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Classical Civilisation


ClassicsClassical Civilisation at Invicta Grammar focuses primarily upon the civilisations of ancient Greece and Rome, and provides students with a broad, coherent and rewarding study of the culture of the classical world. 

It is a wide-ranging and multi-disciplinary subject involving the study of literature, art, artefacts, archaeological sites, and the ancient historical context.  Students study elements of the literature and visual/material culture of Greece and Rome and develop an understanding of their social, historical and cultural contexts.

From women in the Ancient World, to the study of religious beliefs and ancient ideas about war, Classical Civilisation involves interesting examination of things that are still important today: 

‘... men grappled with exactly the same issues that we do: life, death, gods, sex, love, family, children, education, the nature of the world, our origins and development, the past, money, health, status, other cultures, friendship, power, patriotism, politics, law, crime, justice, empire, war’. Peter Jones, advisor to Classics for All, 'Taking the Long View'

Year 9 - Foundation Year

The Classical Civilisation Foundation Year offers an insight into to the ancient past which is both fascinating and eye-opening. The learning delves into the Classical World as students study the myths and history of the ancient Greeks and Romans. The knowledge learnt acts as a solid foundation on which students will build their GCSE learning in Year 10 and 11. Content covered, whilst captivating in its own right, also  serves to underpin the concepts that students will explore when studying the GCSE topics.  

Classics Student A particularly exciting feature of the Year 9 course is that it extends beyond the world of Greece and Rome, to explore the civilisations of the ancient Middle East, including some of the greatest empires in human history such as Mesopotamia, Babylonia and the Persian Empire. Further depth of knowledge of the ancient past is gained through the study of ancient Egyptian civilisation including the life and death of Cleopatra.

Such breadth of learning ensures that students have a comprehensive understanding of a wide range of ancient civilisations, enabling them to be fully equipped and prepared for future GCSE studies.

Topics Covered

  • Women in Ancient Greek Society:
    • ​Athens and Sparta -Typical experiences of women in Athens and Sparta and what these imply about the status of women in Athenian society.
    • Women in Myth: Medea and the Amazons -The presentation of foreign, powerful women in art and literature; what makes them so dangerous and threatening to the ancient audience.
  • Religion in the Ancient World:
    • Gods - Greek gods, their responsibilities and symbols and how they are typically represented in ancient Greek art.
    • Priests/Priestesses and Sacrifice - The roles and responsibilities of priests in worship and sacrifice; the purpose of sacrifice; officials; animals.
    • Greek Temples – Parthenon and Temple of Zeus at Olympia - Temples and their use, including the position of the altar; temple layout; the noas/cella and cult statue; use by worshippers.
      ​
  • Historical Study:
    • Cleopatra - The presentation of foreign, powerful women in art and literature; what makes them so dangerous and threatening to the ancient audience.
       
  • Ideas of the Hero:
    • Theseus - The adventures of Theseus: as displayed on the Theseus Kylix
    • Heracles - The myths associated with Heracles and how he is typically represented
       
  • Troy Fact or Fiction – Archaeology and Literature:
    • The location, and importance of Troy 
    • The evidence for and against Troy VI and Troy VII being the site of Homer’s Troy
    • Helen of Troy presented through literature
       
  • Ancient Middle Eastern Studies:
    • Assyria to Babylon - An exploration of the rise and fall of the Babylonian Empire including the Hanging Gardens of Babylon
    • ​The Rise of the Persians - An exploration of the rise of the Persian Empire and its role in the decline of the Assyrian Empire.
    • The Persians Invasions of Greece - An exploration of the first attempt to subjugate Greece by King Darius I (The battle of Marathon 490BC) and the decline of the Persian Empire under King Xerxes I (480BC)

Timetable​

Over a fortnightly timetable, students receive:

  • 4 hours of guided classroom learning
  • 2 x 30 minutes of guided independent homework

