Bearwood Primary and Nursery School
The build was a lot of fun and engaged everyone involved with active problem The solving. You can find out more about the build, what we did and how we did it on the Poole Museum learning blog [https://poolemuseumlearningteam.wordpress.com/2016/06/09/building-a- Roundhouseroundhouse/]. We held a community day to tell people about the project and gather memories of the local area. The school summer fayre was dedicated to the project Projectand provided a showcase for the children to display their work.
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary 18) Teacher Fact Sheet 19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment A teacher’s pack will be released shorty with lots of the lesson plans that the
teachers at the school used throughout the project. There will be more information
on the Bearwood School Inwebsite association [http://www.bear with wood.poole.sch.uk/ ].
WILD ABOUT
POOLE
What is particularly exciting about the project is that it has initiated a sea change in how staff at the school plan and teach. Our research indicates that many schools take a cross-curricular approach to subject delivery, but still teach maths separately. However, what our project has shown is that maths can be delivered in this way and not only is it possible, but it helps with coverage and creates an inspiring context for problem solving.
Laura Bennett and myself are really keen to develop the approach and share what
we have learned. Please get in contact if Wallacecopyright: Memorial Fund. you would like to find out more ([email protected]). Image Image
Contents
3 Introduction - Why we chose to build a school Roundhouse 4-6 Archaeology, Algebra and the Iron Age 7 Life inside a Roundhouse 8 Planning a Roundhouse 9 Round, Round we go again - A Maths problem for year 3/4 10 Round, Round we go again - A Maths Investigation 12 The Importance of the Sun 13 Instructions for making a sundial 15 Roman Numerals to 100 16 Sequencing the Building of a Roundhouse 21 Teacher Fact Sheet - Life in a Roundhouse 22 Why Bearwood? 23 Iron Age Clothes and Textiles 24 Iron Age Food and Cooking 25-27 Bearwood Roundhouse Project Summary and FAQs 28-36 Outcomes for children 38-39 Risk Assessment for Bearwood Primary and Nursery School Iron Age Replica Round House and activities relating
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Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Introduction
At the start of 2015, Bearwood Primary and Nursery School, began The Roundhouse, thinking about the ways in which they could develop the children’s “ learning experiences: engaging them in real life problems that would that you will see on develop a passion for not only history but other aspects of the entering the school curriculum, such as English and Maths. field, is a project that Working in conjunction with Poole The Roundhouse, that you will see Museum, we started to think how on entering the school field, is a the whole school maths could be incorporated into project that the whole school were were able to take the history that the school taught. able to take part in. Every pupil part in. Every pupil in in the school played a part and
Whilst doing so, the idea of creating the learning that took place was the school played a a Roundhouse on the school astounding. part and the learning grounds emerged as a way to “ engage, stimulate and motivate In this pack you will find lessons that took place was pupils with their learning. So when that pupils took part in that can be astounding. September 2015 came, we already used with other groups of pupils Laura Bennett had a vision of where we would - supporting not only Historical Headteacher Bearwood Primary like to go! With support from a learning objectives, but Maths, and Nursery School dedicated group of staff, parents Geography, Art, Design Technology and volunteers and the funding from and English. The Heritage Lottery Fund, we were able to turn our vision into reality. We hope you enjoy learning through Bearwood School Roundhouse, After months of planning, research as much as we did, and hope that and form filling, we were able to future generations continue to do begin the build - which started May so. half term 2016.
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Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Archaeology, Algebra and the Iron Age Archaeology, Algebra and the Iron Age 2014 saw the introduction of a new primary curriculum. The introduction of prehistory in the history curriculum was great news for us here at Poole Museum, as we have a lot of archaeologists on the team. However, the elephant in the room was the increased focus on standards in maths and English. With such a crowded curriculum focussed towards raising standards in these two subjects how could we realistically expect pushed teachers to develop new and interesting prehistory work?
The answer was fairly simple: look and language and socially. To Another fortunate piece in the for ways where archaeology2014 saw can the introductionme, this sounds of avery new much primary like curriculum.puzzle is that The Bearwood introduction School of prehistory help deliver across these core social constructivism, which is a is located in an area of high subjects. And actually,in the a quickhistory curriculumnatural home was for greatarchaeological news for usarchaeological here at Poole activity, Museum, although as we have a review of the mathslot curriculumof archaeologists education. on the team. However, thethis elephant is not well known.in the Inroom the fields was the revealed lots of opportunities.increased focus on standards in maths and English.adjacent Withto the suchschool, a excavations crowded curriculum There is a lot morefocussed content (so towards In raisingall honesty, standards I didn’t make in these these twoin the subjects 1980s revealed how couldintensive we realistically much that any realistic aim to connections on my own. I have settlement from the Neolithic until cover it has to stretchexpect out intopushed teachersbeen working to closelydevelop with new the staff and interestingthe Roman period, prehistory including work? an other subjects), but there is also an at Bearwood Primary and Nursery Iron Age Roundhouse. emphasis on mathematicalThe answer skills wasSchool fairly andsimple: their visionary look for Head ways where archaeology can help deliver and developing reasoning and Teacher, Laura Bennett. Laura saw In discussion with school staff we problem solving. Theacross curriculum these corethe subjects. potential for And developing actually, maths a quickdecided review to build of a the Roundhouse maths curriculum on even explicitly mentionsrevealed practicing lots of opportunities.teaching and learning There through is a an lot morethe school content field. (so Many much other thatpeople any realistic maths in real life aimsituations. to cover It also it hasarchaeology to stretch project, out whichinto othergave subjects),have built but Roundhouses, there is also including an emphasis talks about how mathson mathematical should us skills at Poole and Museum, developing a green reasoning light within and schools problem and with solving. children The be taught through discussion and the support to go ahead. and communities. So we knew we curriculum even explicitly mentions practicing maths in real life situations. It also talks about how maths should be taught through discussion and language and socially. To me, this sounds very much like social constructivism, which is a natural home for archaeological education. To me, this sounds In all honesty, I didn’t make these connections“ on my own. I have been working closely with the staff at Bearwood Primary andvery Nursery much School like social and their visionary
Head Teacher, Laura Bennett. Laura saw the constructivism,potential for developing which maths
teaching and learning through an archaeologyis project, a natural which home gave us at Poole Museum, a green light and the support to go ahead. “ for archaeological Another fortunate piece in the puzzle is that Bearwoodeducation. School is located in an area of high archaeological activity, although this is not well known. In the fields adjacent to the school, excavations in the 1980s revealed intensive settlement from the Neolithic until the Roman period, including an Iron Age roundhouse.
