• Key Stage 3
  • Key Stage 4
  • Sixth Form
  • Assessment
  • Enrichment
  • In classical studies we shall be looking at a variety of topics relating to the culture of the Ancient Greeks and Romans. Students in Year 8 have two lessons per fortnight in which we study several areas including mythology, architecture and daily life. We use the lessons to enhance and develop literacy skills and students are encouraged to do further research as well being given the opportunity to be imaginative and creative. The Year 8 curriculum provides a taste of the sort of topics included at GCSE level. The skills being developed such as knowledge, discussion, understanding, evaluation and analysis will benefit students across all subjects and key stages. Please have a look at the photos in order to see some examples of the creative pieces completed for homework. The topics covered in Year 8 will include the following:


    Classroom activities

    Pupil homework tasks

    Gods and goddesses: names and powers




    The Titans and Olympians



    Theseus and the Minotaur



    Daedalus and Icarus


    Perseus and the Gorgon

    Draw symbols, diagrams in books, posters, rote learning

    What is classical studies? Spider diagram of ideas.

    When were classical times? Timeline. How long did the classical period last?

    Table of names and symbols

    Story of the Titans and Olympians. Adjectives: vile, gruesome, grotesque, hideous, disgusting, savage, terrifying etc

    Family tree of Cronos and Rhea: two pictures and description


    Theseus and the Minotaur key names: Athens, Aegeus, Medea, Crete, Minos, minotaur, labyrinth, Ariadne

    Pictures with ship, string, key and sword


    Daedalus and Icarus key names: Icarus, Daedalus, Talus, Athens, mediterranean sea, Crete, Minos


    Perseus and the Gorgon key names: Acrisius, Danae, Delphi, Zeus, Perseus, Medusa, Seriphos, Dictys, Polydectes, Graeae


    Golding’s illustrations. Discovering Greek mythology

    Learning for class test; preparing an advert (poster)




    Find a map showing the Atlas mountains



    Designing (and making) a labyrinth



    Designing (and making) a medallion commemorating flight


    Find a picture of Medusa

    Greek architecture: temple design, layout and decoration; influence on modern architecture

    Group work observing postcards and pictures. Diagrammatic and illustrative work. Poster display of classical architecture in modern times. Observations of pictures in discovering the Greeks. Identify Doric, Ionic and Corinthian. Look at classical architecture in Norwich.

     Kinaesthetic practice.

    Collect pictures of classical architecture. Produce a poster.


    Roman gods and goddesses

    The Roman Empire  


    Roman towns




    Roman roads

    Diagram / symbols of names and powers.

    Where was the Roman Empire? Use Rome the Empire.

    Which goods were produced where in the empire? Use time traveller book.

    The city of Rome. Use time traveller book and evidence sheet about life in Rome.

    Typical features of a Roman town. Use Roman towns power point, map of Roman Norfolk and plan of Caistor St Edmunds.

    Roman technology: use Rome the Empire and power point to look at aqueducts.

    Do a diagram about the advantages of height/gradient and distance.

    Use Rome the Empire and Powerpoint.

    Do a spider diagram and do true/false statements.

    Learn for tests  

    Find a map of the Mediterranean

    Explain the importance of trade

    Roman baths






    Roman entertainment  


    Do a diagram of a caldarium. Use Rome the Empire. Look at what Seneca says about the baths.

    Draw a diagram of the hypocaust heating system.

    Draw a diagram of the order of rooms in a bath house. Do the fill in the blanks sheet into books.

    Use Powerpoint and Rome the Empire and time traveller. Do observations and spider diagram. Focus on using evidence. Watch part of Ben Hur and do fact and fiction.

    Amphitheatres: Use time traveller book and power point. Draw diagram for 8 main points. Independent learning task to use ICT and sheet in student resources.




    Find and label a diagram of the Circus Maximus 

    The Roman army  

    The Boudican revolt


    Importance of the army, recruitment and rewards.

    Death of Prasutagus, dissatisfaction of the Britons, challenge of Boudica, destruction of Colchester, London and St Albans, defeat and death of Boudica.


  • GCSE Classical Civilisation

    Why study classics?
    If you are interested in the Greeks and Romans and their mythology and culture, you should consider doing classics. You do not have to have studied classics before; you only need to have an interest in the ancient world and how people lived. If you enjoy English, history, religious studies and art, there will be plenty to keep you interested and motivated throughout the course. Classics is all around us every day, from architecture to language, and the study of the classical world helps you to understand and appreciate the world we live in.
    What areas would you study?
    We will study how the Greeks lived and how they contribute to our way of life through art, architecture, democracy and literature. We will study the stories of the Trojan Wars through the eyes of the Greek hero, Odysseus. We will also study the tough and highly disciplined Spartan society.
    How do you learn?
    Class work will consist of a variety of approaches including group work, individual assignments and projects, and shared tasks. You will also have the chance to do role play and class presentations using IT. Previously we have been able to visit the British Museum to see the artefacts, as well as visiting closer archaeological sites at Colchester and Caistor St Edmunds in order to study Roman Britain. Visits have also taken place to Provence.
    How are you assessed?
    75% examination; 25% controlled assessment
    Where will this take me post-16?
    We have one of the few sixth forms that offer classical civilisation at A-level. Some students have gone on to study ancient history, classical languages (such as Latin), and archaeology after their A-levels but you don’t have to be thinking of careers in classics in order to find the subject useful. This subject will help you to develop your writing and thinking skills, just as any other GCSE would, and it tells people that you are interested in a topic that’s a little bit out of the ordinary.
  • a-level Classical Civilisation

