Nice welcome from the curriculum lead and an explanation of how to use this page as a student and how parents can get involved.
Please click each heading below to reveal the learning content
Work through the content behind these four cards on BBC Bitesize. The content in these four sections will supply all the knowledge required in the following lessons.
Click each of the images to open a webpage in a new window.
Return to this page after working through each one with your child:
Click first |
Click second |
Click third |
Click fourth |
- Can they use some dates and historical terms when ordering events and objects?
- Can they demonstrate awareness that the past can be divided into different periods of time?
- Can they identify where The Romans fit in the chronology of world history?
- Can they explore trends and changes over time?
- Can they use sources to address historically valid questions?
- Can they recognise that our knowledge of the past is constructed from different sources of evidence?
- Can they recognise that different versions of past events may exist?
- Can they describe some of the ways the past can be represented?
Words to understand
(Click each word to reveal a definition. Then click the word on the web page to reveal further information and pronunciation)
Timeline, chronology, Julius Caesar, legion, ruler, political, centurion, gladiator, emperor, slave, Rome, villa, invasion, mosaic, senate, Boudicca.
Suggested timeline:
(scroll down)
753 BC |
Rome is founded by Romulus.
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55 BC | Julius Caesar attempts the first invasion of Britain. |
27 BC | Augustus becomes the first Roman Emperor. |
43 AD | Roman invasion of Britain led by Claudius. |
50 AD | London is founded. |
60 AD | Boudicca rebels. |
80 AD | Colosseum is built in Rome. |
112 AD | Hadrian's Wall Built. |
312 AD | Christianity becomes the official religion of the Roman Empire. |
410 AD | Last Romans leave Britain |
- Can they describe some aspects of the Roman Empire and recognise its impact on Britain?
- Can they discuss some historical events, issues, connections and changes during the Roman period?
- Can they select and organise historical information to present in a range of ways?
- Can they use relevant historical terms and vocabulary linked to chronology?
- Know that the Roman Empire lasted for about 1000 years from 753BC to 410AD.
- Know that many Roman Emperors attempted to invade Britain.
- Know that Julius Caesar was a famous Roman Emperor who attempted to invate Britain.
- Know that Boudicca was a famous Saxon queen who fought back against the Romans but was eventually defeated by them.
- Know that Romans built towns and roads, which still exist today (image of City of Bath, below).
- Know that the Romans invaded Britain to conquer land, gain more slaves and collect the many precious resources in Britain including metals such as lead, tin, gold, silver. Ultimately, they wanted more power.
- Know that there are several reasons for the fall of the Roman Empire such as infighting within the Empire, attacks by other tribes and it became too big to maintain.
If The Romans has sparked a wider curiosity in you, the following video documentary (3-hours) may be of interest - it's fantastic, and free to watch.
Depending on your television, YouTube has a free screen cast function from your phone or similar. Here is some guidance.
It's presented by Dame Winifred Mary Beard, one of the world's leading authorities on The Roman Empire.
It's not children's television as such, and it goes further than the curriculum requirement at this level, but it may be a fun thing to watch as a family - Mary is very engaging and entertaining.
The content in this documentary is relevant for the history curriculum to GCSE, A-level, and university.
You never know - your child may be inspired to study history at university, specialise in The Romans, and come back and teach with us!
Or the University of Cambridge - where Mary lectured for many years.
In the training - show how to embed this video in page rather than a link away
TOPIC |
ACTIVITY |
CONTENT |
The skill or behaviour to develop |
Text lesson: an introduction to the concept |
A basic definition, why it’s important with images, possible video |
Survey lesson type: A digital pre-learning survey |
How would you rank your XXXX skills at the moment (1 to 5)? |
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Video: CCEP colleagues talk about their experience of XXXX (2-mins of content) |
A mixed edit of CCEP staff explaining how this topic features in their professional lives - and how to maximise opportunity |
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Video: the science and theory behind XXXX (2-mins of content) |
An animation talks through the latest empirical evidence, psychology, and management thinking |
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Text lesson: Don’t forget to keep notes |
Inviting students to keep a reflective journal to refer back to and share with trusted friends, adults and tutors |
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Infographic download: Top Tips on XXXX |
An infographic that summarises the key things to practise and think about |
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Text lesson: keep a record of your progress |
Following the practise tasks, an invitation to update the reflective journal |
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Survey lesson type: A digital post-learning survey |
Having developed your skills - how would you now rank your XXXX skills (1 to 5)? |
Autumn |
Spring |
Summer |
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Year 1 |
My Family History In this unit, the children will explore similarities and differences between their own lives and those of people their grandparents’ age. The unit focuses on different topics, including homes, toys, shops and schools, and provides opportunities for classroom visitors, as well as trips to the local area and museums. |
The Greatest Explorers In this unit, the children will investigate the lives and journeys of five explorers from various eras: Ibn Battuta, Captain Cook, Roald Amundsen, Captain Robert Falcon Scott and Sunita Williams. They will study an explorer from different perspectives, discussing what makes an explorer ‘great’. |