In discussion with school staff we decided to build a roundhouse on the school field. 4Many other people have built roundhouses, including within schools and with children and communities. So we knew we were doing something achievable. What would be unique about this project was the explicit link to children’s maths work.
We started planning early on and involved children from the school on the steering group. Early work included identifying sources of funding and applying for grants. Alongside this, museum staff worked with teachers to explore cross curricular links
and how to bring various maths topics to be covered into the project. The aim was to really inspire the children and give them real life opportunities for problem solving.
Thanks to a grant from the Heritage Lottery Fund we had the money we needed to go ahead. We coppiced some materials ourselves (museum staff, parents and children) and bought other supplies we needed. We built the skeleton of the roundhouse using manpower from the school staff, children, parents and the community. We employed a thatcher to thatch the roof. Children from the school daubed the walls.
In discussion with school staff we decided to build a roundhouse on the school field. Many other people have built roundhouses, including within schools and with children and communities. So we knew we were doing something achievable. What would be unique about this project was the explicit link to children’s maths work. Bearwood Primary and Nursery School
Roundhouse Project
We started planning early on and involved children from the schoolContents on the steering group. Early work included identifying sources of funding1) Introduction— Whyand we chose to buildapplying a school Roundhouse. for grants. 2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
Alongside this, museum staff worked with teachers to4) Lessonexplore Plan—Round, Round We Go Again.cross curricular links
5) Record sheet for Round, Round We Go Again and how to bring various maths topics to be covered6) intoAnswer sheet forthe Round, Round project.We Go Again The aim was to 7) Lesson Plan—The Importance of the Sun. really inspire the children and give them real life opportunities8) Instructions for making a sundial for problem solving. 9) Sundial Gnomon 10) Sundial Base 11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse. Thanks to a grant from the Heritage Lottery Fund we13) hadPictures for Sequencing the money we needed to 14) Lesson Plan - Why Bearwood? go ahead. We coppiced some materials ourselves (museum15) Lesson Plan—Iron Age Clothes staff,and Textiles—Poole Museum parents and 16) Lesson Plan—Iron Age Food and Clothes—Poole Museum children) and bought other supplies we needed. We 17)built Bearwood Roundhouse the Project Summaryskeleton of the 18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse roundhouse using manpower from the school staff, children,20) Schools Pre-History Blog parents and the 21) Examples of Children’s work from Bearwood Primary and School. community. We employed a thatcher to thatch the roof.22) Risk Assessment Children from the school daubed the walls.
were doing something achievable. to bring various maths topics the skeleton of the Roundhouse TheWhat would build be unique was about a lot this of funto be coveredand engaged into the project. everyone using manpower involved from the with school active problem project was the explicit link to The aim was to really inspire the staff, children, parents and solving.children’s maths You work. can find outchildren more and give about them real the life build,the community.what we We didemployed and how we did it on the Poole Museum learningopportunities blog for problem solving. a thatcher to thatch the roof. We started planning early on and Children from the school daubed [involvedhttps://poolemuseumlearningteam.wordpress.com/2016/06/09/building children from the school Thanks to a grant from the the walls. -a- on the steering group. Early work Heritage Lottery Fund we had the roundhouse/included identifying sources]. We of heldmoney a community we needed to go ahead.day to tellThe peoplebuild was a lotabout of fun and the project and gather funding and applying for grants. We coppiced some materials engaged everyone involved with memoriesAlongside this, museum of the staff local area.ourselves The (museum school staff, parents summer active fayreproblem solving.was Youdedicated can to the project andworked providedwith teachers to a explore showcase and children) for the and boughtchildren other to displayfind out more their about thework. build, cross curricular links and how supplies we needed. We built what we did and how we did it on
Another fortunate piece“ in the puzzle is that Bearwood School is located in an area
of high archaeological activity, although this“ is not well known.
A teacher’s pack will be released shorty with lots of the lesson plans that the teachers at the school used throughout the project. There will be more5 information on the Bearwood School website [http://www.bearwood.poole.sch.uk/].
What is particularly exciting about the project is that it has initiated a sea change in how staff at the school plan and teach. Our research indicates that many schools take a cross-curricular approach to subject delivery, but still teach maths separately. However, what our project has shown is that maths can be delivered in this way and not only is it possible, but it helps with coverage and creates an inspiring context for problem solving.
Laura Bennett and myself are really keen to develop the approach and share what we have learned. Please get in contact if you would like to find out more ([email protected]).
The build was a lot of fun and engaged everyone involved with active problem solving. You can find out more about the build, what we did and how we did it on the Poole Museum learning blog [https://poolemuseumlearningteam.wordpress.com/2016/06/09/building-a- roundhouse/]. We held a community day to tell people about the project and gather memories of the local area. The school summer fayre was dedicated to the project and provided a showcase for the children to display their work.
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse. QR Code Video Links 2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse. 4) Lesson Plan—Round, Round We Go Again. 5) Record sheet for Round, Round We Go Again 6) Answer sheet for Round, Round We Go Again 7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial 9) Sundial Gnomon Standard Quality (38MB) High Quality (261MB) 10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse. 13) Pictures for Sequencing 14) Lesson Plan - Why Bearwood? 15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum 16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary 18)A Teacher teacher’s Fact Sheet pack will be released shorty with lots of the lesson plans that the 19) QR codes links to Videos of the Roundhouse 20)teachers Schools Pre-History Blog at the school used throughout the project. There will be more information 21) Examples of Children’s work from Bearwood Primary and School. 22)on Risk Assessment the Bearwood School website [http://www.bearwood.poole.sch.uk/].
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Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Life inside a Roundhouse Outcomes for the children: This workshop is suitable for pupils in Key Stage 2. • Children will have an It lasts for approximately 1 1/2 hours understanding of what life Objectives Covered through the activity: would have been like living in a small contained space.
