Zebra romans

Bishop Martin Thematic Planning 2016-17

Theme: Romans on the Rampage Term: SUBJECT SUBJECT KEY OBJECTIVES WOW Roman Day Drafting writing English

Autumn 1 / Autumn 2 ACTIVITIES

Organising paragraphs around a theme In non-narrative material, using simple organisational devices Editing writing Assessing the effectiveness of their own and others’ writing and suggesting improvements Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences Proofread for spelling and punctuation errors Vocabulary Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition Spoken Language Ask relevant questions to extend their understanding and knowledge Use relevant strategies to build their vocabulary Articulate and justify answers, arguments and opinions Participate in discussions, presentations, performances, role-play/improvisations and debates

Year/Class: Year 4 Zebras.

Knowledge nuggets

 How the Romans influenced language in Britain – studying Latin words still used today  Letter from a Roman soldier  Newspaper report – invasion  Non-chronological report – daily lives of the Romans  Myth and Legend: Romulus and Remus  Drama activities – re-enacting Boudicca’s rebellion.  Boudicca’s speech to people



 Our coins are based on Roman design and some of the lettering is in Latin  The Romans didn’t have a ‘zero’ – the idea of zero hadn’t been invented.  7 digits:  First animation images recorded in 1888 by a man called Louis Le Prince in Leeds.

Mathematics

Number Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of 0 and place value

 Roman Numerals  Coins

Computing

Information Technology Be familiar with a variety of common search engines and complete a basic keyword and phrase search

 Animation of invasion  Use the Internet to search.

Literacy links

Key features of the different text types

 Latin language

 Re-telling a story / event

RE

PE

History

Scan and skim results to find the most relevant Understand that anyone can publish on the web and that not all information is true or accurate Distinguish between main search results and adverts that match search terms Digital Literacy Use software as directed and supported by the teacher Use more than one piece of software or device to achieve a given outcome Capture a video or photograph, import and edit in a package, then upload to a suitable blog or network AT1 Be able to describe the impact of faith on people’s lives.

Be able to show understanding of Christian beliefs and sources.

AT2 Be able to show understanding of Christian beliefs and sources.

Dance Perform dances using a range of movement patterns

Chronology Show their increasing knowledge and understanding of the past by: Using specialist dates and terms and by placing topics studied into different periods (century, decade, Roman, Egyptian, BC, AD…) Making some links between and across periods Events, People and Changes Be able to describe some of the main events, people and periods they have studied by: Understanding some of the ways in which people's lives have shaped this nation Describing how Britain has influenced and been influenced by the wider word Interpretation Identify some of the different ways in which the past can be represented, and that different versions of the past may exist (artist's pictures, museum displays, written sources)

 Story board planning  Skimming and scanning

 How the Romans changed religion in Britain  Roman gods

 Roman dance based on invasion

 Chronology: Where the Romans fit in to world history and timeline of events during the Roman era.  Roman army / soldier  Invasion led by Julius Caesar  Invasion led by Emperor Claudius  Hadrian’s wall  Roads and architecture and the impact on Britain today  Leisure activities  Life for Roman children  Boudicca’s rebellion and the battle of Colchester

 Before the Romans, Britons were Pagans (they believed in lots of different gods and spirits)  When Christianity became popular during the second century, the Romans banned it.  In AD 313 the Emperor Constantine allowed Christians to worship in peace.  Wealthy Romans didn’t usually take part in dance and considered it ‘beneath’ them.  Many of the dance performers were slaves from Greece or Spain.  Roman dance was influence by Greek dance.  Roman Empire founded 753BC TO 27BC then 64AD to1453 AD  Only men in the army. Had to stay in the army for at least 25 years and were Roman citizens (legionary soldiers)  30 legions in the army – each legion had between 4000 and 6000 soldiers.  Auxiliaries were paid a third as much as legionary soldiers and were not Roman citizens.  55BC – Julius Caesar’s invasion. Second raid in 54BC.  43CE – Claudius invaded with 40,000 men.  Boudicca came from Iceni tribe now known as East Anglia. Led rebellion around 60AD.

 Reading,  Drama  Writing across curriculum linked to English section of plan.

Enquiry Understand some of the methods of historical enquiry, and how evidence is used sources to make detailed observations, finding answers to questions about the past.

Use some sources to start devising historically valid questions about change, cause, similarity and difference and significance.

Communication Produce structured work that makes connections, draws contrasts, analyses trends, frame historically-valid questions involving thoughtful section and organisation of relevant historical information using appropriate dates and terms

Geography

Locational Knowledge Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America Human and Physical Geography

 Locating places on a map.  Using a map to show the countries conquered by the Romans



 Roman Mosaics  Boudicca paintings

 The mosaics decorated the floors of Roman villas or other buildings  The tiny stones or tiles were called ‘tesserae

Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water



The Romans came from Italy and invaded many modern European countries and parts of North Africa.

The following countries were invaded by the Romans: Britain, Austria, Corsica, Crete, Cyprus, Egypt, France, Germany, Greece, Sardinia, Sicily, Spain, Switzerland, Syria and Turkey

Mapping Use a wider range of maps (including digital), atlases and globes to locate countries and features studied Enquiry and Investigation Ask more searching questions including, ‘how?’ and ‘why?’ as well as ‘where?’ and ‘what?’ when investigating places and processed.

Art & Design

Painting Experiment with different effects and textures including. blocking in colour, washes, thickened paint creating textural effects Work on a range of scales e.g. thin brush on small picture etc.

Create different effects and textures with paint according to what they need for the task.

Colour

 Inference skills

Design & Technology

Music

Mix colours and know which primary colours make secondary colours Collage Experiment with a range of collage techniques such as tearing, overlapping and layering to create images and represent textures Drawing Experiment with different grades of pencil and other implements to draw different forms and shapes.

Begin to show an awareness of objects having a third dimension.

Planning Generate realistic ideas, focussing on the needs of the user Making Select tools and equipment suitable to the task

Singing Pupils should be taught to sing musically with increasing confidence and control.

Exploring and making sounds Listen to a range of pieces of music & explain how it makes them feel. Analyse and comment on how sounds are used to create different moods.

Explore & perform different types of accompaniment; Identify ways sounds can be used to accompany a song.

 Design and make a Roman shield

 Latin word for shield: Scutum  Semi-circular design so that any missiles aimed at the soldier would be deflected.  Mostly made of wood  The shield could be used in a special formation called a testudo (tortoise)

 Performing Roman songs  Adding musical accompaniment to Roman songs

 Roman instruments include pan flutes, straight trumpets, wooden flutes, cane reed instruments, finger symbols, skin drums, bagpipe-like instrument, lyres, shepherds pipes, and the bucina (G-shaped brass instrument).  Pulse: the steady beat  Lyrics: the words to a song  Improvise: make up as you go along  Melody: the tune  Pitch: describes how high or low a note is  Rhythm: a pattern of notes  Temp: speed