Unit 1 The Romans invade Britain The Roman Empire Questions To learn to pose historical questions The Roman Empire and Britain To understand the extent of the Empire and its multicultural nature To establish the chronology of the invasions To recognise that people have been moving between different areas for a long time Caesar invades Britain Why did the Romans want to invade Britain? To use primary documentary evidence to interpret why Caesar invaded and what Britain had to offer the Romans To recognise that people have been moving between areas for a long time Julius Caesar To interrogate and interpret an artefact to learn about Caesar To use a primary documentary source to learn about Caesar Roman ships To learn from primary evidence about the Roman galleys and how they were worked To select and record information about Roman ways of life Caesar invades To interpret primary documentary evidence about Caesar s invasion and the British resistance Battle at Camulodunum To use a secondary source to learn about the battle for Colchester in 43 CE That Romans invaded Britain Claudius invades Britain Claudius invades To learn about the Claudian invasion and understand the chronology To interpret a coin to understand an event That Romans invaded Britain How do we know what Claudius looked like? To interrogate and interpret an artefact to learn about Claudius physical appearance The Celts Celtic tribes in Britain To use a map to place Celtic tribes in Britain Who were the Celts? To use a primary source to consider fact, perspective and bias in a Roman report about the Celts What do you know about the Celts? To learn about Celtic life before the Romans came, from a reconstruction What was Celtic culture like? You decide! To use primary and secondary sources to find out about Celtic life How did the Celts live before the Romans arrived in Britain? To communicate knowledge and understanding of the Celtic way of life before the Romans came Celtic settlements To use archaeological evidence to make deductions about Celtic ways of life 4
How do we know about Celtic farming? To use archaeological evidence to learn about Celtic farming Writing focus Watching a battle To communicate knowledge and understanding of the Celts response to the Roman invasion That Romans invaded Britain How the Celts lived To communicate knowledge and understanding of the Celtic way of life before the Romans came Unit 2 Queen Boudicca Who was Queen Boudicca? Timeline: Boudicca To learn the chronology of the Icenian Revolt To revise the chronology of Caesar s and Claudius invasions To place the Celtic and Roman periods in a chronological framework Where did Boudicca come from? To learn where the Iceni lived To learn which Roman towns had already been established at the time of Boudicca s rebellion What did Boudicca look like? To consider a number of different interpretations of Boudicca s physical appearance, using primary and secondary sources That sources about Boudicca contradict each other That there are different opinions about Boudicca Life in Boudicca s camp Boudicca s camp To learn about life in Boudicca s camp Celtic artefacts To use artefacts to interpret Celtic life and crafts skills Questions around Celtic artefacts To use artefacts to interpret Celtic life and crafts skills A Celtic chariot To learn about life in Boudicca s camp Boudicca and the Romans Boudicca s treatment by the Romans To consider why the Icenians rebelled against Rome The main reason for the revolt Boudicca s dilemma To consider why the Icenians rebelled against Rome The main reason for the revolt The story of Boudicca and the Romans To consider why the Icenians rebelled against Rome To understand the consequences for the Iceni of the revolt The main reason for the revolt 5
Retelling the story To consider why the Icenians rebelled against Rome The main events in Boudicca s revolt Information on Boudicca To consider why the Icenians rebelled against Rome The main events in Boudicca s revolt Fighting the Romans The Romans and Celts in battle To understand the consequences for the Iceni of the revolt That there are different interpretations of the revolt To appreciate that people have points of view about events in the past Writing focus The defeat of Boudicca To communicate in writing a Celtic perspective on Boudicca Unit 3 The Romans move north Heading north Timeline: Hadrian s Wall To learn the chronology of the period of conquest and settlement and building Hadrian s Wall That Romans invaded Britain and that the period of conquest was followed by a period of settlement What happened after the Romans conquered southern Britain? To appreciate that the Romans continued to meet resistance as they conquered more tribes To understand why Emperor Hadrian built the wall To place the Celtic and Roman periods in a chronological framework Roman soldiers