History • They will be able to make • To develop an understanding of life for everyday people during the Iron comparisons between now Age. and then.
• To make comparisons between now and then. • They will have knowledge of the activities that would Design Technology happen inside a Roundhouse. • To research and develop design criteria. • To generate ideas through annotated sketches. • Children may begin to question why the Roundhouse is round and Activity why they didn’t have more • Question the children as to what life would be like living in a than one room. This could Roundhouse. Take feedback. then be further developed • Share with the children information on what life was actually like in a into a design lesson and Roundhouse (see teacher fact sheet if unsure) expanded explanations. • Ask the children to think about what life would be like to live in this one room, eating and sleeping in the same place. • Ask them to close their eyes and as you describe the things that would be in a Roundhouse, to picture where they think they would put things. • Children to complete the activity sheet - Planning a Roundhouse. • Share their examples and reasons why they have placed things so. • Children to complete activity sheet - Comparing homes worksheet. • What are the biggest differences they notice about life from the era and now. Are there any similarities. • Back in class - children to write a discussion text based on this knowledge.
Resources Required • Teacher notes on life inside a Roundhouse. • Copy of plan for each child to create their annotated sketch of inside a Roundhouse. • Copy of the now and next resource sheet to complete. • If available artefact box hired from Poole Museum to support the children. • Pictures of artefacts that would be seen inside a Roundhouse.
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Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Planning a Roundhouse
• Based on what you have learned about life in a Roundhouse, draw and annotate a floor plan of a typical Roundhouse and the objects you would find inside.
• Some items you might want to include: front door, plants, fire, benches, beds, oven, cauldron, animal skins, hanging herbs, stools, tables, quern, cups, bowls, drinking horns, hanging meat and fish, weaving loom, clay pots, baskets of food.
• Think about what materials would be used to make certain items when choosing colours.
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Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Round, Round we go again - A Maths problem for year 3/4 This activity will take 2 hours - with approximately 1 hour needed for practical maths.
Objectives Covered through the activity:
Maths Information that the children • To measure, compare, add and subtract lengths. would need to support the • To solve problems involving multiplication and division, number facts, solving: place value and addition and subtraction. (NB -This is 2 separate • There is 20 rows of wattling objectives but I have combined them) underneath the daub. • To estimate lengths. • They can count the rafters and purlins from inside t Activity he Roundhouse. Purlins are • Explain to the children that they are going to be problem solving. the horizontal lashings across the rafters. • Bearwood Roundhouse is about 4 metres across. Another school has asked for help. They want to build a Roundhouse like ours. The problem • There is 11 main posts is that we’ve lost the sheet with how much wood we used and ordered. which are buried 25cms • They would like us to give them a list of materials they need to make the down below the ground. basic structure. There is a further 10 posts that are hammered into the • Can you help me solve how much they need to buy? And the lengths of ground approximately wood they need? 15cms down. • What can we do to solve this? What information can we go and get straight from our Roundhouse? • Each knot created - tying on purlins and rafters - needed • How are we going to collect this information? Discuss the use of tables 2 metres of rope. to help us. • Children to work in small groups to solve the problem. Outcomes for the children: • SEN – Give children headings on sheets as a starter – How many posts? How many rafters? How many layers of hazel wood wattling? • Children would have used How many rows of purlins were used? practical maths in a real life • ARE+ Challenge The school think they would like to make their problem solving event. Roundhouse walls 50cm taller than ours? How much more hazel would • They would have used they need? How did you solve this? a range of maths skills • EXT - Set a price for the wood - £5 for 10metres of hazel wood. How and applied them to a much would it cost? greater depth. • It costs £10 for a bundle of thatch - we needed 65 bundles. How much • Children should be able to did it cost? How much more thatch would the larger Roundhouse need? explain their outcomes and justify why they believe their findings to be true. Resources Required • Metre sticks, tape measure and string. • They should be able to • Squared paper/maths books for the children to problem solve on. practically estimate and have a good understanding • Sheets for SEN to record. of what measures are. • Picture of the Roundhouse being built as a guide
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Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Round, Round we go again - A Maths Investigation
What is the How many rows approximate length of wattling 20 of each section are there? between the posts?
How many posts How tall is are there? each post?
How long (approx.) How many rafters do you think are there? they are?
Estimate the length of How many rows each row of purlins. You must put down an of purlins can you estimate for each row – count? as they get smaller each time!
Each knot used How many knots 2 metres of rope – of rope can you how much rope is count? needed?
What other measurements might be useful to take to help you solve this problem?
10
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Round, Round we go again - A Maths Investigation - Answers
What is the How many rows approximate length 40 – 80cms of wattling 20 (24) of each section 60cms approx are there? between the posts?
115cms + 25cms How many posts 21 How tall is underground are there? each post? 1m40cm
How long (approx.) 2m 57cms How many rafters 22 (not including the bit outside) do you think are there? 3m 20 they are? (including overhang)
Estimate the length of 1 - 1m20 How many rows 6 each row of purlins. 2 - 3m You must put down an 3 - 6m of purlins can you estimate for each row – 4 - 8m 92cms count? as they get smaller 5 - 10m 35cms each time! 6 - 11m
Each knot used How many knots 96 - 250 2 metres of rope – 96 x 2 = 192m of rope can you how much rope is 250 x 2 = 500m count? needed?
What other Could take the diameter measurements might of the circle. be useful to take to You could solve costs. help you solve this You could work out problem? the daub.
11
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
The Importance of the Sun. Resources Required An activity for pupils in Year 3/4, but could be used in UKS2. • 1 yellow, blue, green, This activity takes approximately 1 hour. red cone • 4 white cones Objectives Covered through the activity: • Compasses History LI: To be able to understand the importance of the sun for people • Instructions for making in the Iron Age period. sundial • Paper, card, scissors, hard Geography LI: To use an 8 point compass. board, cutting knife Maths LI: To use Roman numerals to 12. • Copies of roman numerals DT LI: To use measuring and joining techniques to make a sundial.
