Creative Teaching & Learning

The Romans Literacy Project Plans

A series of literacy project plans to support the teaching of the Romans for Key Stages 2. Write a legend, discover the origins of modern-day words, compile a biography for famous Roman Emperor Julius Caesar, and more.

romans_literacy_project_plans.zip

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      string(5865) "Introduction   The Romans© Imaginative Minds Ltd.The Romans Literacy, numeracy and science through the topic of the Romans. IntroductionAn estimated 1,800 years ago Rome, in Italy, was the centre of a huge and successfulempire. Roman soldiers had conquered large parts of Europe and North Africa, makingthe Roman Empire very rich and powerful.Teachers’ notesDuring Key Stage 2, children have the chance to investigate Roman Britain. Any study ofthe Romans, and in particular Roman Britain, will delight your pupils and there isenormous scope for this topic to be integrated into other subjects. This spread offers afew notes to help with your own (and the pupils) background understanding of theRomans. Whilst, there is not enough room to go into real detail, we have tried to touch ona few of the more important areas.  Roman settlementsThe Romans settled and built towns all over the world (including Britain) as centres toadminister the people they had conquered. Roman towns were very organised, withstraight streets and rows of buildings. Wealthy people lived in large houses made fromstone or brick called villas. In Britain, the Romans found it so cold that they invented atype of central heating called a hypocaust.The Roman armyThe Roman army was a skilled, brutal and effective fighting machine. The RomanEmpire grew strong because it had such a strong army to help conquer and control all theterritories of its empire. Roman soldiers would join the army for 25 years and were paid agood salary. A soldier belonged to a legion, which had between five and six thousandmen. Each legion was divided into companies of 80 men called centuries. A centurionwas the man in charge of a century.Army campsTo maintain order and control in their colonies, the Roman Army would build camps.This was certainly the case in Britain, where the Romans built hundreds of camps all overthe country. Each camp would be rectangular in shape and protected by a ditch and awall.Invasion of BritainBy 43 AD, the Romans (under Emperor Claudius) were ready to conquer Britain. TheRomans crossed the English Channel from Boulogne in France (a country they hadalready conquered) and set up a base at Richborough in Kent. Different legions of Roman Introduction   The Romans© Imaginative Minds Ltd.soldiers were sent to conquer different parts of southern Britain. Eleven British Kingssurrendered to Emperor Claudius immediately and by AD 47 half of Britain had beenconquered. BoudiccaHowever some Kings in Britain resisted the Romans. In 60 AD, King Prastagus of theIceni tribe, who had signed a peace treaty with the