MEDIUM TERM PLANNING
Class: Y3
Term: Autumn 2
Topic: Invaders and Settlers - Romans
Differentiation and support
SEN: Simplify tasks to focus on collecting less information. Provide with
templates and writing frames. Work in mixed ability groups when dealing with
sources and brainstorming.
Subject: History
Cross curricular links
Curriculum links:
Literacy –reading for information and understanding, writing from different
characters’ viewpoints, speaking and listening, finding synonyms, drama,
looking at Roman myths and legends in Literacy.
GT: require opinions to be justified, and supported by historical evidence.
Geography – Map work and idea of resettlement
Numeracy: Use of tables, surveys, tally and frequency charts, ordering dates,
ICT: IWB resources, use of PowerPoint, use of internet to research
Art: designing posters
PSHCE: immigration and emigration, democracy and voting
Need to give children homework project before half-term.
Wk
LO
Lesson
1
Present
information
they have
researched,
using the
terminology
appropriate to
the period
Children present the posters they created for their half-term homework
project. When one child is presenting the rest make one or two notes on what
the presenter is saying.
Model / revise how to make a mind map, with Romans in the middle.
Revise how to make presentations interesting:
• speak clearly and loudly
• refer to the poster as you talk
• use hand gestures
• make eye contact with the audience
Make notes
on the
Romans
Resources
Posters
Success criteria
MUST: present
information they
have researched
SHOULD: make
a mind map on
Romans
COULD: organise
their mind map
logically and
make links
Evaluation
2
Identify and
draw
migration
routes that
people have
taken
Know that
people move
either
because they
have to or
because they
want to
Understand
the terms
emigrate and
immigrate
Intro:
Explain that our history topic for the year is going to be ‘Invaders and
Settlers’. Explain that both these types of people are people who move
permanently from one place to another.
Discuss why people might move from one place to another and record
children’s suggestions e.g. war, famine, economics, lifestyle change etc.
Do a class survey of where children have come to London from (if they have
not come from a foreign country can ask them where their parents,
grandparents, any relative or neighbour came from)
Record each response on the IWB next to the child’s name, with the reason
the family / person moved (be sensitive that some children may not want to
share this information).
Classify reasons people moved under heading of ‘Had to move’ and ‘Wanted
to move’
Explain terms immigrate (to move in to a country) and emigrate (to move out
of a country.
Main:
Explain task – children will have a blank world map and an atlas / interactive
map of the world. On their blank map they need to draw the migration routes
of the people in the class, labelling each route with the name of the child who
made that journey.
Plenary:
Children to write 1 or 2 sentences on the back of their map saying ‘(child’s
name emigrated from (country) and immigrated to (country).
Display Blank world map on IWB and children draw on their migration routes.
Discuss how this shows that people are still coming to settle (though not to
invade) Britain.
Revise difference between emigrating and immigrating.
Record sheet
Blank world map
Atlases
Interactive world
map
MUST: know that
people travel
from other
countries to live
in Britain
SHOULD:
accurately label
the migration
routes that class
mates have taken
COULD:
understand the
terms immigrate
and emigrate,
and use them in
context
3
Use the terms
invade and
settle, and
understand
the difference
between them
Intro:
Introduce the terms ‘invade’ and ‘settle’. Explain how invaders are people
who conquer (take over by force) and settlers are people who move to a
place without trying to take it over by force.
Establish that groups of people have been visiting, invading and settling in
Britain for a very long time and that we are going to be learning about some
of them over the year.
Main:
Explain task to children – placing words in a Venn diagram with the headings
of ‘Invaders’ and ‘Settlers’. Explain that some words can be used for both e.g.
stay.
Children need to cut and paste (or just write if laptops are taken) words from
a list into the section of the Venn diagram that they think the word belongs to:
• words that are only relevant to invaders go in the invaders circle
• words that are only relevant to settlers go in the settlers circle
• words that could apply to both invaders and settlers go in the crosssection in the middle
• words that have nothing to do with invaders and settlers go outside the
circles
Model how to do this task.
Model how to create new text boxes, type words in to them and use the
synonyms function by right-clicking on a word and clicking on ‘Synonyms’
Extension: children to add their own words to the Venn diagram by thinking of
them on their own, using a thesaurus or using the ‘Synonyms’ function in
PowerPoint
Plenary:
Children compare the answers they came up with, with the answers their
neighbour came up with and discuss any differences.
