1. Humanities Coursework – Rationale for the Scheme of Work
2. Scheme of Work – Exeter and Rome– a cross curricular scheme for the humanities and citizenship
3. Lesson Plan 6: Links – past and present - between present day Rome and Exeter
The unit of work and resource pack is aimed at Year 6, to be taught in the summer term. The overarching theme for the unit is Exeter and
Rome: the links past and present. The rationale for this scheme is that it provides the children with an opportunity to explore and investigate a theme which they have already had some experience of (the Romans is a popular Y3/4 topic). Building on children’s prior knowledge is
good practice. Children are likely to be more comfortable in testing their enquiry skills, giving them the freedom to investigate and be creative.
This age group should also have the ability and skills to undertake independent research. The unit has also been designed to exploit the cross
curricular links between the Humanities and Citizenship to make the learning and issues raised relevant to the children.
Geography and history share a common sense of enquiry and this is particularly the case with a locality study. My aim was to exploit the natural interconnectedness between the two subjects using Rome and Exeter as case studies. I aimed to follow the National Curriculum guidance for history; that teaching should ensure that geographical enquiry and skills are used when developing knowledge and understanding of places, patterns and processes.
Using an article in Primary Geographer (April 1997, No. 29) „Do They Watch Neighbours in Italy’ as inspiration, I used the
opening question „are there any links between Exeter and Italy?‟ and decided to focus the resource pack and unit of
work at Year 6 level. The position of the European dimension in the National Curriculum is vague and I wanted to make a case for it by exploiting the wealth of resources available: from simple resources such as photographs of present day Rome and Exeter; to the establishment of a school link through the Central Bureau for Educational Visits; and the obvious connections through the Ancient Romans and their presence in Exeter.
I felt it was a good opportunity to enhance the children‟s understanding of their own locality as well as developing their
knowledge of the way of life in another country not too distant to the United Kingdom. Not only that, my aim with the unit of work was to foster an active involvement in history. Taking into account the point made by Cooper in 1992 (The Teaching of History, p.2) that “history has often been seen as remote and abstract, concerned with the affairs of adults and so not central to the experiences of young children and too difficult for them to become actively involved in” I attempted to use real historical and geographical evidence to bring the subject to life and stimulate investigation, for example, the study of „who was who‟ in Ancient Rome. Who had the power and who took the decisions would be
extended and made more relevant by a Citizenship linked lesson looking at democracy in present day Rome and Exeter. In particular, the enquiry question, „who takes the decisions about issues which we really care about?‟
allows the children to discover the development of democracy from the Roman version to the present day, and what they can all do to get involved in the process now.
Finally, as the unit involves a twinning exercise with a school in Italy it is designed to coincide with Europe Day on 9 May which presents further opportunities for activities.
2. A medium term scheme of work for half a term, in the summer
Lsn Learning Key Enquiry Activities Resources Cross
Objectives Questions Curricular
Links 1. Find out about the Are there any Concept mapping Library books, ICT
past from a range connections exercise on what the photographs, internet
of sources. between Exeter children already know sites –
and Italy? about the links between www.bbc.co.uk/schools/r
What do we know Exeter and Italy. omans
about the Romans? Brainstorm on what www.capiloeum.org/eng/f
questions they want to ori/pianta.htm
find the answers to.
Paired work – research
into Rome and Exeter
using books and the
internet. Practise note
making skills and then
each pair reports
findings back to the
class. Incorporate into
2. To investigate What was Exeter Group research and Internet sites - ICT, Art,
places. like at the time of note making. www.exeter.gov.uk/timetEnglish
the Romans? Graphicacy session - rail
What was their using photographs of Old and new maps, Royal
legacy? Were Roman wall and Albert Museum,
there volcanoes in Rougemont to elicit photographs, volcanic
Exeter as well as in questions and ideas rock.
Italy? about why a wall was
Investigation into the
use of volcanic rock as a
Mapping exercise –
drawing the city wall on
to a modern map.
3. To use secondary What do we know Concept mapping Globes, maps, ICT sources and find about Italy? exercise on existing photographs, artefacts out about physical What are the knowledge of Italy and from everyday life in and human Romans like now? Rome. Rome – bus tickets, features. Locate Italy and Rome flyers, TV guide, menus
on a globe and map. etc.
