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Who was Boudica?

Boudica (also known as Boudicca or Boadicea and in Welsh as Buddug) was a Celtic Queen who led a rebellion against the Roman occupation of Britain. Although her campaign was initially successful, her forces were defeated at the Battle of Watling Street in 61 AD.

Top 10 facts

• Boudica was a member of the Iceni tribe who lived in Norfolk. The Iceni were initially on good terms with the Romans who had invaded Britain in 43 AD.
• Boudica was married to King Prasutagus and they had two daughters.
• Under  Roman Law  Boudica, as a woman, had no right to inherit her husband’s property. Prasutagus hoped to safeguard Boudica’s position by voluntarily leaving half of his property to the Emperor Nero.
• In 59 or 60 AD Prasutgas died . When Boudica attempted to defy the Romans who had come to seize her property , they had her beaten and attacked her daughters.
• Boudica joined forces with the neighbouring tribe of the Trinovantes to avenge this humiliation.
• Boudica and her army first attacked Roman Colchester (Camulodunum) destroying the hated Temple of Claudius and killing all the inhabitants.
• The Roman Governor and experienced commander of the XIV legion, Gaius Seutonius Paulinus , was in North Wales fighting the Druids when news of the rebellion reached him.
• The Romans sent the IX legion of 4,000 men to confront the rebels but they were ambushed and only those on horses were able to escape.
• The rebels then attacked London (Londinium) and St Albans (Verulamium), burning the Roman cities to the ground and killing  their inhabitants mercilessly.
• The rebels were finally defeated by Paulinus in 61 AD. Paulinus chose the site of the battle well and even though the Romans were massively outnumbered their superior weaponry and training enabled them to inflict a crushing defeat on the Britons.

Boudica Timeline

• c25-30 AD Birth of Boudica
• 43 AD Roman invasion of Britain. Claudius is emperor of Rome.
• c43-45 AD Boudica marries Prastagus

• 59 AD Paulinus appointed Governor of Roman Britain
• c59-60 AD Death of Prastagus
• 60 AD Boudica leads rebellion against Roman occupation
• 61 AD Battle of Watling Street
• c61-62 AD Death of Boudica

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Did you know?

• Over time Boudica’s name has been spelled and pronounced in many different ways. Boudicca and Boadicea are common alternatives.
• It has been estimated that between 70,000 and 80,000 people were killed in the towns of Colchester, St Albans and London by the rebel forces.
• If you dig deep in the soil around Colchester you will find a layer of ash which archaeologists call the Boudican Layer, areminder of the destruction of the town 2000 years ago
• Boudica and her daughters may have taken poison to kill themselves after their defeat.
• The name Boudica means Victoria or Victory .
• Boudica is described as being tall with long reddish brown hair and a harsh voice.
• No one knows exactly where the final battle between Boudicca and the Roman forces took place but it is believed to have taken place somewhere in the Midlands near to Watling Street, the great Roman road.
• Boudica's story has been linked to the lives of two other female British rulers, Elizabeth I and Queen Victoria . Victoria compared herself to the Iceni queen, and the face of the statue of Boudica which is on Westminster Bridge in London resembles her.

Boudica timeline:

• Statues of Boudica and her daughters
• A map showing the territory of the Iceni and surrounding tribes
• Reconstruction of an Iron Age roundhouse
• Gold torcs from Norfolk, possibly part of a hoard of Iceni treasure

The only written evidence we have about Boudica comes from the Roman historian Tacitus , whose father-in-law Agricola actually served in Britain. Tacitus was writing fifty years after the events he was describing but probably spoke to Agricola and had access to other accounts. A later historian, Dio Cassius, also wrote about Boudica, basing much of his history on Tacitus. As these sources were hostile to Boudica they may be biased in their descriptions of her. Archaeologists have found signs of the destruction and burning of the Roman cities of Colchester, St Albans and London from the time of the revolt.