Romans, died. His wife, Boudicca,became Queen and intended to remain at peace with the Romans. However, the Romanssaid that all Prastagus’s land and possessions now belonged to them. They attacked theIceni tribe, took their land and Prastagus’s two daughters. Boudicca decided to take herrevenge on the Romans for this. She joined forces with Trinovantes and together theyraised an army to fight the Romans. Boudicca’s army captured and burned London,Colchester and St Albans. The Romans were forced to raise the largest army they hadever had to defeat Queen Boudicca. Eventually it became clear that Boudicca could notwin and she poisoned herself.Gods and religionBefore the Romans came to Britain the Celts had lots of different religions. The Romansbrought a standard state religion with them, based on the belief that the Emperor wouldbecome a God when he died. The Romans believed in many Gods. The table below listssome of the more well known Roman Gods and Goddesses.Jupiter King of the GodsJuno Jupiter’s wife, Goddess of womenMars God of warMinerva Goddess of wisdomNeptune God of the seaDiana Goddess of the moon and huntingMercury The messenger of the GodsVenus Goddess of love and beautyMithras God of the sunCupid God of loveHadrian’s WallOne of the most famous things that the Romans built was the frontier between Englandand Scotland, called Hadrian’s Wall, named after the Emperor who ordered it to be built.Building of the wall began in 120 AD and the wall took nine years to complete. It wasbuilt to protect Roman Britain from the tribes that lived in Scotland called the Picts andthe Scots.Fall of the Roman EmpireThe Roman Empire crumbled and fell gradually. By the year 369 AD, the Empire wasrunning out of money and there was not enough money to pay for the army. Nativepeoples that had been conquered were fighting back and the Romans just could notcontinue to defend their territories. Eventually the Empire fell away and conqueredpeoples took over their own lands once again.  Introduction   The Romans© Imaginative Minds Ltd.What the Romans did for us The Romans left a remarkable legacy to the world in many ways and changed the face ofBritain. Below is a list of a few things that the Romans brought to Britain: Literature Language (Latin) Sanitation (sewage) Aqueducts Education Irrigation (water supply) The calendar Coins Cement and bricks Public heated baths Paved streets and pavements Roads Wine Cats Towns Glass LawsRoman roadsIt was important for the Roman army to be able to move soldiers and equipment aroundthe country. To do this, the Romans built straight roads to connect forts and importanttowns. Many of our modern-day roads are in the same place as Roman ones.Did you know?1. The Romans are famous for their baths, but they were not the first people to usesoap.2.  Many Romans lived in blocks of flats. The Romans called them ‘insulae’, whichmeans islands.3. The Emperor Claudius"
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Creative Teaching & Learning

