Children consider why the Roman army was a successful conquering and fighting force. They look at its organisation, the tactics used and also at the weapons. Children then create a catapult, and use a Newton metre to measure the force required to use it! Suitable for years 3 and 4. Find other lesson plans and resources at www.hamilton-trust.org.uk.

Children research and discover what people wore in Roman times, looking at both men and women and at how their clothes suited their daily life and were adapted for different climates around the empire. They dress up in togas and also draw Roman clothes. Suitable for years 3 and 4. Find other lesson plans and resources at www.hamilton-trust.org.uk.

Children research Roman pottery, using the internet and non-fiction texts. They look at the shape, colour and style of Roman pots, considering their purposes and functions. Then they plan and begin to create a Roman pot of their own. Suitable for years 3 and 4. Find other lesson plans and resources at www.hamilton-trust.org.uk.

This session starts 6 sessions’ work looking at Roman spectacles. Children research the Gladiators and what used to occur in the Coliseum. They compare these vast gatherings of spectators to sports events today! They do further research using the internet. Suitable for years 3 and 4. Hamilton’s cross-curricular topics provide extensive planning resources to facilitate teaching a range of subjects under specific historical, geographic or thematic umbrellas.

Following session 6, children explore how temperature changes around a building and differs between inside and outside. They look at a thermometer and study how it works. They then perform some measurements inside and outside the school. Suitable for years 3 and 4. Find other lesson plans and resources at www.hamilton-trust.org.uk.

Following the researches into Roman food in Session 5, chn now taste a variety of commonly eaten Roman foods such as bread and anchovy sauce. They compare Roman foods with the food we eat today and then make and cook a Roman recipe. Find other lesson plans and resources at www.hamilton-trust.org.uk.

Children continue to create their replica of a Roman soldier helmet. They use shaping techniques to improve their original papier-mache shape, and then finishing techniques to achieve a final effect. They comment on their own work and others’. Suitable for years 3 and 4. Find other lesson plans and resources at www.hamilton-trust.org.uk.

Children discuss the differences between legend and history – mentioning famous legends about Rome and also historical events. They are told the story of Mount Vesuvius erupting, and then write their own eye-witness account of the event using imagination. Suitable for years 3 and 4. Find other lesson plans and resources at www.hamilton-trust.org.uk.

Children look at Roman weapons and discuss the materials that these would have been made from. They then carry out some experiments to discover which materials are most suitable for which purposes. They devise a series of fair tests and communicate results. Suitable for years 3 and 4.

Children explore the chronology of the Roman Empire. They create a timeline, using the terms CE and BCE and add dates to this timeline. They learn how to depict this chronology using a Word processing package and incorporating the use of bullet points. Suitable for years 3 and 4. Find other lesson plans and resources at www.hamilton-trust.org.uk.

Children locate the Roman empire on a timeline and discuss how historians and archaeologists are able to piece together the facts. They look at the 3 systems of government: monarchy, republic and emperors, and debate advantages/disadvantages of each. Suitable for years 3 and 4.

Children recognise the need for affordable social housing. Groups discuss different forms of affordable housing – council houses, tower blocks, housing associations, prefabs. Feedback to class with pros and cons and decide which would be most useful after a problem.

Children look at every day objects which have changed since WW2, choose one and write a museum card for it.

Children discuss ways of crossing the Channel and then make a balloon-powered hovercraft.

Food was rationed during WW2 and the government constantly gave out advice about how to grow and preserve food using various methods. Fridges went into mass production after WW2. Children explore a BBC site – rations, shops, a quiz, etc!

After WW2 and rationing farmers had to increase production. Children discuss where food comes from, and their views on the use of heavy farm machinery and pesticides. Children make a model of a fruit/vegetable or create an ICT presentation showing seasonal availability.

One of the important changes in British society since WW2 has been the rise in numbers of people with different religious beliefs. Christianity remains the main religion. Investigate the main religions that are now practised in Britain and create display.

Children discuss their favourite meals, made a model/drawing of it as session 4. One group prepares a chicken curry. All taste this and vote for either the 1950s chicken meal or the modern day curry.

Children look at pieces of kitchen equipment and guess which were available in the 1950s. One group make a real chicken meal, whilst the others make a typical 50s dinner from Plasticine, an ICT package or paint/collage materials. All taste the 50s dinner.

Ensure that children understand that all the people who have come to live here since Roman times have made an impact on Britain. Children research one country that people have immigrated from and add a picture and label to a large class version of the jigsaw.