Venn diagram,
with words to
classify
Laptops / PCs
MUST: know that
there is a
difference
between invaders
and settlers
SHOULD:
demonstrate
understanding of
the differences
between invaders
and settlers by
classifying
relevant words in
a Venn diagram
COULD: add
their own
examples of
relevant words
4
Use the time
conventions
BC and AD to
locate the
dates of the
Roman
invasions and
occupation
Intro:
Introduce the idea of a timeline and explain that these are used a lot in
history to show when different events happened and how they relate to each
other.
Explain how in the Western world the calendar starts from the year Jesus
was born – the year 0 BC (Before Christ) / AD (Anno Domini).
Draw a timeline and explain how the bigger the number a BC year is, the
longer ago it was e.g. 800BC is longer ago than 200BC. Explain how the
bigger an AD year is, the more recent it is e.g. 2000AD is more recent than
1500AD.
Explain how the Roman Empire began hundreds of years before Jesus was
born and ended hundreds of years after he died.
Main:
Explain task to children – to arrange several key dates in Roman history on a
timeline starting with the earliest date and event at the top, and ending with
the most recent date and event at the bottom.
Explain that the dates should fit together to form a signpost, with the date
always in the middle. Cut out a couple of dates and arrange them to
demonstrate this.
Emphasise to children that they should not stick any dates down until they
have arranged all of the dates in the correct order.
Children to cut out dates and stick them in the correct chronological order.
During lesson assess children’s understanding, labelling their work with an ‘I’
for independent, ‘SS’ for some support and ‘AS’ for a lot of support (but don’t
tell them what the letters mean)
To make it easier for the LA could arrange some of the dates for them so that
they only need to fill in the blanks
Plenary:
Ask children to arrange the dates on the IWB. Recap the meaning of BC and
AD and how the bigger the number a BC year is, the longer ago it was,
whereas the bigger an AD year is, the more recent it is.
Dates and events
for children to cut
and stick
MUST: know that
BC and AD are
used to show
dates
Scissors
Glue
Dates and events
on IWB for
children to move
around
SHOULD:
understand that
BC times are
longer ago than
AD times
COULD: arrange
events with both
BC and AD dates
correctly on a
timeline
5
Know about
aspects of life
in Celtic and
Roman Britain
Recognise
that the
Roman period
was a long
time ago
Intro:
Explain that we will be looking at Roman pictures (some of real Roman
artefacts and some of historians’ artists impressions) to find clues that the
Romans lived a long time ago.
Do the first example of the amphitheatre and stadium together as a class.
When discussing the images and writing about them we want to include:
• what differences we can see
• why there might be these differences
• what clues there are that the Roman images are from a long time ago
Main:
Go through PowerPoint of images. For each pair give children hints about
differences, give them a chance to discuss the images, and then they write
about them, trying to include the bullet points above.
Plenary:
As a table children share their observations so that they can pick up any that
other people spotted / thought of that they didn’t spot / think of
PowerPoint with
images
MUST: realise
that the Roman
period was a long
time ago
SHOULD: spot
the differences
between the
images from
Roman times and
the modern
images
COULD: spot and
explain the
reasons for the
differences
between the
images from
Roman times and
the modern
images
6
Use a range
of information
to ask and
answer
questions
about events
related to
Roman Britain
Identify some
of the ways
the Romans
changed
Britain
Work
effectively as
a group
Intro:
Explain that we are going to pretend we are living in Roman settlements.
Give children name tags and display the list of Roman names / children’s
names so that children can see what their Roman name is – from now on we
call each other by our Roman names.
Explain scenario – each settlement has 1,000 aureus to spend, but this is
only enough for one project. Each group has a project they want completed.
Read information on each project (aqueduct, road, temple, sewerage system
and Hadrian’s wall) as a class. (15 mins)
A3 paper (for
initial discussion
and for posters)
Split children into settlements of five or six and give them a project each.
As a group on an A3 piece of paper they need to come up with reasons why
their project should be the one that the money is spent on.
After this each person can present the arguments in favour of their project in
one of the following ways:
• write a speech about why your project would be best
• perform a dram about the problems there will be if your project isn’t the
one chosen
• design a poster to show the benefits of your project
• think of questions to ask the other groups to show that their projects
are not as essential / not needed at all (30 mins)
Name tags
Each group to present their work to the rest of the class, with each other
group allowed to ask one question of the presenting group to try to pick holes
in their case (30 mins)
Have a class vote on which project to spend the money on. Children are not
allowed to vote for their own project. Keep a record of the votes to see which
project is chosen.