Great Inventions: Transport In this unit, the children will explore the stories of two significant events in the history of travel, and the impact they had on people’s lives, back then and in the future. They will begin by learning about the first aeroplane flight, before looking at early aeroplanes in greater depth. They will then focus on the Rainhill Trials of Stephenson’s Rocket , using sources from the time to provide context. |
Year 2 |
Bonfire Night & The Great Fire of London In this unit, the children will explore two very different events within the Stuart period. Each event offers three weeks’ teaching and learning. First, the children will investigate the events of the Gunpowder Plot which led to Bonfire Night being introduced into the UK calendar, with opportunities provided for families to recount their Bonfire Night experiences. Next, they will study the Great Fire of London, and decide whether or not it improved London for those living there |
Holidays In this unit, the children will learn about holidays in the 1950s and 1960s, particularly seaside holidays. Links will be made to prior learning as the children build on the knowledge and understanding they acquired in Year 1 when they looked at what it was like to be a child in the 1950s and 1960s. They will continue to develop their use of sources, with a particular focus on the use of oral history (from classroom visitors, friends and family) and images. |
Our Local Heroes In this unit, the children will learn about the lives of some of the most significant people in the history of their locality. The unit will support the children in gaining an understanding of the breadth of contributions people can make in order to become significant. The children will use a range of sources of evidence, including oral history, visual images and written documents. They will also visit the locality to investigate places of interest related to the significant figures. |
Year 3 |
The Stone Age In this unit, the children will explore how life changed for people during different periods of the Stone Age, including the Early, Middle and New Stone Ages. They will cover why the period was called the Stone Age, and what archaeological evidence there is from the period, particularly in the form of artefacts and monuments. The main focus will be on the New Stone Age and how that contrasts with the earlier periods. The children will look in detail at the Neolithic settlement at Skara Brae and the conclusions we can reach from the evidence found at the site. |
The Bronze Age and the Iron Age In this unit, the children will explore the key features of the Bronze and Iron Ages, and come to conclusions about the developments within the periods. Links will be made to the Stone Age period, which they may have studied in the autumn term. Throughout the unit, the children will use a variety of sources of evidence to investigate the period, including archaeological evidence with a focus on the Amesbury Archer, the Lindow Man, Roman written accounts of the Celts and reconstruction drawings of both periods. |
Local History In this unit, the children will investigate their local area, and consider which buildings are of significance and should be preserved. They will conduct their own research, using sources including recommended websites, history books, street directories and census returns. They will also have the opportunity to visit and study local listed buildings and make links to historical events from the time of the building’s construction. |
Year 4 |
The Ancient Egyptians In this unit, the children will explore who the Ancient Egyptians were, what they did, and discuss whether Ancient Egypt deserves its reputation as one of the most important early civilisations. |
Roman Britain In this unit, the children will learn about the Roman invasion of Britain and its impact on the lives of the Celts. They will consider whether the Roman settlement was a positive experience for all involved, and explore the long-term legacy of the invasion. They will use a variety of sources of evidence to investigate the topic, including visual sources of artefacts and archaeological sites. The children will analyse written sources from writers. |
Crime & Punishment In this unit, the children will explore how and why Crime and Punishment has changed over time. This will support them in developing an understanding of change and development over a long period of time. They will utilise a variety of sources of evidence to develop their knowledge and understanding of the different time periods. Within this, they will look at some small case studies in more depth to understand triggers for change, including the Bloody Code of 1815, the founding of the first police force, transportation of prisoners and the activism of the suffragettes. |
Year 5 |
The Anglo Saxons In this unit, the children will learn about the world of the Anglo-Saxons. They will consider why they came to Britain and whether the period deserves to be called the ‘Dark Ages’. Throughout the unit, there is a strong focus on the range of sources that provide us with evidence about the people living at that time. The children will examine archaeological evidence, such as the Sutton Hoo ship burial and the Staffordshire hoard. |
The Vikings In this unit, the children will learn about the Vikings, and consider the reasons why they raided and then settled in Britain. They will investigate the popular view of the Vikings as raiders, ruthless in their ways of obtaining wealth. They will study primary sources of evidence, such as accounts by monks of the raid on Lindisfarne, as well as archaeological finds, to understand why this interpretation of the Vikings has become so popular. They will examine King Alfred’s struggle and victory over the Vikings. |
Journeys In this unit, the children will explore the question of why people go on a journey, and look at five very different types of journey in depth. The journeys selected span from the Tudor period to those undertaken today by refugees. The children begin by studying the voyages of Walter Raleigh, then the voyage of the Irish 3rd class passengers on the Titanic, before learning about the Kindertransport in World War Two and the voyage of the Empire Windrush . Finally, they will examine why refugees make dangerous journeys today. |
Year 6 |
The Maya Civilisation In this unit, the children will explore the world of the Maya, and debate whether they should continue to be remembered today as a significant culture. The children will begin by learning about the lives of the Maya today, before focusing on ancient Maya architectural achievements, their religion and surviving writings. They will also study the possible reasons why the Maya city states declined after 900 AD, looking at conspiracy theories and considering whether everything they read online is reliable. |