Outcomes for the children: Activity • The children will be able • Explain to the children that our Roundhouse isn’t technically correct. to explain the importance Roundhouses were always built to face the south west. Why do you of the sun to people before think that was? watches and clocks were in-vented. • Discuss with the children the importance of the sun to the people in iron age times. Did they have watches? Explain that as the movement of the • They should know the earth happens, it appears that the sun rises in the east and sets in the points of a compass. west. • They will have learnt how to • Play NSEW game. (This is where you ask the children to run in the make a sundial and why it correct direction.) Ask the children to use compasses to find north. must face north. On the ground put a red cone for north. Use a different colour cone for • The children will have learnt each direction. Add in 8 points - do this by using white cones. how to use roman numerals Ensure that you have north as true as you can to help with the children and can state the values understanding where the sun would be if it was morning etc. of them. • Explain that as time went by the Romans came up with the idea of a sundial – using this theory of where the sun rose and set. They knew that if they place them facing the north they could use this to tell the time.
• Show children roman numerals 1 to 12 as a starter.
• Children to then follow instructions to make their own sundial, putting on the roman numerals. Take them out-side to test.
• EXT - Show children the ways that the romans used numerals to make other numbers.
• Give the children some roman numerals to decipher and also to turn from numbers to numerals.
• Ask the children once back in class to write an explanation of the importance of the sun to the settlers.
12 Instructions for making a sundial.
You will need: A pair of scissors A compass Some sellotape A craft knife A print-out of the two Instructions for making a sundial. sundial templates
You will need: Place the main sheet on A pair of scissors a hard surface and using A compass Instructions for makingthe craft a sundial.knife, cut down Some sellotape the line that says 'cut A craft knife here' (ask an adult to
A print-out of the twoYouhelp willyou). need: Instructions for making a sundial. Bearwood Primary and Nursery School Roundhouse Project sundial templates A pair of scissors
Contents A compass
1) Introduction—Why we chose to build a school Roundhouse. You will need: 2) Lesson Plan - Life Inside a Roundhouse. Some sellotape 3) PlanningPlace a Roundhouse Worksheet to accompanythe Life Inside amain Roundhouse. sheetUsing on the scissors, A pair of scissors 4) Lesson Plan—Round, Round We Go Again. A craft knife 5) Recorda sheet forhard Round, Round We Go Again surface and using 6) Answer sheet for Round, Round We Go Again carefully cut out the A compass 7) Lesson Plan—The Importance of the Sun. A print-out of the two Instructions for making8) Instructionsthe for making a craftsundial a sundial.knife, cut down Some sellotape 9) Sundial Gnomon sundialtemplate templates for the 10) Sundial Base the line that says 'cut 11) Roman Numerals to 100 gnomon, the triangle A craft knife 12) Lesson Plan—Sequencing the Building of the Roundhouse. 13) Pictureshe for Sequencingre' (ask an adult to A print-out of the 14) twoLesson Plan - Why Bearwood? shape. 15) LessonYou Plan—Iron Age Clothes will and Textiles—Poole Museumneed: 16) Lessonhelp Plan—Iron Age Food and you).Clothes—Poole Museum Place the main sheet on 17) Bearwood Roundhouse Project Summary sundial templates
A pair of scissors 18) Teacher Fact Sheet 19) QR codes links to Videos of the Roundhouse a hard surface and using 20) SchoolsA Pre -Historycompass Blog 21) Examples of Children’s work from Bearwood Primary and School. the craft knife, cut down 22) RiskSome Assessment sellotape Place the main sheet on the line that says 'cut AUsing craft the knife scissors, a hard surface and using here' (ask an adult to Acarefully print-out cut of out the the twoOnce you have done Instructions for makingthe craft a sundial.knife, cut down help you). sundialtemplate templates for the that, fold it along the
Instructions for makingthe a sundial line that says 'cut gnomon, the triangleline. here' (ask an adult to shape. helpYou willyou). need: Place the main sheet on
Using the scissors, A pair of scissors a hard surface and using A compass carefully cut out the the craft knife, cut Nowdown place the gnomon Some sellotape template for the the line that says 'cutinside the slit of the AUsing craft the knife scissors, gnomon, the triangle here' (ask an adult sundialto template. You Acarefully print-out cut of out the the twoOnce you have doneshape. help you). must make sure the sundialtemplate templates for the that, fold it along the
Theright gnomon-angle is should at the You will need: Placegnomon, the main sheet the on a hard triangle Usingline. the scissors, carefully cut out • A pair of scissors • A print-out of surfaceshape. and using the craft knife, cut the template for the gnomon, the standbottom up of by the itself, sundial but • A compass the two sundial downPlace the line the that says main ‘cut here’ sheettriangle on shape. youtemplate may need(see picture).to secure • Some sellotape templates (ask an adult to help you).
Using the scissors, • A craft knife a hard surface and using it with some more carefully cut out theOnce you have done the craft knife, cut down sellotape at its base. templateNow place for the the gnomon that, fold it along the the line that says 'cut gnomon,inside the the slit triangleof the Nowline. using the sellotape, Oncehere' (askyou havean adult done shape.sundialto template. You stick the bottom of the that,help you).fold it along themust make sure the
gnonom to the base of line. Theright gnomon-angle is should at theFind north with the stand up by itself, butcompassthe sundial. - you'll need to bottom of the sundialNow place the gnomon youtemplate may need(see picture).to secureslowly turn in a circle
Using the scissors, inside the slit of the it with some more until the pointer points Once you have done that, fold it Nowcarefully place the gnomon cut inside out the theNowOnce using the you sellotape, have stick the done sundial template. You along the line. slit of the sundial template. You bottomsellotap of the gnonome at to theits base base. of north. musttemplateNow make placesure the right-anglefor the the isgnomon at thethat, sundial. fold it along themust make sure the the bottom of the sundial template
(seegnomon,inside picture). the the slit triangleof the line. right-angle is at the shape.sundial template. YouNow using the sellotape,bottom of the sundial must make sure thestick the bottom ofOnce templatethe you (seefind north,picture).
