Teaching Roman Britain and the Roman Empire at KS2>
Roman Britain – assessment task – interpretations of Boudicca
Focus: interpretations Another Year 4 task in which pupils have to compare two unseen illustrations from books about Boudicca. Having…
Read MoreRoman Britain – assessment task – Why did the Romans invade?
Focus: causation Short written explanation or, for some, the completion of two speech bubbles. What did the Romans / Claudius…
Read MoreRoman Britain – assessment task – Roman legacy
Assessing pupils’ understanding of the legacy of the Roman Empire on life in Britain This task is designed to elicit…
Read MoreRoman Britain knowledge organiser – KS2
The arrival of the Romans to Britain and their occupation for over 350 years marks a turning point in the…
Read MoreTop 10 things your pupils need to know – Roman Britain
Top 10 things your pupils need to know about Roman Britain 1. Roman Britain was part of a huge empire…
Read MoreRoman Britain – KQ1 part 1 – From Caesar’s invasions to Claudius’ conquest
This first part of the first enquiry links to earlier work on the Iron Age and takes pupils from Julius…
Read MoreRoman Britain – KQ1 part 2 – Why did the Romans invade Britain?
This lesson uses a variety of approaches including role play, decision-making, card sorts, hot seating and completing speech bubbles. The…
Read MoreRoman Britain – KQ1 part 3 – The Roman invasion: have the books got it right?
This lesson follows on from the decision-making role play ‘Why did Claudius invade?’ Pupils are now asked to create a…
Read MoreRoman Britain – Supporting KQ1 – Julius Caesar and the invasions of Britain. Why did he come?
Julius Caesar and the invasions of Britain. Why did he come? Exploring human motivation. When Julius Caesar invaded in successive…
Read MoreRoman Britain – KQ2 part 1 – Should the Celts take on the Romans? A reconstruction relay.
The Roman Army This highly active, boy friendly activity has proved extremely popular in schools and has led to some…
Read MoreRoman Britain – KQ2 part 2 – Boudicca’s rebellion: from sequencing to living graph
This KS2 lesson on Roman Britain uses the idea of a living graph to see the ups and downs of…
Read MoreRoman Britain – KQ2 part 2 additional information – Boudica’s rebellion: from sequencing to living graph
The focus on the dramatic story of Boudica is a good opportunity to help pupils to understand why things happen…
Read MoreRoman Britain – KQ2 part 2 additional information – Making sure you are teaching Boudica in the right way.
Let’s start with the name. Boudica is the correct spelling, not Boudicea. Boudica means ‘victory’. Her chariots were light, springy,…
Read MoreRoman Britain – KQ2 part 3 – What image do we have of Boudica today?
Key Stage 2 pupils find Boudica fascinating so this is a good context for exploring the tricky ideas of historical…
Read MoreRoman Britain – KQ3 – How were the Romans able to keep control over such a vast empire?
This lesson offers considerable variety in terms of learning approaches. Pupils work in tug-of-war teams to represent the differently weighted…
Read MoreRoman Britain – KQ4 part 1 – Picture this. Creating a group drawing of a Roman town with all key buildings included in the right place
After re-capping the main features of Iron Age settlements, pupils work collaboratively in role as spies trying to find which…
Read MoreRoman Britain – KQ4 part 2 – Is this another Roman villa?
NB Feb 28 2020. It has been brought to our attention this morning that the link to the video doesn’t work…
Read MoreRoman Britain – KQ5 – How can we solve the mystery of why this great 400 year empire suddenly came to an end? Can you make the links?
As this is a brief overview question, without time for much independent research, pupils are introduced to a series of…
Read MoreRoman Britain – KQ6 – What have the Romans ever done for us? Under the cloth
This activity is a good fun way of concluding a study of the Romans. It is called ‘under the cloth’. …
Read MoreWhy did the Romans spend so much time building roads? KS2 short task
From Diamond 4 to ‘Roving Mike’ and kids’ wiki. This simple short task gives groups of pupils, 3 per group,…
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