Full PowerPoint lesson involving the classical conditioning element for Behaviourism included in the Approaches topic. This lesson is normally taught towards the beginning of the course, so I have tried to make the lesson as collaborative as possible to begin building relationships with their peers. All resources needed are included in this bundle. They include: Scavenger hunt card sorts A3 worksheets to accompany scavenger hunt Little Albert cartoon study P.s. not sure why the previews are formatted dodgy, but I promise they’re fine once downloaded! Reviews and feedback are hugely appreciated!

This worksheet can be used in your lesson to teach or recap classical conditioning, The worksheet includes a match up task for key terms. An application of knowledge task and a PEEL paragraph match up task.

Designed for the OCR GCSE Classical Civilisations specification for ‘‘Literature and Culture.’’ All five knowledge organisers/summary sheets cover the prescribed books (Book 9, 10, 19, 21 and 22) and include a general overview of the plot of each section, major characters, major themes and analysis.

An detailed introduction to classical Functionalist theory. All inclusive Presentation with tasks.

This resource can be used either as a slideshow when delivering lessons on design periods/movements and introducing students to the more well known designers. I have printed each slide, laminated them on put them up in the workshop/graphics room as a permanent display for reference. As a starter I set students questions about each product design and they have to research and find he answers by looking at each printed slide. Can be used to start s design task by asking students to develop ideas using slides as inspiration or starting point.

A monopoly game designed for students to buy the symphonies throughout the Western Classical Tradition. Use elements of music money to purchase the symphony that you would like. Students must present appropriate elements in order to buy. Stop on a ‘chance’ or ‘community space’ slot to collect more elements. Land on a period (Early Classical, Mature Classical, Early Romantic, Late Romantic) to get a timed look at a cheat sheet card with common characteristics for that time. Buy a patron and get paid a wage every time another player lands on your employer! Perfect for EDUQAS A Level Music revision. Also comes with a Development of the Symphony revision sheet. This makes a great prep revision lesson to recap example symphonies and their features. (Recommended to print the board onto A3 and the cards onto A4. Print pages 1&2 and 3&4 double sided. Counters and houses also included to print)

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 is a fully comprehensive guide to Roman City Life for OCR GCSE Classical Civilisation. In each of the knowledge organisers there is a “Stage in a Page”. Covering all of the required AO1 with additional AO2 support. This includes both the culture and literature. The literature has themes and summaries to support pupil progress and understanding. This is produced by a Head of Classics and valued by pupils who have used this for revision.

Full revision Guide for all of the Myth and Religion module for Route 1 of GCSE Classical Civilisations for the OCR 9-1 Specification. The following revision guide has been designed for the OCR GCSE specification for Classical Civilisations: Myth and Religion. It includes summaries of all topics covered in the eight topics in condensed revision notes, with relevant prescribed sources. The 64-page long document provides revision notes for: The Gods Heroes (Hercules) Temples Foundation Myths Festivals Myth and Symbols of Power Death and Burial Journeying to the Underworld At the end of each section, there is a glossary of key terms. Towards the end, there are a range of exam questions for students to attempt and an overview of the question types found within the examination.

I created these tasks mainly to hit the NC statement, “increasing their familiarity with a wide range of books, including…modern fiction, fiction from our literary heritage…” after realising that many of my pupils had never even heard of (let alone read) many of the classic stories from our heritage. These tasks provide samples and accompanying tasks from 15 classics (both older and modern.) Please note: the 75 files were too large for one listing on TES, so I’ve compressed them into a zip file. I’ve also uploaded one lesson separately (Hound of the Baskervilles) so you can see the resource. What’s Included: *15 complete reading comprehension lessons, made up of: -The extract in Microsoft Word format -The extract in Notebook format (for Whiteboard projection) -Questions with response spaces (plus points per question, like SATs papers) -Just Questions (for higher ability pupils or just to save on photocopying!) -Suggested answers (my TA does these tasks with small groups, so the answer sheet comes in handy) Useful for: -Whole-class comprehension lessons -Small group work (E.g. Round Robin Reading Groups) -Boosting / extra support for poor readers Titles: -Alice in Wonderland -Great Expectations -Northern Lights -Stardust -Stig of the Dump -The Butterfly Lion -The Hound of the Baskervilles -The Lion, the Witch and the Wardrobe -The Secret Garden -The Star of Kazan -The White Giraffe -The Wind in the Willows -The Wizard of Oz -Treasure Island -Wonder