Theright gnomon-angle is should at theFindgnonom north to withthe basetheplace of the sundial on a stand up by itself, butcompassthe sundial. - you'll needflat tosurface and line up bottom of the sundialNow place the gnomon youtemplate may need(see picture).to secureslowly turn in a circlethe arrow on the top of inside the slit of the it with some more until the pointer pointsthe sundial so it points Once you have donesundial template. YouNow using the sellotape, sellotape at its base.north. north. Make sure the sun that, fold it along themust make sure thestick the bottom of the is shining!
line. right-angle is at thegnonom to the base of The gnomon should stand up by FindNow north withusing the compass the - you’ll sellotape, Once you find north, place the the sundial. itself, but you may need to secure need to slowly turn in a circle until sundialbottom on a flat ofsurface the and line sundial up it with some more sellotape at its thestick pointer pointsthe north. bottom oftheOnce templatethe arrow on youthe top of(seefind the sundial north,picture).
base. so it points north. Make sure the Findgnonom north to withthe basethe of sunplace is shining! the sundial on a compassthe sundial. - you'll needflat tosurface and line up Now place the gnomon slowly turn in a circlethe arrow on the top of inside the slit of the until the pointer pointsthe sundial so it points sundial template. YouNow using the sellotape,13 north. north. Make sure the sun must make sure thestick the bottom of the is shining! gnonom to the base of right-angle is at the bottom of the sundialthe sundial. Once you find north, template (see picture).
place the sundial on a flat surface and line up the arrow on the top of theNow sundial using theso itsellotape, points north.stick the Make bottom sure ofthe the sun is shining! gnonom to the base of the sundial.
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment 3 4 6 5 2 1
12 Cut here Sundial Base Point this North Point this 11 10 8 6 7 9 The Gnomon
14
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Roman Numerals to 100Roman Numerals to 100
1 I 21 XXI 41 XLI 61 LXI 81 LXXXI
2 II 22 XXII 42 XLII 62 LXII 82 LXXXII
3 III 23 XXIII 43 XLIII 63 LXIII 83 LXXXIII
4 IV 24 XXIV 44 XLIV 64 LXIV 84 LXXXIV
5 V 25 XXV 45 XLV 65 LXV 85 LXXXV
6 VI 26 XXVI 46 XLVI 66 LXVI 86 LXXXVI
7 VII 27 XXVII 47 XLVII 67 LXVII 87 LXXXVII
8 VIII 28 XXVIII 48 XLVIII 68 LXVIII 88 LXXXVIII
9 IX 29 XXIX 49 XLIX 69 LXIX 89 LXXXIX
10 X 30 XXX 50 L 70 LXX 90 XC
11 XI 31 XXXI 51 LI 71 LXXI 91 XCI
12 XII 32 XXXII 52 LII 72 LXXII 92 XCII
13 XIII 33 XXXIII 53 LIII 73 LXXIII 93 XCIII
14 XIV 34 XXXIV 54 LIV 74 LXXIV 94 XCIV
15 XV 35 XXXV 55 LV 75 LXXV 95 XCV
16 XVI 36 XXXVI 56 LVI 76 LXXVI 96 XCVI
17 XVII 37 XXXVII 57 LVII 77 LXXVII 97 XCVII
18 XVIII 38 XXXVIII 58 LVIII 78 LXXVIII 98 XCVIII
19 XIX 39 XXXIX 59 LIX 79 LXXIX 99 XCIX
20 XX 40 XL 60 LX 80 LXXX 100 C
15
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Sequencing the Building of a Roundhouse. Resources Required This activity is suitable for children in KS1. • Laminated pictures of the Could be adapted and used with pupils in LKS2. It lasts for 1 and 1/2hours. Roundhouse at its various stages of build. Objectives Covered through the activity: • Whiteboards to solve the History length of time it took to • To use evidence to sequence events in chronological order. make the Roundhouse. (This is also a year 1 maths objective) • To show an understanding of the process they would have gone through Outcomes for the children: to build a Roundhouse and the impact on their lives. • Children will have a Maths secure understanding • To solve problems relating to time. of the process of building a Roundhouse. Activity • They will understand • How long do you think it took to build the Roundhouse? that the Roundhouse was time consuming to make • Tell the children that it took 2 full days from 9 until 5pm to build the and that they would framework. 3 1/2days (9:30 –3:30)or the thatcher to thatch the probably be work-ing for at roof, 2 days to daub it (9:30 –3:00) and 1/2 day (9:30 –12)to Lime wash least a week - depending the building to make it water tight. Remind them that we had up to on the help they had. 10 adults helping on some days! • The children will have • How many days did it take? Can you solve that in hours? Children to shown that they understand use whiteboards to solve how long it took. sequencing using chronology. • Discuss with the children what they think the settlers would have needed to do prior to the building and where they would be sleeping so that the children have a good understanding of how hard it must have been.
• Explain about the need to collect enough wood and source the material. How hard would it be when they would be mostly using flint axes to chop trees down etc. Also if they were building a new home, would they need to leave family behind? Walk back and forward between old and new homes? Children to discuss.
• Explain to the children that you have some images of the building of the Roundhouse. Explain to the children that they are going to work in teams to see if they can sequence the images based on the building process of the Roundhouse.
• Children organise and sequence into a recognisable order - discussing how they knew which had come first etc.
• EXT - Back in class - Children to write a diary of being a person building a new Roundhouse. The diary should show the hardship and the time it took. They should think about how many people are helping to build as it is impossible on their own.
16
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
17
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
18
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
19
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
20
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Teacher Fact Sheet - Life in a Roundhouse.
Depending on the sizes of the Roundhouse, many families or extended family would live inside a single Roundhouse. A Roundhouse is technically one large room, where all activities would take place.
