w/c 25th April (to w/c 9th May inclusive)
Pupils arrived at school to discover posters dotted around informing the public of the soon to open Visitor Centre at the local animal sanctuary. Photos on the posters showed our children at work in the sanctuary so they immediately knew that this was their team.
We created a map of the site which included the soon to open Visitor Centre.
We then began thinking about the animals we cared for. Having used books and iPads to find out more about our chosen animals, we created information profiles and painted pictures – all to be displayed in the centre.
Agreeing that a local walk might be a nice way for visitors to experience the flora and fauna to be found in the area we went on one ourselves. During the walk we mapped our trail, noting landmarks and physical features of the land. We also stopped intermittently to notice and sketch the plant-life.
On returning to the Visitor Centre we began to think about how to help visitors identify the plants. We began to create classification keys to do this for both the flowering and non-flowering plants.
The following week we went hunting for mini-beasts and created tally charts of what we had found. When unsure we used pre-prepared classification keys to help us identify them.
With all displays ready for the opening of the Visitor Centre we began to think about security. We explored electric circuits and used our knowledge to create pressure pad switches that could be used in doorways to detect people entering the building.
w/c 16th May
(Class teacher on Y5/6 residential so most learning out of context this week)
The sanctuary received a letter from the daughter of a local lady. Her mother is elderly and is to be moved to London to live with her family. This meant that she would need to leave behind two horses and the daughter wondered if the sanctuary could take them on for her.
Our employees had a few questions to ask of the daughter and so telephoned her (teach in-role) to find out more. After some discussion, mainly about financial implications, it was agreed that we would take the horses.
The sanctuary map was explored further and it was decided that stables would be built at the bottom of the field.
w/c 23rd May
Time moved forward several weeks to the beginning of excavations for the building of the stables. During this work some bones were discovered and after deep examination and carbon dating by archaeologists was found to be a human skeleton dating back to around AD 60.
After some research about the difference between male and female skeletons, particularly focusing on the skull, it was decided that the skeleton was a male. We also used a teeth chart to identify any missing teeth – mainly the back molars which seemed to have fallen out.
The skull had significant damage and the skeleton was found with an ancient torc dating back to 100BC as well as some Roman coins.
Looking at the facts, as well as the unknown, many questions were raised and lots of theories suggested. Explanations of our theories were then written up by the children. Although there was still much to learn, we realised that the dating of the skeleton took us to around the time of the Roman invasion of Britain.
Next day we went into role as Celts from this time. They were secretly meeting with a Queen (teacher-in-role) who was asking for the tribes to join together and fight back against the Romans. Having researched Celtic dress and weaponry the children created life-size drawings of some of these tribes-men.
HALF TERM
w/c 6th June
One pupil was able to identify that the Queen speaking to the tribe was the famous Boudicca and so the pupils spent some time researching the reasons why she wanted to lead an attack. We used drama to explore key points in her life leading up to this decision.
We also looked at the writing of Cassius Dio and used his description to create our own interpretation of Boudicca, which now hangs in the classroom watching over us all.
w/c 13th June
Using the knowledge we had gained so far we were able to go into role once again as Boudicca and the Celts and explore the reasons why they were willing to fight, despite previous defeats.
The children wrote from the point of view of one of these Celtic warriors, explaining their inner most feelings. Some were ready and willing to fight, but others, despite their outwardly presentation, were certainly concerned about what this might mean for them.
w/c 20th June
In order to be able to plan our attack on Colchester, we needed to understand the might of the Roman army and so spent some time researching this. We created information posters which explained the differences between the Celts and the Romans in terms of military strength.
Once again in role, the Celts were asked to swear allegiance to Boudicca before any secret plans could be formed. Many of the warriors spoke words of commitment to the Queen, however some refused. These people were held aside and the remaining Celts discussed what should be done with them and why. Death? Torture? Imprisonment? Nothing?
After a long debate, the warriors decided to choose temporary imprisonment. They couldn’t risk the secret of attack getting to the Romans. Anything more wasn’t possible – they may be friends or family of ours, and they haven’t really done anything wrong.
However, talk of trust also led to concerns that there may be other traitors amongst those that had committed. How can we trust everyone?
With this worry in mind, the group had no choice but to get on with the battle plan. Using maps of Colchester at that time, the warriors formed plans of attack and shared them with one-another. The best ideas were given to Boudicca and the warriors awaited the final plan.
w/c 27th July
With concerns about any potential traitors in our army, we thought about what reasons warriors on the Iceni side would have to go against them. The children drew the private thoughts of these possible traitors. These included having friends/family who had died in previous battles with the Romans, having friends/family living in Colchester and so being worried for their safety during the attack, feeling forced into battle and afraid of the outcome, unhappy about a woman leading the fight and those who wanted to side with the Romans and willing to handover our secrets in exchange for protection/wealth.
On the opposite side, we returned to those who adored Boudicca and looked at Odes. We then created our own Odes to Boudicca, as if from the point of view of her most loyal followers.
Finally, we watched a film about Boudicca to find out what happened after the attack on Colchester – all in preparation for our visit to Colchester Castle on Sunday.