This lesson is designed to be the first lesson for students who have no prior knowledge of Classics/Classical Civilisation/ The Classical world. It will work well as the first lesson for students who are studying Classical Civilisation at GCSE. it is designed to give students a real sense of period so that they can contextualise their learning in subsequent lessons. All worksheets referred to below are included as whole slides in the .pptx file and are located at the specific point in the lesson when they are designed to be used. The lesson begins with a discussion surrounding what ‘civilisation’ means. This is followed by a worksheet to be printed A5 size (pictured) which introduces students to the Geography of the area. It is deliberately more visual than ‘wordy’ in nature as students can stick it in and refer back to it when they need to know where Italy/Greece are in relation to the UK. A discussion surrounding BC/BCE and AD/CE then follows in terms of interpreting dates. A timeline with empty boxes is then included for students to fill in in their books. On this timeline is already printed some famous events in history that students will probably have some prior knowledge of. The point of this excercise is to see how BC/BCE dates work (backwards) and to show the Greeks and Romans existed a long time before anything else they will have studied in History lessons. It also allows students to see that the Greeks preceded the Romans at their peak. Another gap-fill exercise follows (with answers) which introduces students to basic information about Ancient Greece (There is no further information on Rome in this lesson as it is assumed students will progress onto a thematic study of Ancient Greece following this lesson). A video link explaining democracy is also included as a final thought for the lesson with student coming up with their own definition of democracy at the end. This will help them analyse Athens’ democracy in later lessons.

Classics at Cambridge isn't just studied as a period in the past, but looks at how classical culture, language and philosophy have affected the history of Western civilisation right up to the present day. The Faculty of Classics is one of the most dynamic of its kind, with an exceptional reputation for teaching and research. Our course encompasses the history, culture, archaeology, art, philosophy and linguistics of classical antiquity and the study of original texts and artefacts.

(Leave a review for a free model answer to an essay question) Classic study: Baddeley (1966) worksheet (EDEXCEL) Includes a fact-file worksheet to complete for AO1 Evaluation questions to complete for AO3 Rate or slate it on a 5 star scale for 10 different things

Scheme of Work (6-8 lessons) Objectives • To learn about different genres, composers, instruments and musical forms from the Classical Era (1750-1820), • To apply this knowledge when listening to an unfamiliar piece • To sing both a song and an opera aria from the Classical Era • To understand how both accompanying patterns and melodies can be created from notes in the underlying chords (using the major triads G, D, A, C and F) • As a result, to be able to play both an accompanying (‘oom-cha’) pattern and a melody (for a minuet) on the keyboard • To compose one or two 8-bar section(s) of music, using chords and melody, which can be used as another section of a minuet in either ternary or Rondo form Lesson Overview • Lesson 1: Schubert’s ‘The Trout’ and Strophic Form • Lesson 2: Gluck’s ‘What is life’ and Rondo form • Lesson 3: Consolidation of Classical Vocal music • Lesson 4: Haydn’s ‘Emperor Quartet’ and Variation form • Lesson 5: Mozart’s Minuet and Ternary Form • Lesson 6: Consolidation of musical forms • Lesson 7: Beethoven’s Fifth Symphony and Sonata Form* • Lesson 8: Conclusion* * Optional lessons which may be omitted for a six-lesson scheme of work Subject-specific vocabulary • Composers: Schubert, Gluck, Mozart, Haydn, Beethoven • Genres: song, opera, aria, symphony, minuet • Voices, instruments and their groupings: soprano, alto, piano, string quartet, orchestra • Forms: strophic, rondo, ternary, theme and variations, sonata form Assessments • Performing (singing) – Schubert’s ‘The Trout’ or Gluck’s ‘What is life’ • Performing (keyboard) – adaptations of accompaniment to ‘The Trout’ or Mozart’s Minuet • Composing – additional 8-bar section(s) for Mozart’s Minuet • Listening – exercise on unfamiliar piece in last lesson

Some lessons based on OCR Classics GCSE but can easily be adapted for KS3 as well

This resource/booklet was designed for 2-weeks worth of cover. The booklet enables to pupils to explore ‘Indian Classical Music’ and ‘Bhangra Music’ through thoery and then through a range of given tasks; Questions and answers (based on the given the theory) Crosswords Drawing tasks Wordsearch tasks This resource could also be used ‘normal’ lessons too (not cover) while studying Indian Music. Thank you for view/download my resources.

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.

A PPT which can be used as a single lesson task or a series. Introduces students to the De Stijl iconic chair and is a design and modelling based lesson. Students follow complex plans to produce a scale model in a series of different media. As well as producing technical drawings which are required for the NEA. Planned for AQA GCE DT this resource could be used for other exam boards or GCSE as it is one of the designers/movements required for the course.

Sherlock Homes. Features of the detective story and reading to deduce and infer meaning.

An English crossword featuring questions on classical literature and history.