Invaders and Settlers

Overview

This 60-minute History lesson introduces Reception pupils (ages 4-5) to the basic concepts of invaders and settlers, focusing on the Romans' arrival and departure in Britain. The lesson aligns with the Early Years Foundation Stage (EYFS) Framework under the Understanding the World - Past and Present strand, laying foundations for historical awareness in an age-appropriate way.

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Learning Objectives

By the end of this lesson, the two pupils will:

• Understand and describe simple concepts of invaders and settlers in relation to people who came to live in new places. (EYFS - Understanding the World: Past and Present)
• Know where the Romans came from with sensory and visual aids to support learning.
• Recognise key dates: the Roman invasion in 43 AD and their departure in 410 AD, using a timeline with visuals to sequence events.

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Curriculum Links

• EYFS Framework:
  • Understanding the World: Past and Present - Children talk about past and present events in their own lives and in the lives of family members.
  • Children show interest in different occupations and ways of life.

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Resources Needed

• Large illustrated map of Europe and Britain (cartoon style, simple)
• Soft Roman soldier helmet and shield toy props
• Picture cards: invader, settler, Roman soldier, British tribal people (Iceni)
• Simple timeline strip with images (rocks, castles, Roman helmet, broken wall, children playing)
• Storybook or short narrated video (2-3 mins) about Romans coming to Britain
• Whiteboard and coloured markers
• "Roman coins" (plastic or paper replicas) for hands-on engagement

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Lesson Structure

1. What Are Invaders and Settlers? (20 minutes)

Introduction (5 mins):

• Sit with the pupils in a circle. Show picture cards of invaders and settlers.
• Explain simply:
  • "Invaders are people who come to a new place and try to live there, sometimes by force."
  • "Settlers are people who move to a new place to live peacefully."

Activity (15 mins):

• Role play — one pupil is an 'invader' (wearing the Roman helmet) and the other is a 'settler'. Using toy shield & props, demonstrate how an invader and a settler might act differently.
• Ask pupils what might happen when invaders come? How might settlers feel?
• Draw simple faces on the whiteboard: happy (settling) and surprised/confused (invaded) for pupils to relate emotions.

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2. Where Did the Romans Come From? (15 minutes)

Explanation (5 mins):

• Show the large map. Point to Italy and explain, “The Romans came from a country called Italy. It’s far away from Britain.” Use the word “far” and 'travelling a long way' to connect to pupils’ experiences.
• Use a simple analogy: “They travelled like when we go on holiday but a very very long time ago!”

Activity (10 mins):

• Sensory learning: Pass around a small box with items representing Italy and Roman life (plastic olive, toy chariot). Pupils guess their meaning while hearing simple facts about Romans.
• Repeat the journey from Italy to Britain on the map with a toy Roman soldier figure — pupils move the figure step-by-step to Britain.

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3. When Did Romans Invade and Leave Britain? (25 minutes)

Story Time (5 mins):

• Read a very simple story about the Romans invading Britain in 43 AD and leaving in 410 AD, emphasising: “A long time ago, nearly 2000 years!”
• Show book pictures or video.

Timeline Creation (15 mins):

• Together with pupils, place picture cards on the timeline strip:
  • Roman soldier arrives (43 AD)
  • Romans build roads and walls (middle of timeline)
  • Romans leaving Britain (410 AD)
• Use large colourful numbers to highlight years in a child-friendly way (“43 is a small number, 410 is a big number!”).

Hands-on Counting Game (5 mins):

• Give pupils “Roman coins” to place on the timeline at the invasion and departure points to reinforce learning. Ask: “Can you give 43 coins here and 410 coins here?” (Use fewer coins or piles to keep manageable, focus on concept of “more” and “less” as well as counting).

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Assessment and Reflection

• Note pupils’ ability to explain in their own words what an invader and settler are during the role-play.
• Ask each pupil to point on the map where the Romans came from and where they went.
• Pupils place key picture cards correctly on the timeline, showing understanding of sequence and time passing.
• Use simple observation notes on engagement, participation, and correct use of vocabulary for invaders, settlers, and Romans.

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Differentiation and Support

• For support: Use more visual aids and guided telling with repetitive phrases.
• For extension: Encourage pupils to draw their own Roman soldier or settlement scene.
• Encourage turn-taking and language modelling to support expressive vocabulary.

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WOW Factor Suggestions

• Begin with an authentic Roman soundscape (marching footsteps, trumpets) played quietly in the background to create immersive atmosphere.
• Use a large pop-up Roman tent or toy fort for interactive play during role-play.
• End with letting pupils dress up with Roman cloaks or laurel wreaths to bring history alive.

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This detailed, immersive and age-appropriate plan ensures Reception pupils meet foundational History objectives by engaging with key concepts relevant to their stage, while meeting the statutory Early Years standards of the National Curriculum for England.