The Romans Project Introduction

27 May 2015

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      string(366) "mathematical problems using addition, subtraction, multiplication and division. They are then going to swap their questions with a partner’s questions and solve them. Alternatively, this can be done as a whole-class activity.Extension activity: Children can strengthen their multiplication skills by multiplying in thousands. The Romans would indicate ..."
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      string(5636) "mathematical problems using addition, subtraction, multiplication and division. They are then going to swap their questions with a partner’s questions and solve them. Alternatively, this can be done as a whole-class activity.Extension activity: Children can strengthen their multiplication skills by multiplying in thousands. The Romans would indicate larger numbers by drawing a horizontal line over them, which meant to multiply the number by 1,000.Differentiation: This activity should be suitable for children of all abilities as they can make up their own problems.Numeracy Lesson 2: A Roman timelineAims of the lesson: Estimating the position of a point on a line.Activity: The sheet located in your Numeracy Lesson 2 folder lists some key events in the history of the Roman invasion of Britain. Whilst on the face of it, this information is useful from a historical perspective, the data can also be used to create a class timeline. By plotting the dates correctly along a timeline the children will not only develop their knowledge and understanding of the Roman invasion of Britain but also gain invaluable experience in estimating a point on a given line (in this case a timeline). The Numeracy Lesson 2 folder also contains a few images that could be used to illustrate the class timeline.Extension activity: There are many other timelines relating to the invasion of Britain by the Romans and the development of the Roman Empire. The children could find and note key events in Boudicca’s life, or plot the life of Caesar along a timeline. Literacy Lesson 6 folder contains a list of key events in Caesar’s life.Differentiation: This activity should be suitable for children of all abilities. Numeracy Lesson 3: Hadrian’s WallAims of the lesson: To investigate and present mathematical information.Activity: One of the most amazing Roman ruins in Britain is Hadrian’s Wall. Built to defend Roman Britain from being attacked by the Picts and the Scots, the wall stretched across the whole width of Britain (73 miles). Building of the wall was started in 120 AD on the orders of the Emperor Hadrian (hence the name) and was originally 15 feet high with six foot battlements erected above that. The wall was not only high but also very thick. In some places the wall was 1.8 metres thick. Along the wall would be placed a small fort (called a mile castle). The name comes from the fact that these forts were placed every Roman mile along the wall. In between each mile castle were two watchtowers and messages could be passed up and down the wall quickly and easily. Discuss Hadrian’s Wall with the children and using the information given above and any additional information found in reference books or on the Internet, set the children the task of finding out the mathematics of Hadrian’s Wall. How long was it? How high was it built? How thick was it? Then ask the children to present their findings in a table. Once the children have gathered the mathematical data and presented it they can use the illustration located in the Numeracy Lesson 3 folder. This illustration shows a portion of Hadrian’s Wall.Extension activity: There are a range of extension activities that can be done. For example, children could be asked to produce a scale drawing of the wall (selecting the most appropriate scale first). A game called Achi has also been found close to the ruins of Hadrian’s Wall. The game is for two players and each player needs four counters. To begin with, the players take it in turns to place their counters on vacant circles on the game board. There is a version of the game board located in the Numeracy Lesson 3 folder. The rules are as follows:· Each player takes it in turn to move one of their counters.· Any counter can be moved one step along one of the lines to a vacant circle.· The winner is the first person to get three of their counters in a straight line.Differentiation: This activity is suitable for all abilities.Numeracy Lesson 4: Expanding EmpireAims of the lesson: To estimate and calculate distances.Activity: The Roman Empire lasted for over a thousand years and is considered by many to be the greatest Empire of all time. It spread from the Middle East to Britain and from north Germany to Africa. For this activity, the pupils should find out the distances between Rome and the rest of the Empire. The children can then log these on their own map or present the data in a table. The sheet located in your Numeracy Lesson 4 folder shows the extent of the Roman Empire. This sheet can be printed out and distributed individually or displayed through an interactive whiteboard or overhead projector for whole-class discussion.Extension activity: Children can estimate the area that the Roman Empire covered at its height. This can be done country-by-country and then totalled up at the end.Differentiation: This activity is most suitable for more able children and the class will need access to maps to work out distances and country areas. Numeracy Lesson 5: Mosaic MathsAims of the lesson: Investigate the symmetry and geometry of Roman mosaics.Activity: Mosaics were used by the Romans as decoration for a variety of buildings and artefacts. The mosaics were either a picture (often depicting a God or Goddess) or a pattern. The mosaic itself is made from tiny pieces of coloured glass or stone. The Internet is full of examples of Roman mosaics and the class could begin by looking at some of these – noting the patterns and shapes used. 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Creative Teaching & Learning