Ancient Greece In this unit, the children will learn about aspects of political, social and cultural Ancient Greek life. They will focus on some areas in depth, such as the systems of government, religion and the importance of the Olympic Games. They will examine the legacy of the Ancient Greeks, and will have opportunities for further study of areas of interest. While they will gain an overview of the time period, the main focus will be on the Classical period. |
The Impact of War In this unit, the children will research and compare the impact of the First and Second World Wars on their locality. The unit does not aim to study the First or Second World Wars, as these are both part of the secondary school curriculum. Some context about the wars is provided for the children, but the focus of the sessions is on the Home Front and how the wars impacted on the community. |
TEST TABLE
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Words |
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Words |
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Words |
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Words |
Use the icon on the bottom right of each video to view in full screen
NeuroplasticityNeuroplasticity is the brain's remarkable ability to reorganise itself by forming new neural connections throughout life. It enables learning, adaptation, and recovery from injury. Through experiences, repetition, and environmental stimuli, the brain can modify its structure and function, shaping behavior, memory, and cognition, fostering resilience and growth. (02:03) |
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Growth MindsetA growth mindset is the belief that abilities and intelligence can be developed through dedication and effort. Embracing challenges, persisting through setbacks, and seeing failures as opportunities for growth characterise this mindset. Individuals with a growth mindset tend to achieve more, learn from criticism, and inspire resilience in others.(03:06) |
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Social Exchange TheorySocial exchange theory posits that individuals engage in relationships based on the assessment of costs and rewards. It suggests that people seek to maximise rewards and minimise costs in their interactions. Reciprocity, equity, and comparison with alternatives shape the dynamics of social exchanges, influencing relationships and behavior within social networks. (02:32) |
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Fundamental Attribution ErrorThe fundamental attribution error is a cognitive bias where individuals tend to overemphasise personality or internal characteristics to explain others' behavior, while underemphasising situational factors. It leads to attributing behavior to dispositional traits rather than considering external circumstances. Recognising this bias enhances understanding and promotes more accurate social judgments. (01:04) |
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Cognitive vs Emotional EmpathyCognitive intelligence involves mental abilities like reasoning, problem-solving, and logical thinking, while emotional intelligence (EI) refers to the capacity to perceive, understand, manage, and utilize emotions effectively. While cognitive intelligence deals with analytical skills, emotional intelligence focuses on social awareness, empathy, and interpersonal relationships, both crucial for success and well-being. (00:30) |
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Dunning Kruger EffectThe Dunning-Kruger effect is a cognitive bias where individuals with low ability in a particular domain tend to overestimate their competence, while those with high ability may underestimate theirs. This phenomenon arises from a lack of metacognitive skills to accurately assess one's own proficiency, leading to overconfidence or self-doubt. (04:20) |
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The Halo EffectThe halo effect is a cognitive bias where one's overall impression of a person influences their judgments about specific traits or characteristics of that individual. Positive perceptions in one area can lead to the assumption of positive qualities in other areas, regardless of evidence. This bias impacts social, professional, and interpersonal evaluations. (04:29) |
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Confirmation BiasThe Confirmation bias is the tendency to search for, interpret, and favour information that confirms pre-existing beliefs or hypotheses while ignoring or downplaying contradictory evidence. It can lead to the reinforcement of existing beliefs and hinder objective reasoning, influencing decision-making processes in various aspects of life, from politics to personal relationships. (04:54) |
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The Default Mode NetworkThe default mode network (DMN) is a network of brain regions that is active when the mind is at rest and not focused on the outside world. It's involved in introspection, self-referential thinking, and autobiographical memory retrieval. The DMN plays a role in various cognitive functions, including creativity and moral reasoning. (2:15) |
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Convergent vs Divergent ThinkingConvergent thinking involves narrowing down possibilities to find a single, correct answer to a problem. It emphasizes logical reasoning and focuses on reaching a definite conclusion. In contrast, divergent thinking involves generating multiple solutions or ideas from a single problem, fostering creativity, flexibility, and exploration of different perspectives. (1:52) |
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MindfulnessMindfulness, grounded in ancient practices, is scientifically linked to changes in brain structure and function. It reduces stress, anxiety, and depression while enhancing well-being. By fostering awareness and attention to the present moment, mindfulness improves emotional regulation, cognitive performance, and resilience, offering valuable tools for mental health and personal development. (6:36) |
Neuroplasticity
Neuroplasticity is the brain's remarkable ability to reorganize itself by forming new neural connections throughout life. It enables learning, adaptation, and recovery from injury.
