ATKINSON ROAD PRIMARY ACADEMY - WEEKLY TOPIC PLAN

THE ROMANS
CLASS: 8 & 9 DATE: Summer 2016

SUBJECT
SESSION and ACTIVITY DIFFN
OBJECTIVE
1. LITERACY & Read/watch story of Romulus and Remus. EAL have to order sentences and
HISTORY Discuss. then write them into books.

LO: know the Activities: MA can they write the story from
myth; can use Retell story in own words. a different POV
persuasive Write persuasive letter from Romulus to Remus urging him to build the city in
language; can Romulus choice place.
retell a story
2. ICT Ch research Romans info on computer. Work in mixed ability pairs/threes and by peer support
fill in Romans quiz as they go. Stick quiz into books.
3. HISTORY Timeline Celts and Roman period. SEN/EAL match the dates with TA
support; others to work indep and
To locate the Use Primary Resources to display big Timeline. put events in the right place. Push
Roman period on MA to discuss which events to
a Timeline Activities: ch place events in correct order on big timeline (which will go on ignore (non-fiction text skimming
display downstairs). skills).
4. GEOGRAPHY & Use Googlemaps to zoom out from Atkinson Road Primary to a picture of all of Diffn by support and outcome
HISTORY Europe. Show where Italy is.
Activity ch fill in gaps on Europe maps and stick the finished map into their
books alongside an Ancient Roman empire map on which they can colour in the
Roman bits.
RESOURCES: Europe map with blanks; Ancient Roman empire map (black and
white).
5. LITERACY Explain who Boudicca was use a story if available. (See box to the left)

I know that T read two descriptions of Boudicca the first is a Roman description, then a
sources about Celtic one.
Boudicca
contradict each ACTIVITIES:
other. Draw a Wanted! poster (either: be our leader! or Kill this rebel!)
OR
(NC History 3) Write a persuasive text to argue why she should be their leader OR why she
should be slaughtered.

PLENARY:
Discuss who was telling the truth? Do we know? Why/not?
6. LITERACY Retell story of Boudicca in diary format, or as a newspaper report
see Literacy plan
7. ICT Celts invade and settle. LA/EAL play games independently

HISTORY/GEOG Use BBC Schools Website (search bbc Celts) AV make notes with T/TA support.
Looking at their houses / clothes / weapons and how they lived
MA make notes independently
Activity
On computer chn use the website individually to find out about the Romans and
Celts.

8. HISTORY / ART Using picture (taken from BBC website in session 3) ch draw the inside of a Ch in mixed ability groups.
Celtic roundhouse using Map for Memory techniques from P4C programme.
PSHCE &
LITERACY (S&L) This lesson is particularly useful for supporting ch with dyslexia.
9. HISTORY / Explain that the Romans did not use numbers as we do now. Does anyone know T LA
MATHS the name of what they used instead? (numerals). Look at some examples in order
to understand how they are used. T pose Qs and chn show answers on indiv TA support EAL throughout the
LO: can explain white bds. session.
and interpret
Roman numerals. TASK: Diff by outcome.
Everyone to complete copy of assorted numbers grid by translating into Roman
Maths New numerals (T:/Roman numerals translation).
Curric: numerals Ext: Complete the missing numbers/numerals in some sums.
 up to 12; Yr 4
numerals up to PLENARY:
100 Go through answers with class. Resolve any misconceptions.

Q: Why do the chn think we do not use numerals now?

Q: Can the chn think of any purpose for which Roman numerals are still used?
Where find them today?
(Hours on a clock
Sections in a document
Dates on buildings eg MMVIII
Suffix to names of Kings and Queens, Pharaohs, etc eg Henry VIII
And for bullet points and for steps of a sequence).
10. ART Show images of shield and helmet (a Legions standard if possible) on Smtbd. T/TA support pairs as nec move
around class.
I know why Do the chn know what these items are and what they were used for? T to add
helmets and any info the chn dont already know through questioning if possible.
shields were
important to the Look at further images of soldier formations to discuss why shields were curved
Romans. in shape (protection from and deflection of arrows).

I can make a Discuss symbols shown on shields and their meaning linked to legions (various
shield (helmet shields shown in photos).
and standard).
Explain that we will be making our own shields and that if they are successful we
(NC 1b, c, 4b, c) can practise adopting some of the formations the Roman soldiers used e.g.
tortoise.

TASK:
Work in pairs to make the decorative bit of the shield (A3 paper). Aim to
create a variety of designs maybe 6 of each so that the chn can march in
legions.

RESOURCES:
Paint, coloured pencils, photocopies of symbols, rulers, pencils.

NOTE: photocopy design onto A5 size to stick into Topic books.

11. DT Ch to design a shield using cardboard, paint, glue, scissors, stapler (T/TA only) Diffn by support and outcome

Stick the design (last lesson) onto the front and take photo of finished product
to stick into Topic books.

12. ICT Mosaic computer design. TA support for LA/EAL.

Look at examples of Roman mosaic from http://rome.mrdonn.org/mosaics.html. Others to work independently.