Graphicacy session Internet –
using photographs and www.centralbureau.org.uk
artefacts – what do
they tell us?
Extension activity –
what can you buy in a
restaurant with 30
Introduce the twinned
school in Italy (pref.
Outline the objective
for the next two
lessons – the field trip
and the production of a
tourist handbook for
the children in the
4. To collect Where can we Field trip – morning Cameras, note pads, evidence, to use explore in Exeter? session in the Royal maps, guidebook for a fieldwork Where do tourists Albert Museum. ‘Walk Round the City techniques, to use go? Afternoon session Walls’ (Devon CC and interpret maps exploring the City Walls Education Dept.) and plans. and Exeter town Royal Albert Museum
centre. Education Dept.
Group work – each Tape recorder
group given a digital
camera or a normal
camera with a 36
exposure film. They
need to decide which
photographs to take of
Exeter which will give
children in Rome a clear
idea of what Exeter is
5. To record evidence How can we Work in groups to Maps, photographs, Art, English about our locality describe where we produce an information artefacts from everyday and about how the live and the way we book and tourist guide life in Exeter, sound locality is linked live? for the children in the recordings.
with other places. twinned school.
Decide on a route and
draw a ‘tourist trail’ on
a map of Exeter. Make
reference to the places
photographed on the
6. Ask and answer Who was who in Recap work on the Newspapers (Italian and Citizenship, questions about the the Roman Empire? Roman Empire and the British) English past and identify How are decisions Roman Republic. Clarify Internet – Exeter City differences made in Exeter? existing knowledge, Council Citizenship game between ways of class discussion on how – www.exeter.gov.uk
life at different it is different to Pictures of a cross times. democracy now (power section of people in
in Rome depended on society.
family history and
coverage to look at
democracy in Rome and
Play game to rank
various people and
professions in order of
Evaluation – what do we
have in common with
children in Rome?
3. Lesson Plan 6: Links – past and present - between present day Rome and Exeter
Subject: History Date: 25 June 2006
Year: 6 Set: - All No of pupils: 30
Topic Exeter and Rome: The Links – Past and Present
Learning NC H2d describe and make links between the main events, situations and changes within and Objectives*: across the different periods and societies studied and 4b to ask and answer questions and to
NC, ELG select and record information relevant to the focus of the enquiry.
Success By the end of the lesson, you should know more about the Roman version of democracy and
Criteria* in how decisions are made in Exeter and the UK today.
Cross-curricular links/ Literacy – speaking and listening.
Key skills Citizenship – to research, discuss and debate topical issues, problems and events and understand why
and how laws are made and how to take part in making and changing rules.
Review of pupils’ Build on knowledge of the Roman Empire and their own experiences of the world around them and
previous learning/ issues which the children feel strongly about.
Possible misconceptions That the style of democracy in Ancient Rome has not changed (in present day Italy). Preparation/resources Newspapers (Italian and British e.g. newspapers of the same date covering the recent Italian elections).
Internet – Exeter City Council Citizenship game – www.exeter.gov.uk
Photographs of a cross section of people in society.
Sugar paper, pens.
Ask and answer questions about the past and identify differences between ways of life at different Assessment times.
Who was who in the Roman Empire? How are decisions made that effect us in Exeter? Enquiry Question:
1. Outline objective of the next lesson – to find out about how Ancient Rome was governed and how things have changed
2. Recap work on the Roman Empire and the Roman Republic. Clarify existing knowledge, class discussion on how it is
different to democracy now (power in Rome depended on family history and wealth etc).
Activities (differentiated by outcome)
1. Use newspaper coverage to look at democracy in Rome and Italy now. Mixed ability groups – generate ideas in group
discussions, write comments on sugar paper and report back to the class. How have things changed? Do you
recognise any similarities with democracy in the UK? How do you think the media in Italy and the UK have reported
the same election story?
2. Exeter City Council website citizenship game – use IWB for whole class session.
3. Play game to rank various people and professions in order of importance. Mixed ability groups with whole class
debate to discuss decisions. Does family history and wealth still make a difference? Who takes the decisions about
issues which we really care about? How can we get involved?
Class discussion. What do we have in common with children in Rome? Recap of the unit of work, with brainstorm session ideas recorded on the IWB.
Review of pupils’ learning
Classroom management issues
Review of trainee teacher targets