This plan was prepared by teachers at Gylemuir Primary
Context Romans (Social Studies, Expressive Arts, Technology)
Curricular areas – Experiences and Outcomes (usually up to three curricular areas)
Social Studies
I can compare aspects of people’s daily lives in the past with my own by using historical evidence or the experience of recreating an historical setting. SOC 1-04a
Having selected a significant individual from the past, I can contribute to a discussion on the influence of their actions, then and since. SOC 1-06a
Expressive Arts
I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effects and suitability for specific tasks. EXA 1-02a
I can create a range of visual information through observing and recording from my experiences across the curriculum. EXA 1-04a
I have developed confidence and skills in creating and presenting drama which explores real and imaginary situations, using improvisation and script. EXA 1-14
I can sing and play music from other styles and cultures, showing growing confidence and skill while learning about musical notation and performance directions. EXA 1-16a
I have experienced the energy and excitement of presenting/performing for audiences. EXP 1-01a
Technology
I can explore and experiment with digital technologies and can use what I learn to support
and enhance my learning in different contexts. TCH 1-01a
Using digital technologies responsibly I can access, retrieve and use information to support, enrich or extend learning in different contexts. TCH 1-02a
I can design and construct models and explain my solutions. TCH 1-09a
I explore and discover engineering disciplines and can create solutions. TCH 1-12a
Activities –
KWL & Topic Question – Would I want to be a Roman?
Romulus and Remus retelling the story.
Map & timeline.
Roman visit – Antonine Guard.
Roman soldier diary – listening activity.
Roman clothing – Latin names.
Make Roman artefacts (e.g. shield, bracelet etc.)
Roman food and drink – feast/ dressing up.
Villa – design & construct it using shoe boxes and other supplies.
Assessment and Evaluation –
MAKE – Fact Files (TCH 1-02a) Villas (EXA 1-04a) Aqueduct (TCH 1-12a and TCH 1-09a)
SAY – Teacher observations/conversations with children, question cards, gladiator presentation by children (SOC 1-06a)
WRITE – Would I like to be a Roman pro’s and con’s (SOC 1-04a)
DO – gladiator drama (EXA 1-14)
Primary School Resources (Google Drive) – How to make shields, helmets etc. Games. Recipes.
Also see Make Your Own Roman Shield
Class – P3Termly Plan – IDL Term 2
Gods – top trumps.
Gladiators fact file (ipads) & Colosseum (Colosseum art)
Design an aqueduct (STEM bins)
Hot seating – drama
Roman numerals
Mosaic art
Vesuvius fact file on pages
Roman showcase (inviting families)
Would I want to be a Roman? Brief weekly overview (OLI/STS to be added)
Week 1 Romulus & Remus
Map & timeline
Week 2 Roman soldier – input – shields – song
Week 3 Roman house – input, start models
Week 4 Roman house – making models (shoe boxes)
Week 5 Entertainment- gladiators – drama
Week 6 Gladiator fact file
Week 7 Artefacts (bracelet/ mosaics) – learn & make
Week 8 Roman food and drink (paper plate) / music – songs
Week 9 Roman inventions (Aqueducts)
Week 10 Pros and cons – Do you want to be a Roman (End of unit assessment or
knowledge and understanding)
Week 11 Parent Showcase and presentation