Explain that the Romans actually brought all of these things to Britain (10
mins)
Descriptions of
each project
Roman names
for each child
MUST: know that
the Romans
brought many
benefits to Britain
SHOULD: think
of reasons why
their project
would be
beneficial
COULD: think of
reasons why
other projects
might not be so
desirable
7
List, in order
of importance,
the reasons
for and results
of Boudicca’s
revolt
Intro:
Explain that the Romans weren’t popular with all the people in Britain. One
Celtic queen was Queen Boudicca who led a revolt against the Romans.
As a class read Queen Boudicca’s story available at
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/history/boudicca/
characters.htm
Watch video from the History channel about Boudicca’s revolt available at
http://www.youtube.com/watch?v=P7rZhiwd3Ck&feature=related
Main:
Explain ‘Diamond Nine’ activity to children: they will have nine reasons for
Boudicca’s revolt, with each reason on a card. They will need to rank the
reasons in terms of their importance in the shape of a diamond
Children to cut out cards and arrange them as above or to rearrange them by
dragging them to different places on the computers / laptops
Plenary:
Children compare how they arranged the reasons with how their partner
arranged them. Discuss differences in partners and then as a class.
Encourage children to explain and justify their choices by referring to the
story.
Laptops / PCs or
scissors and glue
Diamond nine
worksheet
MUST: know that
Boudicca led a
revolt against the
Romans
SHOULD:
understand some
of the reasons for
this revolt
COULD:
understand that
some reasons
were more
important than
other reasons
8
Understand
that historical
events are
interpreted in
different ways
Intro:
Explain that different people interpret events in different ways depending on
their viewpoint e.g. when two children have an argument, they never give the
same version of events, they say what makes themselves look like the
innocent party.
Explain that this is also true in history and that we are going to be reading the
story of Boudicca’s revolt from her point of view and from the point of view of
the Roman governor Suetonius (or at least a historian’s guess at how they
might have recounted the events)
Explain how both Boudicca and Suetonius would have thought they were
doing the right thing, but for different reasons and both would have seen each
stage of the revolt differently
Explain independent work (10 mins)
Main:
Read one stage of the story at a time (available at:
http://www.education.gg/gg/custom/resources_ftp/netmedia_ll/ks2/history/bou
dicca/events.htm), from Boudicca and Suetonius’ points of view. After you
read each stage ask children to write about one or more of these points:
• why each character thought they were in the right
• why each character thought they would win
• how each character might have felt
• anything else they think the characters Boudicca and Suetonius would
have seen differently
LA to do this on a writing frame with sentence starters.
MA to do this on writing frame without sentence starters.
HA to do this in their books, to give them space to write more.
9
Plenary:
Hot seating with children taking it in turns to be either Boudicca or Suetonius
and ask questions of the character. Do this first in pairs, and then with one
person at the front of the class.
Explain how and why the winners usually write history.
Visit by CREW.
CREW are a company that come in and bring lots of Roman artefacts (mock
and real) with them. The children get to dress up as Romans e.g. emperors,
senators, slaves, soldiers etc and the person who comes in from CREW
stays in character, as a Roman, throughout the workshop.
Story available
at:
http://www.educa
tion.gg/gg/custo
m/resources_ftp/
netmedia_ll/ks2/h
istory/boudicca/e
vents.htm
Writing frames
MUST: describe
how each
character would
have thought and
felt differently,
with the help of
sentence starters
SHOULD:
describe how
each character
would have
thought and felt
differently,
without the help
of sentence
starters
COULD:
understand how
and why the
winners are
usually the ones
who write history
Assessment
Some children will not progress so far and will
Most children will achieve:
Some children will progress further
L2c-b
• demonstrate knowledge and understanding of
why people leave their homeland to settle in
another country
• use a range of information to ask and answer
questions about events related to Roman Britain
• show knowledge and understanding of why
Boudicca led a revolt, what happened and some
of the results
• know that an event can be interpreted in
different ways
• know about aspects of life in Celtic and Roman
Britain
• present information they have researched, using
the terminology appropriate to the period
L2a – 3b
• recognise that the Roman period was a long
time ago
• recall some details about: Boudicca
• identify some of the ways the Romans changed
Britain
L3a – 4c
• use the time conventions BC and AD to locate
the dates of the Roman invasions and
occupation
• list, in order of importance, the reasons for and
results of Boudicca’s revolt
• explain why Boudicca and the revolt are
interpreted in different ways