Rotten Romans – Brief Overview
Introduction
This is a brief overview of the topics which Class 3 will be covering this term. We hope this gives you
some of idea of what we will be up to this term. You might want to do some extra activities based
on what we have been up (please bring them in we always like to see what you’ve been up to) or
you might fancy coming in and giving a helping hand with one of the particular activities (once again
always welcome).
We are also hoping to have a visit from a real Roman soldier who will be coming to tell us all about
life in a Roman fort. If you have any spare purses/handbags or wallets which we could borrow for
our design and technology project we would much appreciate it.
Please also watch out for our mosaic activity day where parents are more than welcome to join us!
Finally we hope you have a fantastic Summer term with us and we hope you have found this
overview useful
Many thanks
Class 3 Team
Art and Design Unit 4b: Take A Seat
In this unit the children explore the design of chairs. They discuss what chairs tell us about everyday
lige and the way people, rest, eat and relate to each other. They look at examples of designs in the
past and other cultures as inspiration for developing their own imaginative designs for a chair for a
particular character or occasion.
Outcomes:










Identify the parts of the chair and their purposes.
Identify different types of chair and the materials used.
Comment on how the form of chairs is related to the purposes.
Comment on how materials are used in making chairs.
Explore ideas for a design to represent a character or event.
Record and collect visual and other information to inform their ideas for designs
Adapt and improve their sketchbook work.
Use their sketchbook drawings to inform their design either to construct a scale model of a
chair to represent their chosen character or event, or adapt and decorate a chair to
represent their chosen character or event.
Make decisions about how the chair is decorated to reflect their chosen character.
Identify the success of the design and what they think is interesting about it.
Unit 4A Money Containers
In this unit the children learn how textile containers e.g. purses, wallets and belt bags are designed
for different purposes and different users. They design patterns/termplates and join and reinforce
fabrics. Children develop their designing skills when evaluating products and use this information to
generate their own ideas and identify design criteria. They communicate their early ideas through
modelling with paper or inexpensive fabric and use decorative techniques eg dyeing and
embroidery.
Outcomes















Understand that containers for money are designed for different purposes and users e.g.
children, old people, walkers have common features e.g. fastener to keep the money safe
compartments to separate the journey.
Identify criteria for a successful money containers..
Draw products from different views, and label indicating the materials, fastenings,
measurements and construction techniques used.
Understand that joining needs to be secure and strong.
Demonstrate a variety of ways of joining fabric.
Understand that by modelling they can try out ideas quickly and check if an idea will work.
Make a pattern/template with a seam allowance.
Carry out simple fabric tests and choose fabric to meet functional requirements.
Use simple decorative techniques.
Apply when they learnt through IDEAs/FPTs in their designing and making.
Write a simple specification bearing in mind the intended user.
Produce drawings with labels to show what they intend to make and sequence of their work.
Order the sequence of their work.
Construct their money container with some accuracy.
Evaluate the product against their specification.
Geography – Unit 9 Village Settlers
This is a short unit which combines work on Romans, Anglo Saxons and Vikings in Britain with
geographical work on the development of settlements. It introduces children to how settlements. It
introduces children to how settlements develop over time and how early settlers provided many of
the settlements we use today. It can be used as a geographical study within a history unit or later to
revisit work previously completed in history.
-
Show knowledge about early settlers
Show knowledge about the characteristics of early settler’s settlements.
Use a map to identify settlements and the reasons for their original sitting.
Are aware that a village can develop as a result of several factors.
Identify a variety of symbols and know their meanings.
Use four-figure grid references accurately.
Understand how settlements are connected.
Make a map that shows logical patterns of settlement influenced by both physical features
and their own personal choices.
History - Unit 6A Why have people invaded and settled in Britain in the past? A Roman case study
In this unit, the ch. are introduced to the idea that people from other societies have been coming to
settle in Britain for a long time. They consider the effects of the invasion and settlements of the
Romans on Britain. There is emphasis on historical enquiry using artefacts and Roman sites and
interpretations of history.
-
Give reasons why families laves the place where they were born.
Recognise that some people choose to leave and other others have to leave the place where
they were born.
Use a dictionary to find the meaning of the words ‘invade’ and ‘settle’
Sort words or phrases correctly under the headings ‘invade’ and ‘settle’
Select distinctive characteristics of Celtic and Roman people
Locate on a time line historical events that they have already studied.
Sort pictures to show understanding of features Celtic and Roman life.
Discuss ideas associated with invasion and settlement.
Select relevant information from a number of sources.
Complete a grid with relevant information using correct terminology for Celtic and Roman
ways of life.
Suggest similarities and differences between lifestyles of Celts and Romans
Select information from pictures, which supports or contradicts other information
Identify similarities and differences between two written descriptions of Boudicca.
Produce a description of Boudicca that draws on more than one source of information
Sequence the main events of the revolt on a storyboard.
Consider questions to identify similarities and differences between two versions of the same
event
Suggest one or more reasons for the revolt
Suggest consequences of Boudicca’s revolt
Select information to show how a Roman or a Celt would have perceived the revolt.
Select information about life in Roman Britain from a range of sources.
Present information to show understanding of the impact of Roman settlement on Britain.
PSHE
SEAL programme used and Health for Life (Delivered by WS)
-
Cigarettes, drugs and alcohol. Do they make you look grown up?
-
People and feelings
-
Friends and special places
RE
Unit 4.3 Founders and Leaders
Unit 4.4 Spring Festivals
French
Wakefield Scheme of Work Y3
PE
Invasion Games
Swimming
Athletics