| | | |Link visit with the film ‘A Night At The Museum’. They | | | | |
| | | |will use this visit to help them create their own | | | | |
| | | |museum/display on the Romans – link with D & T | | | | |
|How did the | | |See if they have artefacts the children can handle so | | | |Romans |
|Romans change | | |they can pretend to be curators at the museum. | | | | |
|Britain when they| | | | | | | |
|settled here? | | |After the visit, ask the children to create a classroom| | | | |
| | | |display on all that they have learnt about the Romans. | |Map work | | |
| | | | | | |Geography | |
| | | |Each group produce a short talk on their display and | | | |Knowledge and |
| | |about evidence that tells us about |what they decided to show as curators and why they | | | |understanding |
| | |life in Roman Britain |displayed them like they did. | | | |Historical |
| | |ask and answer questions about what | | | | |Representation |
| | |survived from the Roman settlement of|Finish with assessment of knowledge and understanding | | | |Historical Enquiry |
| | |Britain. |of the topic | | | |Organisation and |
| | | | | | | |communication |
| |1a,b | | | | | |Romans |
| |2b,c,d | | | | | | |
| |4b | | | | | | |
| |5a,c | | | | | | |
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| | | | | |Children decide how they | | |
| | | | | |will show their learning |D & T | |
| | | | | |by producing a display on | | |
| | | | | |what they have found out. | | |
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| | | | | |In a different colour | | |
| | | | | |complete concept maps. | | |
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| | |To state what now known about the | | | | | |
| | |Romans. | | | | | |
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