In Celtic society women could rule as queens in their own right and own property. Roman women had only limited rights and were generally supposed to obey their male relatives. The active role that Boudica took in leading her people and rallying her forces before battle, perhaps even in fighting alongside them, made her a particularly disturbing enemy for the Romans.

According to Tacitus, Boudica made a speech and said these words:  "We British are used to women commanders in war; I am descended from mighty men! But I am not fighting for my kingdom and wealth now. I am fighting as an ordinary person for my lost freedom, my bruised body, and my outraged daughters... Consider how many of you are fighting – and why! Then you will win this battle, or perish. That is what I, a woman, plan to do! Let the men live in slavery if they will.

Although the Celts outnumbered the Romans and could be terrifying in battle they were defeated by the Roman military machine . The Celts did not wear body armour and were easily felled by the Roman javelins. The Celts’ long swords required a lot of space to work effectively, whereas the shorter Roman swords were lethal in close combat. The Romans wore protective armour, were better armed and were disciplined and experienced soldiers.

Because the Celts had easily defeated the Romans in the early stages of the rebellion they had grown overconfident . They had brought along their families to watch what they assumed would be an easy victory over Paulinus. The many carts and wagons filled with these spectators blocked the Celtic retreat and meant that the warriors and their families were massacred by the Romans.

Related Videos

Just for fun...

• Sing along to the Horrible Histories Bolshy Boudica Song
• Design your own Iceni face painting
• Print a story about Boudica, then complete an activity
• Read a  children's poem about Boudica
• Listen to the story of Boudica's revolt against Roman rule , based on the accounts by historians Tacitus and Dio, as told in three dramatic BBC audio episodes

Children's books about Boudica

Find out more about Boudica 

• Watch a KS1 BBC Bitesize animation about Boudica
• Watch an animated video about Boudica's life
• Boudica facts for kids from the Kiddle Encyclopedia
• Watch a BBC video about how the Romans conquered Britain and Boudica's rebellion
• Find out about Boudica's attack on Colchester  in a BBC Bitesize video
• The Roman historian Tacitus described Boudica's revolt in his Annals; read his words 
• Is Boudica buried in London? Read the theories and make up your own mind!
• See a short BBC video description of Boudica's importance of a symbol of resistance in British history

See for yourself

• Follow Boudica's steps and visit Colchester
• Visit the Boudica Gallery at Norwich Castle
• Visit the Boudica Statue , Westminster Bridge, London

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Boudica Primary Resource

Learn about the life of the celtic warrior queen, boudica.

This primary resource introduces children to Boudica (or Boudicea). Learn about the life of this Celtic warrior queen. When was Boudica born? Who did she marry? Why was she such an important figure in British history?

In our National Geographic Kids primary resource sheet , pupils will discover the significant events that occurred during Boudica’s lifetime, and learn about the important role she played following the Roman invasion of Britain.

The teaching resource can be used in study group tasks for a simple overview of the life of British Celtic Queen Boudica. It can be used as a printed handout for each pupil to read themselves, or for display on the interactive whiteboard, as part of a whole class reading exercise.

Activity:  Ask the pupils to make a timeline with annotations and pictures to show the key events of Boudica’s life. As an art activity, children could design and create a shield for Boudica to use in one of her heroic battles. The shield could be designed to show important parts of Boudica’s life, such as the name of the tribe she ruled, the towns she conquered, images of herself and her daughters, a motto she might use, etc.

N.B.  The following information for mapping the resource documents to the school curriculum is specifically tailored to the  English National Curriculum  and  Scottish Curriculum for Excellence . We are currently working to bring specifically tailored curriculum resource links for our other territories; including  South Africa ,  Australia  and  New Zealand . If you have any queries about our upcoming curriculum resource links, please email:  [email protected]

This History primary resource assists with teaching the following History objectives from the National Curriculum :

• Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
• know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
• Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ 

• Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. 


National Curriculum Key Stage 1 History objective:

P upils should be taught:

• significant historical events, people and places in their own locality.
• the lives of significant individuals in the past who have contributed to national and international achievements.