Making a Roundhouse. for heating and cooking purposes. Meat and fish would often be hung Roundhouses are traditionally The fire pit would be created in the from the rafters so that it could be built with the doorway facing the middle of a clay vase, imbedded smoked by the ongoing fire, which south-west. This is believed to be into the floor. This would hopefully would help to preserve it. If not something to do with the path the stop the ashes and fire from they would have barrels which they sun takes, to allow the inhabitants spreading to the rest of the building. would store the meat in – once it to know it is morning, but also so It would often have a cauldron had been salted. that the front of the house would suspended over it that would be receive the most warmth from the constantly boiling water, soups, They would also hang herbs around sun, when the women would often stews etc. the Roundhouse, to give the meat be outside working – weaving, and fish hanging flavour and to dying wools etc. The Roundhouse As the time period progressed, take away some of the smells from door would have more than likely the famers and workers became inside. The herbs would be used for been an animal skin, but in later talented craftsman who would medicines too. Roundhouses, it may have been have created tools from flints and wooden. Wooden Roundhouse eventually bronze and iron. They A bread oven would on occasion doors would have definitely been would have used these skills, to be built inside the Roundhouse, decorated with special carvings and create furniture – benches that but more often outside. This would paintings to keep evil spirits from would double up as beds, stools, have been not to dissimilar to what entering. low tables, chests made out of we now know as a traditional pizza wood and leather. They would oven. Roundhouses are built with stakes create many soft furnishings, into the ground in a circular fashion, such as mattresses from hay and They would love to feast. before a flexible wood (often hazel feathers, floor coverings from Traditionally they ate pork, beef, but it could be made from whatever animal skins and blankets also game, fish, cheese, curds, milk, they could find in the local woods) made from animal furs. butter and porridge. They gathered was woven in and out of the main nuts and seeds and grew their own stakes. This is called wattling. Other fabric items would have been vegetables and grains. The roof would be constructed of made from the women using huge a frame of wood, supported and looms to weave the wool they had Querns. tied together by handmade rope. dyed into beautiful cloths. Every Roundhouse would have its Walls would be covered in daub – own quern. A quern was made of a clay mix that traditionally would Food and Farming. two heavy round stones that would be made from clay, mud, manure, Food would be gathered from the be used to grind corn and wheat hay, horse’s hair and human hair. farm land and the forests around into flour so that they could make This mix would be applied over the them in willow baskets. They could bread. walls and allowed to dry in the sun; be made by weaving the Willow it would provide adequate warmth reeds, not too dissimilar to the and protection from the weather. wattling of the Roundhouse, into Often the walls would be covered in quite intricate shapes. a form of lime wash that would seal the walls for greater protection. The They would also make clay pots to roof would be made from reeds and store their foods. also the traditional thatch we see today. Other items that they would need would be wooden plates and bowls, Inside a Roundhouse. drinking horns (for drinking ale) and Most Roundhouses would have a wooden hooks to hang their food central fire in the middle of the room from.
21
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Why Bearwood? Outcomes for the children: This activity is suitable for children in LKS2, but could be adapted to suit pupils in UKS2. • Children will have a clear understanding It should last approximately 2hours. of why people chose to settle in Bearwood. They Objectives Covered through the activity: will be able to state the things that the settlers need History to build a life (Adequate flat • To make connections between the past and the present - looking at the land, suitable woodland history of our locality. area for foraging, ac-cess to Geography a river/stream for water) • To be able to use OS maps and plans, to make conclusions as to why • They will have learnt Bearwood was a suitable place to settle. to read OS maps and English understand some of the • To write an explanation as to why an original Roundhouse was built in its symbols. location, using paragraphs to structure the writing. • They will have experience of looking at historical Activity excavation plans.
• Why have we built an Iron Age Roundhouse in the school field at Bearwood?
• Explain to the children that in the field next to the school, there is archaeological evidence that shows there was in fact an Iron Age settlement in Bearwood.
• Show the children the maps which highlight the Roundhouse.
• Why do you think they settled here in Bearwood? What would they need?
• Have a look at OS map of the area. Explain to the children that OS maps are very good as they show the landscapes easier without the buildings.
• Discuss with the children why they think that it was a good place to build a Roundhouse, based on evidence on maps.
• Children write an explanation as to why they feel that the people who built the Iron Age Roundhouse chose to settle where they did.
Resources Required • Plans of the excavation site for the children to look at and use. - Bearwood Roundhouse and FAQs. • OS maps of the area
22
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
WILD ABOUT
Iron Age Clothes and Textiles.
POOLE This workshop is suitable for Key stage 2 children learning about Prehistory. 15 pupils max. 1 hour
Learning Outcomes Activity Resources required
Pupils will: • Question the children ‘how long • Teacher fact sheets ago was the Iron Age and what • Have an understanding of how did people wear?’ • Pictures of bog bodies archaeologists know about what people wore during the Iron Age • Share with the children • Bone tools information about how people • Wool and flax • Imagine how people lived during lived and what they wore. (Refer the Iron Age to the fact sheet provided) • Carders • Have an understanding about • Question the children – ‘How do • Wooden drop spindles how to survive using natural we know what people wore?’ resources (Refer to the fact sheet provided). • Loom/loom weights • Learn some simple weaving • Look at the evidence – pictures • Ribbon techniques and dyeing processes of bog bodies. • Plants and vegetable copyright: Wallacecopyright: Memorial Fund. • Question the children ‘How were • Dyes
Image Image clothes made?’ (refer to the fact sheet).
• What does the evidence show (refer to the fact sheet provided).
• Look at the evidence – wool, bone tools, small looms, spindle whorls, loom weights.
• Question the children ‘How do we make wool into clothes?’
• Give them some wool to turn into thread.
• Children to have a go at spinning, carding and weaving (refer to fact sheet).
• Play the human loom game (refer to the fact sheet)
• Question the children ‘How was clothing coloured?’
• Examine a selection of plants and vegetables for dye-have a go (refer to the fact sheet).
23
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
WILD ABOUT
Iron Age Food and Cooking.
POOLE This workshop is suitable for Key stage 2 children learning about Prehistory. You will need to prepare a wood
fire before the activity starts. 15 pupils max. 1 hour
Learning Outcomes Activity Resources required
Pupils will: • Question the children ‘how long • Teacher facts sheets ago was the Iron Age and how • Learn about Iron Age cooking do we find out what life was like • Pictures of bog bodies techniques, changes in so long ago’. agriculture, trading and farming. • Utensil remains • Share with the children • Have an understanding of how • Replica cooking vessels, baskets, information about how people pots archaeologists learn about how lived (refer to the fact sheet people used to live, hunt, farm, provided) • Recipe cards and food forage and cook (see ingredients list) • Look at the evidence – pictures • Learn how to make Iron Age stew of bog bodies, bones, seeds, • Foodstuff for display (see list) and bread shells, utensil remains. • Evidence- bones, seeds, pottery • Learn about where food comes • What does the evidence show fragments, shells, dried fish from (refer to the fact sheet provided) Wallacecopyright: Memorial Fund.