  • Enrichment and Extra Curricular

  • To Read

  • Mythos by Stephen Fry
  • Heroes by Stephen Fry
  • SPQR: A History of Ancient Rome by Mary Beard Or Historical Fiction
  • On the Seas to Troy by Caroline B Coney
  • The Silence of the Girls by Pat Barker
  • For the Most Beautiful by Emily Hauser
  • Circe by Madeline Miller
  • Women in Classical Athens by Blundell, S. (1998) Blundell’s account of the lives of women in Classical Athens is engaging and accessible. Women of various social classes are considered, and some ancient sources are included and discussed to support conclusions. This book is an excellent source of information and also models a good way of writing about ancient sources and experiences. 
  • Civilisation section.
  • Omnibus journals available in A26

  • To Watch/Listen

  • Recommended Websites
  • http://www.ancientgreece.co.uk
  • http://www.livius.org
  • http://www.womenintheancientworld.com
  • http://www.britishmuseum.org

  • To Do/Visit

  • Visit the British Museum. Their website has many tips on trails and routes to follow around the museum
  • Go to the theatre

Key Stage 4

Classical Civilisation is a challenging, exciting and fascinating course exploring mythology, history, literature and society of ancient Greece and Rome. Students will develop their understanding of the influence of the literature and history of this period and learn how to analyse and evaluate literary and historical evidence. They will also examine the differences and similarities between the classical world and society today.

The War and Warfare component covers both Greek and Roman civilisation, focusing on Athens and Sparta in the 5th century BC, and on Rome in the Imperial period.  In the “historical” section we examine the military systems of these distinct societies and concentrate of a small number of world famous battles, such as the Greeks at Marathon and the great Roman/Egyptian sea battle of Actium, where Antony and Cleopatra were finally defeated.   The literature section of this unit will give us opportunity to study Homer’s epic poem, The Iliad, the story of Achilles, Hector and the Trojan War and Virgil’s Aeneid, the story of how the defeated Trojan refugees went on and found the Roman race.

The Women in the Ancient World component has been designed to enable students to explore the lives of women in both historical and mythological/literary contexts. We examine the portrayals of famous women from legend like the alluring Helen of Troy, the formidable Amazons, the tragic Lucretia and the murderous Medea.  We explore the sometimes weird and sometimes wonderful lives of real women from history such as the bizarre arrangements involved in a Spartan wedding, the fascinating life and death of Cleopatra, and the unhappy lives of the downtrodden and exploited women of Greece and Rome. The course is arranged thematically so that we look at women grouped under such categories as:  Women in Power, Women to be Feared, Warrior Women and “Improper Women”, to name but four. We examine the realities of life as a woman in these societies; both women who are portrayed as living a respectable, ideal life of virtue, and those who created more scandal. This will enable discussion of how women are represented and what this reveals about ancient ideas about female identity.
Examination Board/Qualification:    OCR  GCSE Classical Civilisation

  • 100% examination - There is no Coursework
  • There will be two externally assessed written examinations both 90 minutes in length.
  • Each examination is worth 50% of the course.

Topics Covered

Year 10 (War and Warfare) Year 11
  • The concept of the ancient hero: Jason, Heracles, Perseus, Theseus, Odysseus.
  • Homer’s Iliad: an introduction to one of the world’s most exciting stories. Also an opportunity to discover what literature can tell us about the horror and glory of war.
  • Ancient Sparta: an exploration of one the most extreme societies ever to exist, the original Warrior state.  We will stand side by side with the famous 300 at Thermopylae as they face the most fearsome military force ever assembled.
  • Athens at War: We travel across Greece to Athens and study the great battles of Marathon and Salamis.
  • Virgil’s Aeneid:  We will look in detail at Book 2 of this the greatest of all epic poems as it recounts with moving and terrible vividness the destruction of Troy and the flight of the survivors.
  • The Romans:  an extensive study of what made the Romans such a formidable and successful force in the world. Focus will be on how the army and navy were used in famous battles and campaigns. We will examine the Battle of Actium, which was the culmination of the conflict between Antony and Cleopatra and the soon to be first Emperor of Rome, Augustus Caesar.
  • We will also look at the later Emperor, Trajan’s campaign to conquer modern day Romania (you can tell by the name that he succeeded).
  • Ancient Athenian Tragedy: A study of Euripides’ tragedy, Medea.
  • ‘Improper’ Women:  a study of ancient Greek and Roman women who lived, or were reported to have lived, scandalous lives.
  • Women in Power:  We get to enjoy reading a great Athenian Comedy about women taking power in the city and also study some powerful real women from Greek and Roman history.
  • Women in Religion: We finish the course by looking in detail at the one sphere in ancient life where women were of paramount importance: religion. We will look at the festivals, priestesses and prophetesses of ancient Greece and Rome and their influence on their societies.

