Focus Narrative:

Historical Stories

Key Text/Stimulus:

The Thieves of Ostia  

Writing Outcome:

Write a historical story set in Roman Britain.

Hot-seating characters

Verbal instructions

Focus Grammar

• A or an
• Extending sentences with a range of conjunctions
• Expressing time, place and causing using conjunctions, adverbs, prepositions
• Inverted commas and punctuating direct speech
• Using the present perfect form instead of the simple past
• Intro to paragraphs used to group material

Focus Non-Narrative:Recounts (diary)

Key Text/Stimulus:

The Romans (Boudicca)

Writing Outcome:

Write a diary entry a Boudicca the night before her final battle.

Cross-curriculum support genres:

Informal Letter Writing

Instructions

Pathway: Exploring Still Life

Explore artists working with the genre of still life, contemporary and more traditional. Create your own still life inspired art work.

Disciplines:

Painting, Drawing, Collage, Sketchbooks, Relief

Medium:

Acrylic or poster paint, pen, pencil, ink, clay (depending upon project chosen)

Artists:

Paul Cezanne, Peter Claesz, Melchior d’ Hondecoeter, Jan Davidsz, Jacob Vosmaer, Hilary Pecis,  Nicole Dyer, Baas Meeuws, Hirasho Sato

How do artists use line, colour, and texture to create meaning in still life artwork?Artists choose lines, colours, and textures carefully to show how objects feel and to create mood or meaning in their work. For example, rough textures or bold colours might create energy, while soft lines and gentle tones might create calm.

How do artists plan and develop their ideas when creating a still life?Artists plan by looking closely at objects, thinking about how to arrange them, and experimenting with materials. They explore how to use line, colour, texture, and form to make their artwork more interesting and meaningful.

Composition – The way objects are arranged in a piece of art.

Texture – How something feels or looks like it feels (e.g. rough, smooth, bumpy).

Observational Drawing – Drawing something by looking closely at real-life objects.

National Curriculum:

the Roman Empire and its impact on Britain

a local history study (linked to Romans - Vindolanda)

Who was Boudicca and why did she take revenge on the Romans?Boudicca was ruler of the Iceni, a tribe of people in ancient Britain in what is now East Anglia.When Boudicca’s husband died, Rome decided that the Celtic settlement was now under Roman rule.As a warrior queen she led her people against the invasions of the Romans, but she was ultimately unable to defeat them.
Boudicca and her army headed for the Romans’ main center, Camulodunum (now Colchester). They drove out the few remaining Romans and burned Camulodunum to the ground. Boudicca marched to the largest city in the British Isles, Londinium (London). She burned that too and massacred the 25,000 inhabitants who had not fled.

What was daily life like in Roman Britain? Only some people could become soldiers (male citizens of Rome, no slaves, women, those of other ethnicities).Roman diets included grains, meat, fish, cheese, sauces and oils, and fruit/ vegetables.
Romans had medicine and knew about hygiene (herbs and spices, plumbing, bathing, heated bath houses)
Lots of Roman forts exist in the Northeast due to the proximity of Hadrian’s wall.
Hadrian’s wall was the boundary between the Roman empire and the far north of England/south of Scotland.
Corbridge was the most northerly Roman town in Britain  

How did the Romans build their Empire?
The city of Rome was built in 753 BCE.
Romans believed that Romulus and Remus were the founders of the city.
Over the next 800 years, the empire grew as the Roman army conquered other lands (including Britain in 43 CE).The Romans originally came from Italy (look at modern Italy and its geographical location/features).

How powerful was the Roman army?Emperor Augustus developed the Imperial Army, who were well-trained and professional soldiers (had no other jobs)There were different ranks of soldiers- centurions were advanced soldiers, and Legionaries were expert soldiers.
The army used strategies (wedge, tortoise) which made them powerful and equipment (clothes, horses, weapons, armour).
The Imperial army was widely feared by other people and had a reputation as an unstoppable force.
The Romans protected lands they had conquered, and they governed them.

Empire – A large group of countries or regions ruled by one leader or government, like the Roman Empire ruled from Rome.

Conquer – To take control of land or people through force, as the Roman army did across Europe, including Britain.

Legionary – A professional Roman soldier who served in the powerful and organised Roman army.

Rebellion – When people rise up against those in power; for example, Boudicca’s rebellion against Roman rule.

Settlement – A place where people live; Romans built towns, roads, and forts like Corbridge across Britain to control the land.

Recipes:

Pizza (homemade base)  

Feedback, sharing ideas, verbal instructions, explanations

How do we practise food preparation hygiene?
Washing hands.
Washing surfaces and utensils.Washing fruit and vegetables.Use different utensils and chopping boards for different food types.

Language Angels Unit

• Phonetics 1-2
• I know how...