• Tripod, chain, trivet. Image • Look at ingredients that would have been available during the • Cauldron, griddle Iron Age • Fire wood, newspaper, matches • Ask the pupils ‘What’s missing?’ • Buckets of water, soap, paper • Compare and contrast towels. ingredients available today and • Mixing bowl, wooden spoons, during the Iron Age jug,vegetable knives, chopping • Show the pupils how to prepare boards, paper cups, ladle, paper the vegetables and make a basic plates bread dough
• With guidance children to prepare and cook vegetable stew and bread (see recipes and fact sheets)
• Cook the stew in a pot over the open fire and griddle the bread.
24
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Bearwood Roundhouse Project Summary and FAQs
1. What is a roundhouse? based on the evidence I’ve just • The roof of a roundhouse always described: has a 45 degree pitch, that gives A roundhouse is a small one the conical roof structural roomed building which is round in • Roundhouses nearly always integrity and allows the rain to shape with a conical roof. face East/South East. We think run off. Also having a 45 degree this is to follow the sun and we 2. When were roundhouses pitch makes it very easy to work call this the sunwise path. This built? out how tall the house will be idea is supported by where and how long the rafters should artefacts are found in and Archaeology tells us that be if you know the diameter around roundhouses – with roundhouses were built from the of the house (in this case 4m). daytime/living activities in the Bronze Age (up to 5000 years Can you solve this mathematical southern portion of the house ago) and into the Iron Age (2000 problem? years ago). Roundhouses are and slightly odd ritual type or mostly closely associated with the sleeping activities in the northern • The number of rafters equals the Iron Age. portion. number of wall posts.
3. What do roundhouses look • Experiments from Butser ancient 4. Why we decided to build a like? farm suggest that there is no Roundhouse at Bearwood? hole to let smoke escape at the This was a fantastic learning We don’t know for sure. Our ideas peak of the conical roof. They opportunity to engage children are based on three strands of tried building a house with a vent in an active way, to get them to evidence: and it caused the fire from solve mathematical problems • Archaeological evidence the hearth to be sucked up and (e.g. how tall is the roof), to bring (circular patterns of posts and burned the house down! I have history to life and to celebrate the sometimes a circular ditch when to say I don’t think people had archaeology of the area (which rain ran off the roof). fires indoors in the Iron Age. few people know about). There is virtually no evidence The roundhouse will stand for at • Modern examples of buildings for indoor hearths, but evidence least 30 years and with a bit of that also show the same for hearths outside – but that’s a regular maintenance will stand patterns of post-holes. E.G. bigger debate. African roundhouses. We call this ethnographic analogy.
• Experimental archaeology. E.G. let’s build something and see if it leaves the same evidence we see in the archaeological record. We are basically conducting an archaeological experiment with the Bearwood roundhouse.
You can see some pictures showing the archaeological evidence for a roundhouse found in the field adjacent to Bearwood Primary and some examples of other ‘experimental’ roundhouses at the end of this document.
There are some other things Excavation picture from the early 1980s showing the archaeological features, including the Roundhouse post-holes. we know about roundhouses
Excavation picture from the early 1980s showing the archaeological features, including the roundhouse post-holes. 25
A plan of the archaeological site. Can you see where the roundhouse was?
Can you see it now – I’ve added a circle.
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing 14) Lesson Plan - Why Bearwood? 15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum Excavation picture16) Lesson Plan—Iron Age Food fromand Clothes—Poole Museum the early 1980s showing the archaeological features, including the 17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog roundhouse post-holes.
21) Examples of Children’s work from Bearwood Primary and School. Excavation picture22) Risk Assessment from the early 1980s showing the archaeological features, including the roundhouse post-holes.
A plan A plan of of the archaeological archa site.eological site. Can you see where the roundhouse was? Can you see where the Roundhouse was?
A plan of the archaeological site. Can you see where the roundhouse was?
Can you see it now – I’ve added a circle.
Can you see it now – I’ve added a circle. 26 Can you see it now – I’ve added a circle.
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School. This is a reasonable idea of what22) roundhousesRisk Assessment might have looked like inside and out.
indefinitely. Think of it as an outside classroom space, somewhere to write, somewhere to play, somewhere to tell stories.
5. Who built the Roundhouse at Bearwood? The community! A team of intrepid volunteers from the PFA coppiced wood to build the skeleton back in January 2016.
More volunteers put the structure together over May half term.
After the half term break, a thatcher put the thatch on and had time to show volunteers how to do it and talk to the children.The walls were daubed by groups of children, from Nursery through to Year 6.
6. How was the Roundhouse paid for? A grant from the Heritage Lottery Fund (HLF) paid for the majority of the project (c. £8500). There was a commitment within this funding for Bearwood Primary Here’s a large roundhouse. Here’s the ‘skeleton’ of a 5m diameter to raise £300 through community events – such as Roundhouse being built in North Dorset. the summer fayre and cake sales. Here’s a large roundhouse.
Here’s the ‘skeleton’ of a 5m diameter roundhouse being built in North Dorset.
A couple of slightly smaller ones. Here’s a large Roundhouse. A couple of slightly smaller ones.
A couple of slightly smaller ones. Here’s a large roundhouse.
The evidence for what was inside a This is a reasonable idea of what Roundhouses Roundhouse is limited, but here’s an idea. might have looked like inside and out.
This is a reasonable idea of what roundhouses might have looked like inside and out. The evidence for whatA wascouple inside of slightlya roundhouse smaller is ones limited,. but here’s an idea.
27
The evidence for what was inside a roundhouse is limited, but here’s an idea.
The evidence for what was inside a roundhouse is limited, but here’s an idea.
Here’s the ‘skeleton’ of a 5m diameter roundhouse being built in North Dorset.