marching north To appreciate the movement of the Roman army through the perspective of a Briton That Romans invaded Britain and that the period of conquest was followed by a period of settlement Roman forts Where did the Romans build their forts as they conquered Britain? To understand why and where the forts were built A reconstructed fort To learn how archaeologists have reconstructed a Roman wooden fort To consider the functions of different parts of the fort Roman and Celtic forts To compare and contrast Roman and Celtic forts from the same period What materials did the Romans and Celts use for their buildings? To appreciate similarities and differences between Celtic and Roman forts Roman forts in northern Britain To learn about the engineering problems faced by Romans building the wall and the forts along the northern frontier What do we know about Roman soldiers? Roman soldiers To consider the features of the Roman army that made it so successful To compare the organisation and discipline of the Roman army with the Celtic army 6
How did Roman soldiers train? To learn from a modern reconstruction, about how Roman soldiers were trained What did Roman soldiers wear on their heads? To learn about the design and construction of Roman helmets and shields Why was a Roman shield designed the way it was? To interrogate and interpret an artefact a Roman shield Shields and swords To consider why some archaeological finds survived and others have not To interrogate and interpret Roman weaponry To consider the manufacture of a shield through the perspective of a Briton and a Roman What is this artefact? To appreciate the effect of the Roman army on Britons What equipment did a Roman soldier need? To learn how Roman soldiers armour was constructed How was the Roman army organised? To learn about the hierarchical structure of the Roman army and the different roles Numbers in an army To learn about the hierarchical structure of the Roman army and the different roles Important men in a legion To learn about the hierarchical structure of the Roman army and the different roles What tactics did the Roman army use? Army tactics To learn about the wedge and the tortoise tactics Preparing for battle To learn about some different tactics used by the Roman army To use a primary documentary source to find out about how Boudicca was defeated A Roman battle To use a primary documentary source to learn about Agricola s battle strategy against the Ordovices Roman order To appreciate the perspective of a Briton about Roman order Hadrian s Wall Keeping out the barbarians! To revise why, where, when and by whom Hadrian s Wall was built To use an artefact to learn about a Roman emperor
Life in a fort To consider why the Romans built forts along Hadrian s Wall; what these forts were like and what happened in different parts of the fort Housesteads To consider why the Romans built forts along Hadrian s Wall; what these forts were like and what happened in different parts of the fort Areas inside a Roman fort To consider why the Romans built forts along Hadrian s Wall; what these forts were like and what happened in different parts of the fort Attending the wounded To use a primary source to find out about how the wounded soldiers were treated Vindolanda To appreciate that some archaeological finds depend entirely on the terrain To interrogate and interpret some artefacts found at Vindolanda Roman roads The Romans as builders To appreciate the variety of craft skills pursued by soldiers in the army Building Roman roads To learn about the construction of Roman roads and their purposes To appreciate the role of slaves Marching on a Roman road To consider the life of a Roman solder on the march Writing focus Writing a letter home To communicate in writing understanding of the role of soldiers on the Wall Notes on Roman roads To communicate in writing understanding about the building of Roman roads Unit 4 Roman settlements - towns What do we know about Roman towns in Britain? What is the difference between a Roman town and a Celtic settlement? To compare and contrast Roman urban life with Celtic settlements Facilities in a Roman villa To learn about sanitation in Roman villas and towns 8
