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Transcript of Romans
Recording and editing the performance/show
The Romans and us!
What is Cross-Curricular Learning?
Segedunum 'Strong Fort'
Zone of Proximal Development - the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.
(Vygotsky, 1978, p. 86)
On Site Tasks
Often the most memorable learning
experiences, helping us to make sense of the
world around us by making links between
feelings and learning. They stay with us into
adulthood and affect our behavior, lifestyle
(Learning Outside the Classroom Manifesto, pg.3)
Pupils 'should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation'
(National Curriculum, 2014, p.176)
Our Pre - Visit
Discussion about their pre-visit tasks, building on their knowledge, vocabulary and use of emotion. (Introduce TP & Role Play area)
Complete two forms of writing, firstly, descriptive. Create a 'Newspaper Article' about a topic researched within the 'visit'
secondly, write a letter (focussing on structure of the letter) taking form of a charater of choice (ensure clear opening and closing of paragraphs)
Role play area - 'games and simulations enable students to solve real world problems in a safe environment and at the same time enjoy the process' (Bhattacharjee and Gosh, 2013)
Script of show relating to subject; ie Come Dine With Me, Grand Designs, Eggheads
Pupils to write script and record their performance.
Pupils should use 'Sketchbooks to record their observation and use them to review and revisit ideas' (National Curriculum, 2014, p.177)
Read Roman Numerals to 100 (I to C) (National Curriculum, p.120)
'Roman Numerals should be put in their historic context so pupils understand that there have been different ways to write whole numbers and that the important concepts of zero and place value were introduced over a period of time' (National Curriculum, p.120)
Work on learning Roman Numerals by applying them to real life situations ie. on the face of the clock.
Start with simple sums and then progress to using coins created in art to buy items in role play area. Pupils will be able to reflect on the difference between Roman coins and money now.
'Describe positions on a 2-d grid as coordinates in the first quadrant, describe movements between positions as translations of given unit to the left/right and up/down, plot specified points and draw sides to complete a given polygon' (National Curriculum, p.125)
As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes and of the formation and use of landscapes and the environment p.184
Human geography, including: types of settlement and land use... pg.184
Be able to use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies pg.187
Class discussion on materials and what children believe to be the most suitable to build a fort.
Children will then be asked to design their own fort labeling material choice and why they have made this choice.
Allocated lesson time to allow the children to build their own version of a fort.
National Curriculum: Living Things and their habitat
Recognise that living things can be grouped in a variety of ways, identify and study plants in their habitat. Pupils may work by making simple guides/keys to identify local plants.
Recognise that environments can change and that this can sometimes pose dangers to living things.
Explore examples of human impact (both positive and negative) on environments, for example the positive effects of nature reserves and the negative effects of population and development.
Link to Geography & Landscapes
English & Art link
Full class discussion on the impacts of human geography.
Plot the Lot interactive game at Segedunum allows the children to view and decide on possible landscape/land use for the area -this will be referred to in class discussion and in relation to the written task.
National Curriculum: Human/Physical Geography, fieldwork.
History Link -maps and history of the land/Roman settlement
Use sketchbooks to record various coins that pupils see at Segedunum. Reflect upon drawings in the classroom to help create their own coins out of clay, discuss in partners which ones to make and why.
Resources available at Segedunum
Fill in the appropriate task sheet relating to the herb garden when visiting Segedunum. Children will be asked to pick out three herbs, making a sketch of each and including a brief description of the plant.
Task - Art Link
- Using the Roman coins made in Art, pupils can create their own archeological dig. By placing them on specific coordinates pupils should be able to make given shapes. If resources are available pupils can also work interactively on a smart board.
Watch video of landscape shot at Segedunum and discuss both the change in view and use of the landscape.
Written task about the changes and impact to the landscape at Segedunum, referring to the past, present and any future ideas for its use.
Sketch and label a map of what the children think Segedunum looked like at the time of the Roman settlement.
Segedunum - 'Strong Fort'
Pre Visit Tasks
Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action pg.36
Reading and re-reading, and rehearsing poems and plays for presentation and performance give pupils opportunities to discuss language, including vocabulary...pupils should be encouraged to use drama approaches to understand how to perform plays and poems to support their meaning' (pg.37)
Flower Sketching and description for later classification
Independent research on the different areas, people and settings in the Roman fort.
Sketch Roman Coins
If resources available, use cameras to record trip for future reference.
To argue against the importance
of ICT in the primary curriculum is
to ignore the increasing digitisation
of information worldwide. This will
require digital literacy of all children
for their full participation in society
(Rose, 2009, pg. 70)
Art and History Link
(Farmery in Kerry , 2015, pg.75)
When the skills, knowledge and attitudes of a number of different disciplines are applied to a single experience, problem, question, theme or idea, we are working in a cross curricular way (Barnes, 2015, p.11)
NARRATIVE PIECE OF WRITING
DESCRIPTIVE PIECE OF WRITING
'Children engaging in out-of-school and outdoor education, to study landscapes, settlements and habitats that bring together valuable insights into hiostory, geography, science and technology, mathetatics and enviornmental sustainability from common starting points' (Independent review of primary curriculum final report (2009:47)
'As geography is all about people, places and environments, it links into every area of our lives and to every area of learning -a definite curriculum jewel.' (Geographical Assiociation 2007)
EXAMPLES OF WORKSHEETS
Using peer feedback (as TV critics) to promote active learning
Assess previous knowledge
Independent research into Segedunum