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.

This PowerPoint leads the children through two extracts from classics (Lord of the Flies and Treasure Island) - there are questions linked to the texts (including vocabulary choices, inference, and summarising the text). Prompts then follow to allow children the chance to still work independently, with clues to the mark allocations. There then follows the mark scheme. This process is repeated for both extracts. There are also two ‘Going deeper’ questions. I have used this with my children in class with great success. Due to the complexity of the text, this can be used with older children.

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.

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 handy booklet for all prescribed visual sources for the Myth and Religion (J199/11) component of the Classical Civilisation GCSE from OCR. Sources have very basic dates/information with space for students to make additional notes and annotate further details. Designed specifically as a revision booklet but can be used throughout learning to accumulate notes on each visual source. The contents includes reference to the OCR literary sources booklet (available on the OCR website) which can be used alongside this for a complete booklet of visual and literary sources. Sources included: Metopes of Heracles/Hercules from the Temple of Zeus at Olympia South metopes of the Centauromachy from The Parthenon Sculptures from the East and South friezes of the Amazonomachy from the Temple of Apollo Epikourios at Bassae Images of the Pantheon (Rome), including layout and front inscription Images of the Temple of Fortuna Virilis (Portunus) in Rome, including layout and temple The statue of Augustus from Prima Porta The Ara Pacis, including layout and select scenes

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.

This tested and well-received resource is an entire and ready to teach scheme of work with resources covering Classical music and primarily aimed at developing solo playing. The resource comes with a student’s booklet accompanying the Ppt with class and listening activities; it also includes self-assessments and teacher’s assessment to track students’ progress. This is a highly practical SOW based on Marche Slave (Tchaikovsky (classical music broad sense of the term)) and Symphony No 40 (Mozart). This scheme of work consists of 6 lessons designed to teach students at KS3 level or as an introduction to GCSE solo skills. Although 6 lessons are planned, the unit may be easily expanded or shortened to suit the needs of your individual school. FONT USED: Phosphate

A full lesson focusing on the titans and their origins Success Criteria Identify the meaning of key terms that relate to the gods Describe the characteristics of the titans Research and explain the characteristics of three titans

This is a textbook to accompany the CIE IGCSE Music Curriculum: AOS 2 - Classical Music. The resource takes you through the set works outlined by CIE in their suggested scheme of work with analysis, questions and composition tips.

Brighten Your Classroom or Learning Space with Pastel Alphabet Letters! This digital resource includes every letter of the alphabet in six beautiful pastel colors: yellow, green, blue, lilac, pink, and orange. Whether you’re decorating, organizing, or creating engaging displays, you can mix and match letters and colors to suit your theme perfectly. Simply choose the letters and colors you need and print those slides, no unnecessary pages or ink wasted! Please note: This is a non-editable PDF file.

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.

A GCSE standard booklet that focuses on the Baroque, Classical and Romantic Periods of Music. Each period of music includes the following: 1 page on the history, background, musical features and typical instruments used 1 page providing a listening example of a piece from that period. There is a QR code that links to the youtube video and 10 questions providing a range of questions including multiple choice and short answer questions to enhance exam technique.

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

Powerpoint that can be used to introduce students to the Classical Period in Music. This resource describes the historical context of this era, as well as musical features, genres, forms and major composers with listening links.

This revision resource contains six mindmaps, all on separate A4 sheets, which cover the main themes and characters of Virgil’s Aeneid - (Aeneas, Dido, Morality, War, Loss and Family) - and include critical quotations as well as context and quotes from the text. The document is therefore six pages in total, and so provides a thorough examination of the text as a whole. These can be used in the study of A Level Classical Civilisation, which is what I was studying in 2018 when I created them. The fact that the notes are so colourful makes them especially helpful for visual learners. If you have any questions, feel free to email alevelsuk@gmail.com If you have found this resource helpful, it would be amazing if you could leave a review! I will be uploading other A Level resources in the future.

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 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!

An English crossword featuring questions on classical literature and history.

Classical 100 is built around 100 recordings of classical music pieces which teachers can draw upon in lessons, school assemblies and other school activities. Alongside a recording of each of the works taken from Decca’s world-renowned catalogue, there is information about the composer and the story behind the music. ABRSM will also draw on its network of primary school experts to create and publish a range of downloadable materials on the resource throughout the academic year, thereby helping teachers to bring the music to life in the classroom. Classical 100 was developed by industry experts with a wealth of primary teaching knowledge and professional experience compiling syllabuses and other education materials and has been rigorously tested by a broad community of teachers, music services, and educational musical experts. Nick Gibb said: “My concern has been that those children who don’t come from families who listen to music at home may not have that experience of listening to Beethoven or Bach. “Children hear lots of pop music and so on and many of those pieces of music are ephemeral. They’re here today but they may not be around in ten or 20 years’ time. These 100 pieces have proven the test of time. They are classics that will outlast us all and I think it is important that children are given the opportunity to hear those pieces as well as all the popular pieces they hear in their day-to day lives.” Join and log in here: https://login.classical100.org/login/