    Examination Board: OCR 

    Introduction and Structure

    The study of ancient civilisations is most likely to appeal to those who have an interest in history, philosophy, literature and art and it is not necessary to have any prior knowledge of the classical world. Our aim is to discover what it was like in the times of the great philosophers, writers, sculptors, artists and historians. We uncover the past through source material such as plays, artefacts and epic poetry. The first year focuses on the origins of western drama and literature by studying the plays of the great playwrights and the epic poet, Homer. The second year focuses on Greek art and architecture and its influence on western art and design as well as the society, culture and values of the Romans through the writings of Virgil.

    The aims of the course are for students to:

    • develop an interest in, and enthusiasm for, the classical world
    • acquire, through studying a range of appropriate sources, knowledge and understanding of selected aspects of classical civilisation
    • develop awareness of the continuing influence of the classical world on later times and of the similarities and differences between the classical world and later times
    • develop and apply analytical and evaluative skills at an appropriate level
    • make an informed, personal response to the material studied

    Candidates will study four units:

    Greek Tragedy

    The principal focus of this unit is on literature, society and values. The unit is also concerned with history, philosophy and religion. The set texts will be: Aeschylus’ Agamemnon, Sophocles’ Ajax and Euripides’ Medea and Trojan Women.

    Homer's Odyssey and Society

    The principal focus of this unit is on literature, society and values. The unit is also concerned with history and archaeology. Candidates must study Homer's Odyssey. Passages for the commentary questions will be selected from books 4–12, 18–22.

    Art and Architecture in the Greek World

    The principal focus of this unit is on art, architecture and religion. The unit is also concerned with society and values. Candidates must be familiar with the specified free-standing sculpture, architectural sculpture, vases, and temple architecture.

    Virgil and the World of the Hero

    The principal focus of this unit is on literature, society and values. The unit is also concerned with history, politics and religion. Candidates must read the prescribed books selected from Virgil’s Aeneid and Homer’s Iliad.


    Each unit is assessed by a 1 hour 30 minute written examination. The examination consists of a question based on the sources and an essay style question.

    Careers and Progression

    Classical civilisation is an arts subject and therefore opens doors to many types of university courses and careers without being an essential qualification for many. University courses are available in classical civilisation/studies, and there are joint honours courses involving classical subjects. The skills and knowledge developed throughout this course are transferrable and of value in a wide variety of non-subject specific careers such as accountancy, management, local government, teaching or the civil service as well as the more obvious paths into archaeology, tourism or museum work.

    Entrance Requirements:

    Minimum requirement: 6 GCSEs Grades 9-4 (or equivalent), including Grade 4 or above in English and maths

    Strongly recommended: Grade 5 in English

    Recommended: Grade 5 in classics (if taken)

  • Classics Assessment and record of progress







    Thorough (tests, written work, oral feedback)

    Sound (good tests, accurate written work)

    Sometimes satisfactory tests, written work mostly accurate


    Greater application and accuracy needed


    Regularly contributes

    Occasionally contributes

    Rarely contributes (only when asked)

    Hardly ever contributes (even when asked)


    Confidently expressed in written work

    Developing through discussion and written work

    Written answers need expanding and explanation

    Written work includes some main points


    Confidently expressed in written work, demonstrating an understanding of the bigger picture

    Developing through discussion and written work

    Written answers need expanding and explanation

    Written work includes some main points


    I am curious and observant and I can recall and talk about information (e.g. names/places)


    Key Stage 3


    I can give examples when I answer questions and use subject specific terms



    I can select information and sources. I can choose examples and describe events



    I can discuss, explain events, observe and analyse evidence



    I can investigate and use evidence to support ideas. I can make comparisons


    Key Stage 4


    I can demonstrate understanding of events and actions by appraising and predicting outcomes



    I can evaluate the usefulness of evidence



    I can synthesise skills of analysis and evaluation




  • At GCSE and A-level, we visit museums, such as the British Museum and Fitzwilliam in Cambridge and archaeological sites in Colchester and Caistor. Mrs Barker reguarly organises a visit to Roman sites in Provence for all pupils studying classics from Year 8 and above.

    British Museum, Fitzwilliam and Colchester