Work Produced By Pupils in Year 1
Outcomes for children
By doing this project, all children had a hands on experience, that developed their understanding of the Iron Age period. It gave them a real purpose to their learning and the engagement of the pupils was fantastic.The following images show a selection of just some of the outstanding work that was produced by each year group. Work Produced By Pupils in Year 1 Work Produced By Pupils in Year 1
Work Produced By Pupils in Year 1
28 Work Produced By Pupils in Year 1
29 Examples of Year 3 Work
WorkExamples Produced of YearBy Pupils 3 Work in Year 3
30 Work Produced By Pupils in Year 3
31 Year 3 Maths Problem Solving
Work Produced By Pupils in Year 3 Maths Problem Solving
Year 3 Maths Problem Year 3 MathsSolving Problem Solving
32 Work Produced By Pupils in Year 3 Maths Problem Solving
33 Work Produced By Pupils in Year 4
34 Work Produced By Pupils in Year 5
35 Work Produced By Pupils in Year 6
36 Notes
37
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Risk Assessment for Bearwood Primary and Nursery School Iron Age Replica Round House and activities relating.
Probability ratings: Severity ratings: 1. Improbable: unlikely to occur. 1. Minimal risk: no injury. 2. Possible: may occur. 2. Moderate risk: cuts/bruises etc. 3. Probable: likely to occur. 3. High risk: broken bones/burns etc. 4. Certain: common/frequent. 4. Major risk: death/disability
Control measures Additional Time/Date action Area/Activity Potential Hazard Probability Severity to be taken measures required to be taken
Iron Age Round Trips and Slips 2 2 Clear instructions Children reminded During session in House and information to stay still or round house given before seated during entering sessions.
Iron Age round Burns and smoke 2 3 Clear instructions Children reminded During sessions House – fire pit inhalation and information to stay seated and near round house. outside of the given before below smoke line, building. nearing the fire pit. not to step near or over fire.
Have buckets of water and fire blanket on hand Staff to be trained before activity Fire to be extinguished after activity ceases.
Iron Age Round Exposed beams 2 2 Clear instructions Children not Iron Age Round House and wattling given about staying allowed near House – potential for clear from the edge building outside of splinters, knocks of the round house. taught sessions. to head, edges of Teachers to expect Area chained/ thatch catching children to walk to roped off when not eyes. minimise potential. in use. Parents reminded about expectation to keep children away whilst entering school – via website and newsletters.
Make regular Make minor repairs visual inspections to daub and Iron Age Round Deterioration of 3 4 of the Round thatch in a timely Before activities; House Round House House before manner. Undertake after bad weather; structure meaning activities and a more thorough at the end of winter it loses structural particularly after inspection at the integrity and may a long period of end of winter collapse no use or bad (knocking beams weather. to check for rot)
Iron Age Round Banging head on 2 2 Reminder for adults Adult to go inside During visit to House - Porch entering the round and children to first, whilst another Roundhouse. house. duck while entering adult directs the building. Only children in. one child at a time to enter through the doorway.
38
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon
10) Sundial Base
11) Roman Numerals to 100
12) Lesson Plan—Sequencing the Building of the Roundhouse.
13) Pictures for Sequencing
14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
16) Lesson Plan—Iron Age Food and Clothes—Poole Museum
17) Bearwood Roundhouse Project Summary
18) Teacher Fact Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
Control measures Additional Time/Date action Area/Activity Potential Hazard Probability Severity to be taken measures required to be taken
Uneven ground Trips and Slips 2 2 Reminder to Clear expectations During activities around the round children to walk of behaviour whilst around the round house around the area working around the house – this may and carefully place Roundhouse. not be linked footing – especially to going in the near the daub pit. Roundhouse.
Use of Bread oven Burns, smoke 2 3 Clear instructions Children to remain When using bread inhalation given as to where seated and await oven. is appropriate to sit direction from and about staying adult. Adult to away whilst fire lit. put items to cook inside the bread oven.
Handling objects Cuts from sharp 1 2 Clear instructions Reminders during During session edges on old given by teachers/ session. First aid objects museum staff on available at all what and how to times – via school handle any relating office of TLA’s. artefacts.
Craft Activities Cuts from scissors, 1 1 Supervised activity Children asked to During session linked to Iron Age glue allergy, work in specified - making rope, reaction to dyes area weaving, dying used. wool.
Wattling Splinters, wood 2 2 Small groups at a Stakes to weave During sessions snapping back on time to take part. between already children Supervised at in place. Thinnest all times. Expert pieces of hazel guidance given. available used. Straight cut edges.
Daubing Allergic reaction 2 2 Children spoken to Bowls of water During sessions to mix, rubbing before undertaking available to rinse clay into eyes, of the activity. Initial hands immediately. breathing in dust. clay and water to be First aid available. completed before Face masks to children help with be worn by adults the mix to minimise during initial mix. the risk of children inhaling dust from the clay.
Decorating walls of Allergic reaction 1 1 Adults to have Bowls of water During sessions the Roundhouse to natural dyes. assured they have and soap to be Splashing dyes updated allergy list. available to rinse into eyes. hands. First aid available via TLAs and school office.
39
Bearwood Primary and Nursery School
Roundhouse Project
Contents
1) Introduction—Why we chose to build a school Roundhouse.
2) Lesson Plan - Life Inside a Roundhouse.
3) Planning a Roundhouse Worksheet to accompany Life Inside a Roundhouse.
4) Lesson Plan—Round, Round We Go Again.
5) Record sheet for Round, Round We Go Again
6) Answer sheet for Round, Round We Go Again
7) Lesson Plan—The Importance of the Sun.
8) Instructions for making a sundial
9) Sundial Gnomon Designed & Printed by Shadow Design Bournemouth 10) Sundial Base
11) Roman Numerals to 100
Bearwood12) Lesson Plan—Sequencing the BuildingPrimary of the Roundhouse. & Nursery School
13) Pictures for Sequencing
www.bearwood.poole.sch.uk14) Lesson Plan - Why Bearwood?
15) Lesson Plan—Iron Age Clothes and Textiles—Poole Museum
Baron’s16) Lesson Plan— IronRoad, Age Food and ClothesBearwood,—Poole Museum Bournemouth BH11 9UN
17) Bearwood Roundhouse Project Summary
0120218) Teacher Fact590703 Sheet
19) QR codes links to Videos of the Roundhouse
20) Schools Pre-History Blog
21) Examples of Children’s work from Bearwood Primary and School.
22) Risk Assessment
In association with
WILD ABOUT
POOLE
copyright: Wallacecopyright: Memorial Fund. Image Image