Q: Do the chn know where the Romans had mosaics?
Q: What was the purpose of a mosaic? (show off wealth)
Q: What were they made of?
Q: How were they made?

TASK: use link to Make a Roman Mosaic Online (simple mosaic). Ch can copy by
left-click and drag (from bottom right of mosaic to top left), then copy, then
paste into Word to save/print.

PLENARY:
Q: Do the chn think mosaics are still created in the modern day?
Q: Can they give any examples of where they can be found and their purpose?

NOTE: print off a copy of mosaics and stick into Topic books.
13. ART Mosaic offline design. Diffn by outcome.

I know where Chn to make a mosaic image using scissors, coloured paper and glue. T/TA support EAL during whole
and why Romans class work.
used mosaics. RESOURCES:
Coloured paper (chopped up into lots of little squares) T/TA support any individual as nec
(NC Art 1c, 4b, Glue during the task.
5d) Scissors

NOTE: take photo of each chs mosaic and stick into Topic books.
14. HISTORY & ART Part 1: Roman gods Diffn by support and outcome

To understand Ch use Roman gods description sheet (T:/Roman_gods) to draw what they think
that the Romans the god would look like.
worshipped many
gods for
different
aspects of their
lives.
15. ICT Ch work independently to play games on http://rome.mrdonn.org/games.html Diffn by support
(which are all about aspects of Roman culture and history).

16. DT Make kitchen-role cut down Roman god models (James has instructions/details) Diffn by support and outcome

RESOURCES: paper, cylindrical cardboard, coloured pencils

17. LITERACY Ch write a set of instructions on how to make the Roman god models OR shield See Lit planning.
design: see Literacy planning.

18. HISTORY/GEOG Roads Diffn by task difftiated wsheets

Explain to chn that the Romans built their roads very straight. What would be
the advantage of this? Show on Google Map a road in Felling named Roman Road
which was originally built by the Romans it ran from South Shields all the way
up to the Roman Wall. The soldiers move their equipment on this road when they
landed in their boats.
Use Powerpoint from Primary Resources
http://www.primaryresources.co.uk/history/powerpoint/building_a_roman_road.
Shows the layers of stones used in the process of building the roads.
Activities
3 differentiated worksheets from primary resources - use easier one for LA to
write out (and as cloze for LA EAL) but use hardest one in a quiz format for
AV/MA)
19. HISTORY & Roman Armour TA with EAL writing simple
LITERACY Look at Roman armour by using pictures and information from Primary sentences about what it feels like to
Resources (saved in T:/ ). wear armour shared write then
Activities copy into books.
Ch write an armour advert buy our armour, its the best! They must include
technical words and persuasive language.
 20. ART Look at an image of a Roman pot. TA support EAL during whole class
Q: What do the chn think the object is? work.
I can make a coil Q: What could it have been used for (purpose)? T/TA support any individual as nec
pot in the same during the task.
way the Romans TASK:
did. Use clay to create a pot.
Chn smooth outside ready for decoration (just as the Romans would have done).
(NC Art 1c, 4b,
5d) PLENARY:
Look at each others pots.
Q: Are any more successful than others? Why?
Q: Is there anything anyone would do differently? Why?

21. ART / DT Ch decorate their pots using paint and working from pictures from books / Diffn by support and outcome.
IWB / etc
22. HISTORY & Roman food. See Lit planning.
LITERACY
Ch read through sheets (on T:/Year 3) and answer comprehension questions.

Ch design and write their own Roman menu.

Spare 1 ART / DT Designing front page for their Topic books. (See box to left)

Ch cut out Roman lettering and stick it onto the first page of their books. TA support for EAL/LA

Ch then trace two or three pictures (see T:/ROMANS pictures various) and
copy onto the edges of the page.

Ch colour in ROMANS title and pictures, and if time cut out one or two
other Romanny pictures and stick them in as well.

RESOURCES:
photocopies of pictures eg chariot, soldier, rich woman, gods, mosaic
slip of paper with ROMANS written in big letters

NOTE: this session also covers fine motor skills, pencil control, ruler use.
Spare 2 HISTORY PART 1: T LA

I can work as Tell the chn that we will be learning about the Romans this term. TA support EAL throughout the
part of a team to session.
share my In table gps the chn should brainstorm anything they already know about the
knowledge about Romans (large sheet of paper and felt tip pen one scribe). Swap the sheets Diff by outcome.
the Romans and with the next table to see if they know something the 1st team didnt. Add any
decide what else info that is missing. Keep passing sheets around the tables until every gp has
I would like to contributed to each sheet hopefully each sheet now shows the sum total of
learn. the classs knowledge.

(NC History 1a, T share contents of one sheet with the class.
b)
Pose Qs to the chn:
What else would the chn like to learn about the Romans?
Was there anything on the sheets that they would like to know more about?

Make a class list of the answers aim to research/answer during the course of
the term.

TASK:

Chn to copy some of their knowledge and Qs onto a KWL grid in books.