Bundle of summary guides for OCR A-Level Classics: Seneca, Sappho, Plato, Ovid Greek and Roman Men and Women Mythology references in Ovid

A lesson produced for KS3 pupils as a one off lesson to teach about Classical heroes and compare them to modern ideas of what makes a hero. Lesson includes PowerPoint and resources for a treasure hunt activity to find the information.

4 posters including the key features of each period; Baroque, Classical, Romantic and Modern

12 summary sheets for each book of Virgil’s* Aeneid*. These summary sheets allow students to complete an A4 sheet for each book which identifies the main themes and key characters, create a written and visual summary as well as note any scholarship which links to the book and identify literary techniques such as similes and intertextuality. This resource is designed for OCR A-Level Classical Civilisation.

This is a revision booklet for Classical Civilisation, exam paper A ,Myth and Religion, GCSE, OCR. It is included all the 8 and 15 marks questions (essays) from the OCR exam papers with the Mark schemes and the Sources. There is also a guidance for the structure of the questions. The aim is to practice with the questions, understand the structure, memorize information creating your own plans. It is included questions for all the 8 chapters of Myth and Religion. Instructions Read the Structure for the 8 and 15 marker Study the Mark schemes Read the Questions in Yellow Create your plan for every Question *Study the Chapters from the Textbook too. Contents…………………………………………………………………………………Pages **A) 8 Marks Questions **………………………………………………………………………. 4 City Dionysia (Chapter 1.5)………………………………………………………. 6-7 Orpheus & Eurydice (Chapter 1.8)……………………………………………. 8-9 Greek burial process (Chapter 1.7)…………………………………………….10-11 Hercules and Cacus (Chapter 1.2) …………………………………………….12-13 Great Panathenaia (Chapter 1.5) ……………………………………………. 14-15 Pontifex (Rome) (Chapter 1.3) ………………………………………………… 16-17 Sacrifice Vs Visit Temple (Chapter 1.3)………………………………………18-19 Saturnalia (Chapter 1.5) …………………………………………………………… 20-21 Parthenon Vs Temple of Zeus (Chapter 1.3) ……………………………. 22-23 Rome Founder: Aeneas Vs Romulus (Chapter 1.4) …………………. 24-25 B) 15 Marks Questions ……………………………………………………………………. 26 Foundation Stories (Chapter 1.4)……………………………………………. 28-29 Athena Vs Mars (Chapter 1.1, 1.3, 1.5, 1.6)………………………………30-31 Sacrifices (Chapter 1.3)……………………………………………………………. 32-33 Festivals (greatness) (Chapter 1.5)…………………………………………… 34-35 Orpheus Vs Demeter (Chapter 1.8)…………………………………………… 36-37 Romulus Vs Theseus (Chapter 1.4)…………………………………………… 38-39 Heracles/Hercules (Chapter 1.2)………………………………………………. 40-41 Ara Pacis Vs Parthenon (Chapter 1.6, 1.3)………………………………… 42-43 Festivals (Chapter 1.5)……………………………………………………………… 44-45 Symbols of Power (Chapter 1.6)……………………………………………… 46-47 Chapters: 1.1 The Gods 1.2 The Universal Hero: Heracles/Hercules 1.3 Religion and the City: Temples 1.4 Myth and the City: Foundation Stories 1.5 Festivals 1.6 Myth and Symbols of Power 1.7 Death and Burial 1.8 Journeying to the Underworld

This ready-to-use resource contains 10 carefully selected extracts from some of the most important works of classic literature, including Oliver Twist, Great Expectations, Pride and Prejudice, Jane Eyre, Wuthering Heights, Frankenstein, Dr Jekyll and Mr Hyde, Sherlock Holmes, and The War of the Worlds. Each passage is presented in its original language (around 500–600 words) and is followed by 9 tiered comprehension questions: 3 Retrieval – checking key details and understanding 3 Inference – developing deeper thinking and interpretation 3 Analysis – exploring language, structure, and authorial intent A teacher answer key is provided at the end of the booklet for easy marking and discussion. Why this resource? Perfect for homework, cover lessons, or independent classwork Helps students engage with challenging texts in manageable chunks Supports the development of exam skills for GCSE English Literature and Language Encourages close reading, inference, and analytical writing Laid out in a clear, student-friendly format with illustrations for engagement This booklet is ideal for KS3 (particularly Year 8/9), but can also provide stretch and challenge for Year 7 or revision support for Year 10. A flexible, high-quality resource designed to save you planning time, provide reliable cover work, and build student confidence with classic texts.

