Section 1: Why do people move away from where they were born?
Discuss the children's and their families' experiences of moving home to live either in a different part of the country or in a different country. Use a map to establish where they moved to and from. Encourage the children to suggest why they or their families moved, and list the reasons given. Help them to sort the reasons into those where families chose to move and where they had to move.
Take opportunities to use and explain words like settlement, emigration, immigration, refugee, and how these are different from words like invasion, conquest.
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Section 2: Who invaded and settled in Britain a long time ago?
Ask the children to find the dictionary definitions of the words 'invade' and 'settle'. Ask them to write their definitions in a two-column grid. Lead a discussion to develop the children's understanding of these terms.
Give the children cards with words and phrases that could be connected to either invasion or settlement, eg stay, arrive, conquer, land, visit, remain. Ask the children to place the cards in the correct columns on their grids. Ask them to feed back where they placed each word and why.
Establish that groups of people have been visiting, invading and settling in Britain for a very long time. Ask the children to look at the class time line and pick out the people and events they have already learnt about, eg the Great Fire, Florence Nightingale. Discuss with the children whether these people or events happened a long time ago, and which occurred the longest time ago.
Give the children pictures of a Roman and Celtic person. Encourage them to suggest clues that indicate these people lived a long time ago. Help the children to place the pictures at the appropriate place on the time line.
Give the children pictures showing a variety of Roman and Celtic images, eg in armour, in battle, town life, country life, home life. Ask the children to sort them first into Roman and Celtic groupings, and then into invasion and settlement groupings.
Discuss with the children the relationship between invasion and settlement.
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Section 3: Who were the Celts and who were the Romans?
Ask the children to locate the Roman period on the class time line. Tell them that they are going to find out about the Romans and also about the Celts, who lived in Britain before the Romans arrived. Give them information about and pictures of the Celts and/or the Romans. Ask the children to complete a three-column grid with the headings: 'How they did things', 'Celts', and 'Romans'. In the first column children can list aspects such as dress, belief, language, towns, farms, art, technology. They can use the other two columns to compare the two ways of life.
Discuss the children's answers with them, drawing their attention to similarities and differences.
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Section 4: Who was Boudica?
Show the children images of Boudica. Ask them to describe what they see, drawing their attention to the differences in how she is portrayed. Discuss with the children what kind of person they think she was and why they think this. Ask the children to record their findings. Help them to find evidence that confirms or contradicts their ideas.
Read two different descriptions of Boudica. Ask the children to identify similarities and differences between the stories.
Ask the children to draw a picture of Boudica and write a short description of what they think she was really like.
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Section 5: What happened in AD 60?
Tell, read, or ask the children to read, the story of Boudica's revolt. Ask them to retell the story in storyboards. Ask the children to read a different version of the story, eg a play, and look for similarities and differences between the two stories.
Ask children to compare the two interpretations of the story by answering targeted questions.
Discuss with the children the causes of the revolt and, with their help, arrange the causes in order of importance.
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Section 6: What were the short-term and long-term results of Boudica's revolt?
Discuss with the children the immediate consequences of the revolt for the Celts and the Romans and record these on a big piece of paper. Also discuss the longer-term impact of the revolt on Britain.
Ask the children to think about how a Celtic or Roman survivor of the revolt might feel. Provide them with a suitable sentence-starter and ask them to write about the results of the revolt from the point of view of either a Celt or a Roman. Discuss with the children why people might view the revolt differently.
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Section 7: How did the Romans change Britain when they settled here?
Arrange a visit to a Roman site. Before the visit, tell the children that many Romans settled in Britain and introduced some of their customs and ways of life, eg towns, baths, new forms of religion and farming methods. Tell them that the Celts responded by building villas and adapting Roman styles of pottery and dress.
Ask the children to suggest what they would like to find out about on their visit. Develop a list of questions for them to use at the site. Take the children to the site and look for evidence of Roman lifestyles. Help the children to answer the prepared questions.
After the visit, ask the children to create a classroom display, or produce a child's guide to the site they visited.
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