Sanitary innovations health and safety To learn about sanitation in Roman towns Towns in Britain To consider the long term legacy of Rome in British town names How archaeologists work How do archaeologists help us find out about Roman towns? Pompeii To learn about a Roman town through investigating the ruins of Pompeii To appreciate the importance of fresh water to Romans A Roman dockside To consider the importance of sea-borne trade for Roman Britain To use museum reconstructions to understand about Roman daily life in a town A Roman marketplace To appreciate Roman town life from the perspectives of a Roman and a British slave Can we reconstruct a Roman town ourselves? What was Colchester like in Roman times? To realise that archaeological knowledge is limited by the evidence available A model of Roman Colchester To learn about the conventional ground plans for Roman towns and about constructing a model based on these plans The baths Aquae Sulis To learn about public baths To understand that many Britons became assimilated Inside a Roman bath To learn about how the public baths were used and how the hypocausts worked from archaeological remains and artefacts Writing focus Going to a Roman bath To compare Roman baths with leisure centres and contemporary bathing Reconstruction of a Roman bath To communicate how the public baths were used through empathetic writing To debate the merits of renovating the baths for contemporary use 9
Unit 5 Domestic life and culture How do we know about daily life in Roman Britain? The Painted House To understand the role of archaeology in history What were Roman villas like? To understand the purpose of a Roman villa Roman and Celtic differences To consider Celtic and Roman perspectives on Roman civilisation Life in a Roman villa What were Roman villas like for the wealthiest people? To understand the plan of a Roman villa Reconstructions of a Roman palace and villa To understand the Roman central heating system What do we know about the life of wealthy Romans in Britain? To use artefacts to learn about wealthy Romans ways of life To consider why some evidence is available and the gaps A wealthy Roman sitting room To compare wealthy and poorer Romans way of life To compare and contrast domestic life in Roman Britain with contemporary Britain Mosaics To investigate Roman customs and beliefs using mosaics Cooking and eating in a Roman villa What do we know about Roman farms and food? To learn about Roman kitchens, cooking and meals Reconstruction of a Roman kitchen To learn about Roman kitchens and cooking To compare and contrast with modern kitchen Roman feast To learn about a Roman banquet To learn about the role of slaves Inside a Roman kitchen To consider the perspective of a British slave in Roman Britain Religion in Roman Britain What can we find out about Roman religious rituals in the home? To learn about Roman religion pagan and Christian through investigating and interpreting artefacts Gods To learn about Roman religion pagan and Christian through investigating and interpreting artefacts Mithras, the Persian god of light To learn about Romano-British religion through artefacts 10
Representations of Mithras To learn about the cult of Mithras through investigating artefacts Christianity To learn about the advent of Christianity to Roman Britain through investigating artefacts What did the Romans wear? How do we know what the Romans in Britain wore? To learn about Roman clothes, jewellery and women s toiletry from artefacts Roman leisure activities What did the Romans do in their free time? To learn about different leisure pursuits What do we know about Roman pastimes? To learn about different leisure pursuits from artefacts Writing focus A guide book for a Roman villa To communicate understanding about investigation and interpretation of artefacts in writing A chariot race To write empathetically about a Roman pastime Unit 6 The Romans leave Why did the Romans leave Britain? Why did the Romans leave Britain? To understand the chronology of Roman invasion, settlement and leaving Troops withdraw from Britain To understand why the Romans left Britain early in the fifth century CE Angles, Saxons and Jutes To learn why the new invaders came, where they came from and where they settled in Britain To understand the Roman response to the invasions To recognise that people have been moving between different areas for a long time, and that some reasons for moving were the same as those of people alive today Where did the invaders come from? To learn why the new invaders came, where they came from and where they settled in Britain To understand the Roman response to the invasions A Roman lighthouse To understand the meaning of the withdrawal from a Roman perspective Roman treasure To understand some consequences of the withdrawal from a Roman perspective To appreciate that people have points of view about events in the past 11
Fear of raiders To understand some consequences of the withdrawal from a Roman perspective To appreciate that people have points of view about events in the past The legacy of the Romans What is the legacy of the Romans? To consider the legacy of the Roman settlement What the Romans left behind To consider the legacy of the Roman settlement Writing focus A report on a Saxon invasion To communicate knowledge and understanding of the withdrawal and the legacy in writing The Roman legacy To communicate knowledge and understanding of the withdrawal and the legacy in writing 12