The Romans Numeracy Project Plans

27 May 2015

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      string(5552) "vehicle weight and frictionare both key to success. The typicalweight of prototype cars – minus theirdrivers – is under 45kg. An average smallfamily car in Europe weighs between1,000 and 1,400kg! âThe current efficiency record stands at3,771km – the equivalent of travellingfrom London to Rome and back on asingle litre of fuel!http://www.shell.co.uk/mtfschoolshttp://www.shell.co.uk/mtfschools11Special Issuen CreativeTeaching & LearningTheBright IdeasChallengeInterested in STEM and creativeteaching? Become a memberof the Creative Teaching &Learning Service todayRelease your pupils’ potential with: R The most exciting innovations inscience, technology, engineering andmaths teaching R Advice on teaching the new, morerigorous National Curriculum, includingthe new curriculum for computing R The latest developments in creativeteaching and technology, includingproject-based learning, flipped learning,3D printing and more R Strategies to develop young people’sthinking skills, from time-honouredapproaches to fresh, original ideasdeveloped by teachers on the ground R A growing library of cross-curricular project plans –with a new project every issue!Subscribe today and every teacher in your school will receive 12months’ access to the entire Creative Teaching & Learning library –that’s over 3,000 best practice articles and more than 20 cross-curricularproject plans on topics such as conservation, democracy, the humanbody, the Victorians, World War II and more.Subscribe online now!http://teachingtimesbookshop.co.uk/product/creative-teaching-and-learning/TheBright IdeasChallenge12Special Issuen CreativeTeaching & LearningCreativeTeaching & Learning Volume 5.3www.teachingtimes.com/zone/creative-teaching.htmCreative Teaching & Learning    Volume 5.2Making thinking visible inthe primary classroomSimple yet effective strategiesto promote high-level thinking inyoung childrenHow to plan for project-based learningA step-by-step guide topreparing a project from firststeps to final reflectionsInspiring thenext generationof engineersWhat exciting possibilities awaityour pupils in science, technology,engineering and maths?Recently in Creative Teaching & LearningComing up in 2016 n  Maths and literacy across the curriculumHow every teacher can become a maths and Englishteacher. Plus, we explore some of the most excitinginternational innovations in core and foundation subjectareas. n  Creating a vibrant curriculum for computingStrategies for teaching the content of the new computingcurriculum, with emphasis on that daunting newrequirement: coding n  Electrifying approaches to scienceSpice up your STEM teaching with ambitious whole-schoolinitiatives or simple, creative activities for the classroom –we explore both! n  Projects for the new curriculumCover the breadth and difficulties of the new NationalCurriculum with exciting projects on water, materials, theVikings, the Romans, the Battle of Hastings, and more! n  Linking learning to real life with project-based learningDon’t miss our brand new series of PBL project plans! Eachproject explores exciting real-world challenges such asstaying healthy, planning a party and protecting the planet.Writers you won’t want to miss! n  Guy Claxton explores simple steps to creating independent and adventurous learners. n  David Leat fights back against ‘objective-led teaching’ and explores ways to let children take the lead in driving learning forward. n  Debra Kidd inspires reluctant readers with a creative cross-curricular project on ‘the tiger who came to tea’. n  James Nottingham explains the Pit, his revolutionary strategy to stimulate deep thinking and resilience.And that’s not all! Improve your practice with information and advice from:Michael Barber  Robert Fisher   Chris WatkinsRobert E Slavin  Karin Murris   Peter WorleyKieran Egan  Hywel Roberts   David Pratt… And many, many more!Subscribe online now!Problem-based learning in scienceWas the reintroduction of wolves a good thing for YellowstoneNational Park? Ed Walsh brings secondary science to life with areal-world dilemma for pupils to explore and solve together.Blending maths and English across thecurriculumThe UK trails far behind other developed countries in terms ofliteracy and numeracy. Where are we going wrong? Lisa JaneAshes says it’s time to break down the barriers between subjectareas at secondary and get all teachers developing these key skills.Project inspireYour plane has crashed on a desert island. How do you survive?How does the community begin to evolve? Join pupils in theirstruggle for survival as part of one school’s thrilling project-basedlearning scheme.Unleash your inner Einstein!From Einstein to Edison, take a lesson from some of science’smost creative thinkers with this selection of strategies to promotethinking skills through STEM.Exploring history throughdramaFind out how, through dramaticconventions and visual resources,this teacher transported his pupilsback to the times of the Romansand the Celts to develop historicalunderstanding and enthusiasm.Powerful everydaylearning experiences? There’s an app for thatThirty pupils, thirty iPads… can it ever work? For Chris Waterworth,it has – and with amazing results. Here he describes the manyvaluable learning experiences in maths, literacy and more, madepossible only by his school’s one-to-one iPad"
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Creative Teaching & Learning

