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Romans: Rotten or Revolutionary?

For our first Year 4 topic, we explored the impact that the Romans had on Britain, and we thought about the questions 'Romans: Rotten or Revolutionary?'

 

Please, take a look at all the things we learnt this term.  smiley

 

 

Welcome Message

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History

LC: I can create a timeline of events in Roman history.

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Roman Shopping Trip

 

We learnt that the Romans tried to invade Britain several times before they were successful. 

What did they want in Britain?

 

To find out, we went on a Roman shopping trip.  Here are the valuable resources we found:

  • lead
  • wool
  • wheat
  • leather
  • gold
  • silver
  • slaves

LC: I know the characteristics of Roman military life.

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LC: I can compare characteristic features of Roman life.

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LC: I know about characteristic features of Roman life.

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LC: I know why the Romans invaded Britain

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LC: I know who Boudicca was and why she was significant.

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LC: I know the positive impact the Romans had on Britain.

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LC: I know the positive impact the Romans had on Britain

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LC: I know about the life of a Roman emperor.

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LC: I know how sources are used to address historical questions.

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LC: I know what happened as a result of the Roman withdrawal.

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Were the Romans rotten or revolutionary?

LC: I can use historical sources to answer a question.

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LC: I can use historical sources to answer a question.

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LC: I can use historical sources to answer a question.

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Our Enquiry Display

Enquiry Homework and Purple Mash

Children were encouraged to find out more facts about the Romans at home and were also given time to reflect on their learning using Purple Mash.

 

There were some fantastic shields, swords and mosaics built!

Marvellous Mosaic

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Science

In Science, we have looked at sound and electricity.  Here are some photos and videos showing our learning.

Sound

LC: I know how sound travels from a source to our ears.

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LC: I know the relationship between volume and the strength of vibrations.

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LC:I know what happens to a sound when it travels away from its source.

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Electricity

LC: I know about electrical safety

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LC: I can set up a comparative test

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LC: I can make a prediction about whether a lamp will light.

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LC: I can make a prediction about whether a lamp will light.

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LC: I can carry out research and use statistical tables.

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LC: I can carry out research and use statistical tables.

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We were challenged to make our own wires to complete the circuit.