The following document contains an array of scholarly views in relation to Virgil’s ‘Aeneid’ and has been designed for students studying the OCR Classical Civilisation Specification for ‘World of the Hero.’ It has been broken down into the appropriate sections, with the scholar’s name and their argument, including key quotes. This can be used to accompany the text, for students to incoorporate scholarship into their own answers or to simply annotate. Sections include; Literary techniques and composition  Structure and plot of the epic  Language of the epic, including the use of:  Speeches  Themes  Flashback  Similes  Homeric influence  Context *** Characterisation and Themes**  Concepts, values and behaviour of a Greek and Roman hero  Characterisation of major and minor characters (including Aeneas and Dido)  The role of Aeneas in Rome’s Imperial Destiny  Portrayal of War  Portrayal of Different Nations The Social, Cultural and Religious Context  Moral values implicit in the Aeneid, including pietas and its contrast with furor  Importance of Fate and Destiny  Role of the immortals (and relationship between mortals and immortals)  Family and Friendship  Relationships between men and women, parents and children  Part played by women in the epic and their position in society Historical and Political Background The word document contains an array of scholarly views in relation to Virgil’s Aeneid and has been designed for students studying the OCR Classical Civilisation Specification for ‘World of the Hero.’ It has been broken down into the appropriate books, with the scholar’s name and their argument, including key quotes. There is an opportunity for students to give their own perception of the view and come to the conclusion as to whether they agree or disagree with them.

Whatever Next! A Symbolised Sensory Story Based on Jill Murphy’s Classic Tale" is a captivating, interactive sensory experience designed for SEN and PMLD learners. This resource brings the beloved story of Baby Bear’s adventure to life with a series of symbolised visuals, sensory-rich activities, and engaging prompts that help learners connect with the narrative. Each page of this sensory story invites students to explore different aspects of Baby Bear’s journey—soaring through space, meeting new characters, and experiencing the magic of the adventure. With carefully selected textures, sounds, and visuals like starry skies, fruity scents, and soft materials for tactile play, learners will immerse themselves in the story in a fun and meaningful way. Symbolised vocabulary throughout supports communication and understanding, making it easier for learners to engage with the story on their level. Perfect for classroom settings, therapy sessions, or at-home learning, this sensory story will spark curiosity and creativity while enhancing literacy and sensory exploration. Download “Whatever Next!” for a sensory-filled adventure that brings Jill Murphy’s classic story to life like never before!

These are some resources I put together to teach KS3 (and recap with KS4) about Indian Classical Music.

Designed with the new OCR Classical Civilisation 9-1 GCSE in mind. Students are introduced to Ancient religion in general and the concepts of Hiera & Religio and the contractual nature of worship in the ancient world. In addition to this there is an exercise for students that is designed to compare ancient worship to modern worship and draw out the similarities and differences. There is a wealth of information contained within. The presentation goes through first the Greek gods and then their Roman equivalents. Each of the god's/goddess' areas of patronage are outlined, as are details about their associated mythologies, stories of origin and iconography. An A3 sheet is included to print and photocopy for students to record details about each deity, first for Greece and then for Rome. Primary Sources and GCSE practice questions are included as are model answers which students can use to improve their own answers. A final assessment task is also included which has GCSE rigour and can be used to get an accurate understanding of student's understanding of the topic to GCSE standard. Throughout, all technical terms are explained in 'glossary boxes' and students are encouraged to make a note of these as the lessons progress to build up their own glossary of key terms. The lesson could be easily differentiated for KS3 pupils by cutting out the GCSE style questions and focusing instead on the stories of each god/goddess.

This is a KS3 Scheme of work (I currently teach it at year 9 and a simplified version at year 7) that aims to introduce students to the eras of classical music. Each era involves listening to various pieces, playing a piece of keyboard from that era, and answering theory questions. All of this is supported by a booklet that works alongside the powerpoints and will help show student progression and assessment. There is also a scheme of work document attached, meaning all lessons are clearly explained and can quickly be copied into a cover template for a non-music specialist.

A useful start for Year 8 (and even Year 7) pupils into Classical music. The task is a comprehension with the document - students answer questions based on picking out information from within the comprehension. Pupils then summarise information from the questions to come up with 5 most important points about the Classical era. This is a document I'd re-worded from Wikipedia, adding and omitting bits where I saw fit. There are all kinds of things that can be added on such as more about instrument inventions, more composers, pieces of music etc. Any feedback would be great, thanks!

The second Powerpoint in a series of four exploring the musical features and development of Western Classical Music within (and slightly after) the Common Practice Period. This Powerpoint, designed to aid the teaching of The Classical Period, includes a brief exploration of relevant musical features and the historical context in which the music was written. Includes: Musical and video examples (embedded YouTube clips) Relevant Composers A brief exploration of the musical and historical context Homework/classwork tasks

Worksheet introducing that classical era with information or key features, composer and listening activities.

Three worksheets guaranteed to keep any GCSE Music student occupied for a lesson. Great for cover, homework or revision, these three worksheets challenge students on the differences between the Baroque and Classical Era in a student friendly format. They are differentiated for all abilities, with the basics presented in a scaffolded form, and higher ability questions at the end. A good formation for any essay question. Suitable for all exam boards.

An English crossword featuring questions on classical literature and history.

an overview of conditioning with mention of Skinner and Pavlov

A4 place value chart from thousandths to millions. Print out and laminate. Have fun!