CTL_Special Issue with Shell

17 Feb 2016

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      string(292) "... ensure that key areas of the curriculum are covered?n Can learners decide how they will produce the final outcome?n Are learners ready to plan their own projects?n Who will decide the pace of the learning?Example:Pupils could choose from a list of pre-prepared topics related ..."
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      string(5662) "local school?)to use to find out about the Roman Empire and how it has affectedthe local area. This could be presented to the children and the localstudies centre staff, along with parents and guardians, at a publication/book-signing ceremony.SuccesscriteriaWhat success criteria will ensure the outcomes are of aprofessional standard?n Who will decide what makes a successful outcome? The pupils?The experts?n Do you have examples of similar outcomes to model to learners?n What framework could you use to help learners with critiquing theirown and others’ work?Example:n Presentation: The article is neat, using one common style throughout,with images and fonts carefully chosen to match the style of a Romanbook.n Information: The article is based on facts with the sources named,and the language is accessible for a child audience, with new wordsexplained.61Volume5.3nCreativeTeaching&LearningProject-BasedLearningLearner inputWhat level of learner input will result in the most effective learningenvironments?n Can learners have choice over what they will learn?n How will you ensure that key areas of the curriculum are covered?n Can learners decide how they will produce the final outcome?n Are learners ready to plan their own projects?n Who will decide the pace of the learning?Example:Pupils could choose from a list of pre-prepared topics related to the Roman Empire –such as Roman baths, gladiators or clothing – to write their article about. We will needa wide range of topics to allow for individual preferences.ReflectionHow can you help learners to reflect on their progress in developing therelevant learning habits?n What format will learners’ reflection take? A written diary, an online class blog, acartoon storyboard, something else?n When will pupils carry out their reflection so that it becomes a routine and valuedaspect of their PBL learning?n When will you make time to respond to pupils’ reflections so that a deeper dialogueabout their learning habits can emerge?n When can you or other staff in the classroom make time during lessons to holdlearning conversations and discuss the progress pupils are making with their learningdispositions?n Which metacognition strategies will be most useful to introduce to learners at thisstage? For example, would it be helpful for learners to understand Carol Dweck’sconcept of growth mindsets with a project objective focused on resilience?Example:In addition to their articles, we could ask all learners to produce a portfolio showingtheir learning journey. It could include:n a written letter at the start of the project reflecting on the successes and difficultiesthey experienced during our previous projectn a learning habit related goal to focus on during this projectn weekly reflections on how they are progressingn a reflection by a teacher following a mid-point learning conversation.Differentiationand challengeHow can you help all learners to make progress?n How will you support learners at times when they experience difficult learning? Canlearners help each other?n How can you use experts to help challenge learners to extend their thinking andensure quality outcomes that improve from beginning to end?n Can you anticipate aspects of the project where all learners may need extra support– such as in the form of a workshop on a key topic?n What extra strategies will you need to put in place to cater for learners with specialneeds?n How can you use learning support assistants effectively to support pupils? Forexample, will you need to train them on your organisation’s common language forlearning so they are able to hold quality learning conversations?Example:Pupils could have the option of attending mini-lectures on a series of literacy and writingrelated topics, such as paragraphs, interesting vocabulary, writing for an audience,etc. Could we also prepare sentence starters and writing frames for the pupils whomight struggle? We could pre-plan extended roles for pupils who need a bit more ofa challenge – perhaps an editor who checks the final articles for spelling, punctuationand grammar mistakes, a photo-journalist to source high-quality images, or maybe acreative designer who produces the book cover and blurb.Project-BasedLearning62Volume5.3nCreativeTeaching&LearningPracticalitiesEntry eventWhat can you use as a hook to ignite learners’ interest in theproject from the start?n Does your event spark pupils’ curiosity? Does it lead them to askquestions?n Could you involve the class in a dramatic simulation, arrange for avisit from a teacher in role, show an exciting film clip or sound bite,share an interesting object, take pupils to a relevant off-site location,or set up a Q&A session with a local expert?Example:Could we arrange for a staff member from the local studies centre tocome into school for a commissioning meeting with the pupils? She/he could brief them on the ‘job’, and introduce the timeframe andsuccess criteria. If that’s not possible, the local museum currently hasan exhibition on the Romans. We could take the pupils there.ResourcesWhat will learners need to research their driving question?n Do you need to organise information sources in advance – forexample, inviting experts, preparing film clips, or arranging accessto websites or the library?n Is there any baseline information that all learners will need to know?How could this be delivered? By workshop, mini-lecture or trip?n Would learners enjoy a more ‘real’ experience if they took theirinvestigations outside the classroom or if you invited an expert"
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Creative Teaching & Learning

How to plan for project-based learning

10 Apr 2015