National Curriculum Key Stage 2 History objective:

Pupils should be taught about:

• the Roman Empire and its impact on Britain – this could include British resistance, for example, Boudica..
• a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 that is significant in the locality.

This primary resource  also assists with teaching the following  English objectives  from the  National Curriculum :

• Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum

This History primary resource assists with teaching the following Social Studies First level objective from the Scottish Curriculum for Excellence :

• Having selected a significant individual from the past, I can contribute to a discussion on the influence of their actions, then and since

Scottish Curriculum for Excellence Second level Social Studies objective :

• I can use primary and secondary sources selectively to research events in the past..
• I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence .
• I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences  

Scottish Curriculum for Excellence Third level Social Studies objective :

• I can explain why a group of people from beyond Scotland settled here in the past and discuss the impact they have had on the life and culture of Scotland..
• I can describe the factors contributing to a major social, political or economic change in the past and can assess the impact on people’s lives.
• I can discuss the motives of those involved in a significant turning point in the past and assess the consequences it had then and since..
• Through researching, I can identify possible causes of a past conflict and report on the impact it has had on the lives of people at that time.

Scottish Curriculum for Excellence Fourth level Social Studies objective :

• I can make reasoned judgements about how the exercise of power affects the rights and responsibilities of citizens by comparing a more democratic and a less democratic society..
• I have investigated a meeting of cultures in the past and can analyse the impact on the societies involved..
• I can assess the impact for those involved in a specific instance of the expansion of power and influence in the past.

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Boudicca Guided Reading, Homework or Extension Worksheets

Subject: History

Age range: 7-11

Resource type: Worksheet/Activity

Last updated

10 October 2023

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Included - 4 different Guided Reading or homework activities.

• Boudicca cloze-reading activity
• ‘Draw a picture of Boudicca’ based on an authentic description of her
• Boudicca wordsearch and dictionary activity
• Find the nouns, adjectives and verbs in a text about Boudicca (two versions for differentiation).

Perfect for a carousel of Guided Reading tasks, a homework booklet or a selection of extension activities to supplement a lesson on Boudicca.

Worksheets have been designed to let students polish their vocabulary, reading and comprehension skills while learning about Boudicca.

Creative Commons "Sharealike"

Get this resource as part of a bundle and save up to 23%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Boudicca Bundle - Persuasive Extended Writing Lesson and Reading Activities

Included: 1. 35-slide Powerpoint lesson taking students step-by-step through the process of writing a persuasive speech by Boudicca entitled 'Why We Must Fight the Romans' 2. Boudicca Comprehension 3. Boudicca model text of a persuasive speech with features highlighted plus questions about persuasive texts 4. Guided Reading (or homework) activities x 4

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Lesson Plan

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Please note: this lesson was produced as part of the   Nuffield Primary History project   (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full   sequence of lessons available here .

Pupils asked:

• Who was Boudicca?
• What was she like physically and what was she like as a person?
• What did other people think about her? 
• What was her fate and why?

Pupils studied a document and a picture to learn about a historical person through questioning and close observation of written detail. They built up their vocabulary through the visual representation of feelings. They read a Nigerian poem which demonstrated the poetic genre, and modelled the genre by writing their own poetry based upon the historical heroine and the Nigerian poem.

There was a strong link between literacy and history. All lessons were taught during the literacy hour.

(These resources are attached below)

  Primary teaching methods   (including sections on reading books; the visual image; drama and role play; questions and questioning)

Attached files:

• Boudicca: Teachers Notes 13.3 KB PDF document
• Boudicca: Resources 11.1 KB PDF document
• Boudicca: Pupils Work 121.5 KB PDF document

©Copyright Mandy Barrow 2013 primaryhomeworkhelp.com

I teach computers at The Granville School and St. John's Primary School in Sevenoaks Kent.

Follow me on Twitter @mbarrow

Woodlands Junior School, Hunt Road Tonbridge Kent TN10 4BB UK

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