1. As we learn best from hands on experience: We will experience a visit from a Roman soldier. Explore real artefacts from a History box and visit to reading museum Make and take part in a Roman feast Visit Calleva site at Silchester As we are independent and individual learners we will: Explore further an aspect of the topic which interests us. We will choose how we wish to present their findings. As members of a community we will: Be aware of the rich Roman history of our local area and its significance to archaeologists and historians As members of a global community we can see the value of learning other languages. We will begin with basic French communication As historians we will create timelines to appreciate when and for how long The Romans dominated Britian. We will use a range of sources and experiences to develop our understanding and knowledge of aspects of Roman Britain: reasons for invasion, settlements and everyday life, Boudicca. As geographers we will ask and answer geographical questions about the physical characteristics of a location in order to understand why and how the Romans settled in Britain. We will a range of sources, including fieldwork, to locate countries and describe geographical similarities and differences between them As designers we will be creating a feast by adapting recipes used by Romans in Britain. We will design and build Roman shields and models of military hardware PE -Mondays (teacher led) -Wednesdays (with sports coaches) Please ensure a full, named PE kit is in school every day as we may keep fit at other times too. Homework READING EVERY DAY if possible Spellings and number bonds/tables come home on Fridays and are tested the following Friday Maths and English Homework is sent out every Friday to be returned by the following Friday. Homework diaries are checked on Mondays. Reminders Communities Areas of learning Problem Solvers As problem solvers we will: Ask and try to answer questions about Roman Britain using clues from historical sources Apply our growing mathematical knowledge and understanding to solve mathematical problems using a range of methods Real Experiences Child Led The Romans are Coming!

2. Writing, presenting and broadcasting Skills associated with interrogating various sources for relevant information and note taking skills Non chronological reports about Roman soldiers Narrative texts in the form of a letter Explanatory texts about how be healthy Persuasive writing and discursive texts related to Boudicca Instructions for how to make Roman dishes Mixed media presentations of child led learning Using communication Learning across the curriculum Learning and thinking skills Listening to instructions and asking if we don’t understand Concentrating on the task in hand and doing it to the best of our ability Learning from our mistakes so we will do better next time Personal and emotional skills Having the confidence to take risks in our learning Working well independently Learning to value ourselves and feel good about ourselves Social skills Making sure we take responsibility for ourselves and our things Working well collaboratively Always remembering that others have a right to learn Personal development Using maths Use standard measures of length and time to set up and use exercise activities and circuits. Make predictions and adaptations based on their findings Calculating Ongoing calculation skills related to the topic where possible, for example to calculate quantities and costing for their healthy snacks Interpreting data Gather information to construct bar charts and pictograms Use venn and carroll diagrams to record, sort and classify information Communicate Communicate their findings and decisions using conventional recording to justify them. Using mathematics Searching Using search engines to find relevant websites Learning some safety rules associated with the internet Developing ideas and making things happen Using text and graphics to present our learning in a variety of ways Using ICT Subject Key Skills History, geography and citizenship Generate ideas Observe and explore to generate ideas, define problems and pose questions in order to develop investigations and products. Investigate, observe and record Engage safely in practical investigations and experiments and gather and record evidence by observation and measurement. Design, make and improve Apply practical skills to design, make and improve products safely, taking account of users and purposes. Explain Communicate and model in order to explain and develop ideas, share findings and conclusions. Evaluate Continually make systematic evaluations when designing and making, to bring about improvements in processes and outcomes. Science and design technology Explore Explore, investigate and experiment from a range of stimuli and starting points, roles, techniques, approaches, materials and media. Create Create, design, devise, compose and choreograph individual and collective work. Improvise Improvise, rehearse and refine in order to improve capability and the quality of artworks. Present Present, display and perform for a range of audiences, to develop and communicate ideas and evoke responses. Evaluate Use arts-specific vocabulary to respond to, evaluate, explain, analyse, question and critique their own and other people’s artistic works. Art, dance and drama PE and PSHE Investigate Undertake investigations and enquiries, using various methods, media and sources. Analyse Compare, interpret and analyse different types of evidence from a range of sources. Communicate Present and communicate findings in a range of ways and develop arguments and explanations using appropriate specialist vocabulary and techniques. Consider and respond Consider, respond to and debate alternative viewpoints in order to take informed and responsible action. Reflect and evaluate Reflect on and evaluate evidence when making personal choices or bringing about improvements in performance and behaviour. Plan and implement Generate and implement ideas, plans and strategies, exploring alternatives. Move with control Move with ease, poise, stability and control in a range of physical contexts. Present Present, display and perform for a range of audiences, to develop and communicate ideas and evoke responses. Evaluate Use arts-specific vocabulary to respond to, evaluate, explain, analyse, question and critique their own and other people’s artistic works.