Through experiences, repetition, and environmental stimuli, the brain can modify its structure and function, shaping behavior, memory, and cognition, fostering resilience and growth. (02:03)
Growth Mindset
A growth mindset is the belief that abilities and intelligence can be developed through dedication and effort. Embracing challenges, persisting through setbacks, and seeing failures as opportunities for growth characterise this mindset.
Individuals with a growth mindset tend to achieve more, learn from criticism, and inspire resilience in others.(03:06)
Social Exchange Theory
Social exchange theory posits that individuals engage in relationships based on the assessment of costs and rewards. It suggests that people seek to maximise rewards and minimise costs in their interactions.
Reciprocity, equity, and comparison with alternatives shape the dynamics of social exchanges, influencing relationships and behavior within social networks. (02:32)
Fundamental Attribution Error
The fundamental attribution error is a cognitive bias where individuals tend to overemphasise personality or internal characteristics to explain others' behavior, while underemphasising situational factors.
It leads to attributing behavior to dispositional traits rather than considering external circumstances. Recognising this bias enhances understanding and promotes more accurate social judgments. (01:04)
Cognitive vs Emotional Empathy
Cognitive intelligence involves mental abilities like reasoning, problem-solving, and logical thinking, while emotional intelligence (EI) refers to the capacity to perceive, understand, manage, and utilize emotions effectively.
While cognitive intelligence deals with analytical skills, emotional intelligence focuses on social awareness, empathy, and interpersonal relationships, both crucial for success and well-being. (00:30)
Dunning Kruger Effect
The Dunning-Kruger effect is a cognitive bias where individuals with low ability in a particular domain tend to overestimate their competence, while those with high ability may underestimate theirs.
This phenomenon arises from a lack of metacognitive skills to accurately assess one's own proficiency, leading to overconfidence or self-doubt. (04:20)
The Halo Effect
The halo effect is a cognitive bias where one's overall impression of a person influences their judgments about specific traits or characteristics of that individual. Positive perceptions in one area can lead to the assumption of positive qualities in other areas, regardless of evidence. This bias impacts social, professional, and interpersonal evaluations. (04:29)
Confirmation Bias
TConfirmation bias is the tendency to search for, interpret, and favor information that confirms pre-existing beliefs or hypotheses while ignoring or downplaying contradictory evidence. It can lead to the reinforcement of existing beliefs and hinder objective reasoning, influencing decision-making processes in various aspects of life, from politics to personal relationships. (04:54)
The Default Mode Network
The default mode network (DMN) is a network of brain regions that is active when the mind is at rest and not focused on the outside world. It's involved in introspection, self-referential thinking, and autobiographical memory retrieval. The DMN plays a role in various cognitive functions, including creativity and moral reasoning. (2:15)
Convergent vs Divergent Thinking
Convergent thinking involves narrowing down possibilities to find a single, correct answer to a problem. It emphasizes logical reasoning and focuses on reaching a definite conclusion. In contrast, divergent thinking involves generating multiple solutions or ideas from a single problem, fostering creativity, flexibility, and exploration of different perspectives. (1:52)
Mindfulness
Mindfulness, grounded in ancient practices, is scientifically linked to changes in brain structure and function. It reduces stress, anxiety, and depression while enhancing well-being. By fostering awareness and attention to the present moment, mindfulness improves emotional regulation, cognitive performance, and resilience, offering valuable tools for mental health and personal development. (6:36)
Step 1
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged.
Step 2
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged.
Step 3
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged.
Step 4
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged.
Step 5
Step 6: Did the Romans conquer Scotland?
(embedded link with image)
By the end of the first century AD, Rome controlled most of southern Britain. However, it was a different story in Scotland - it was still controlled by fierce warrior tribes, who refused to bow to the Roman Empire.
TEST TABLE FOR KNOWLEDGE ORGANISER WITH SIZED VIDEOS ETC
Test video
https://www.youtube.com/watch?v=eC7ONgTJGKw&t=4s
Step 1 - either subhead within an accordion or an accordion title
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged.
Step 2
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged.
Step 3
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged.
Step 4
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged.
Step 5
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged.
Step 6 - with embedded link
Did the Romans conquer Scotland?
By the end of the first century AD, Rome controlled most of southern Britain. However, it was a different story in Scotland - it was still controlled by fierce warrior tribes, who refused to bow to the Roman Empire.