Romans Interdisciplinary Learning (IDL) Topic Overview

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