Timetable

Over a fortnightly timetable, students receive:

  • 5 hours of classroom guided learning
  • 2 hours of guided independent homework

Enrichment and Extra Curricular

To Read

Year 10

  • Range of fiction and non-fiction texts in the Reading Room in the Classical Civilisation section. (see Mr Giles for recommendations according to interests of student.)
  • ​Omnibus journals available in A26
    • Culture:
    • Breeze, David (2016) The Roman Army. London: Bloomsbury A detailed analysis of the Roman army for the newcomer.
    • Cartledge, Paul (2013) Thermopylae, the Battle that Changed the World. London: Pan  An exciting and scholarly account of the battle from a leading Greek historian.
    • Connolly, Peter (2016) Greece and Rome at War. Barnsley: Frontline  An excellent book for students, with superb images to back up the text
    • Lepper, Frank and Sheppard Frere (1988) Trajan’s Column. Stroud: Sutton  A scholarly masterpiece, the definitive academic work on Trajan’s Column. 
    • Strauss, Barry (2005) The Battle of Salamis. London: Simon & Schuster  An exciting account of the battle for the general reader.
  • Literature
    • Camps, W. A. (1979) An Introduction to Virgil’s Aeneid. Oxford: Oxford University Press  The classic introduction to the poem.
    • Owen, E. T. (1994) The Story of the Iliad. London: Bloomsbury  A book which gives an accessible running commentary on each book of the poem.
    • Powell, Barry B. (2007) Homer. London: Blackwell Introductions to the Ancient World  A very accessible introduction to reading Homer, using key passages from both poems.
    • West, M. L. (2008) Greek Lyric Poetry. Oxford: Oxford University Press  The classic translation of Greek lyric poetry, including Tyrtaeus, with a helpful introduction and notes.
    • Williams, R. D. (2009) The Aeneid. London: Bloomsbury  An excellent work on the poem for newcomers.

Year 11

  • Chrystal, P. (2015) Roman Women: The Women Who Influenced the History of Rome. Stroud: Fonthill Media   This book provides biographical accounts of some famous and infamous Roman women. Ancient sources are used as the basis of the accounts, but they contain their fair share of scandalous anecdotes. A particular strength of this book is that it considers the role that particular women (for example Lucretia) played in Roman culture and values.
  • Haward, A. (2006) Penelope to Poppaea. Bristol: Bristol Classical Press  This excellent and accessible book takes a chronological look at the lives of women in the ancient world, starting with the Homeric epics and finishing with Imperial Rome. Literary as well as visual/material sources are included as subjects for discussion, and the commentary draws-out some key differences between Greek and Roman cultures.
  • MacLachlan, B. (2012) Women in Ancient Rome: A Sourcebook. London: Bloomsbury  An excellent repository of ancient Roman sources with some commentary.
  • Range of fiction and non-fiction texts in the Reading Room in the Classical Civilisation section. (see Mr Giles for recommendations according to interests of student.)
  • Omnibus journals available in A26

To Watch/Listen

To Research/To Do/Visit

Key Stage 5

The A Level course has three discrete units of study which involves the study of both ancient Greece and Rome.  Over the two-year course we explore some of the most influential societies of all time. We examine and engage with some of the most fascinating thoughts, texts and works of Art ever produced. Students develop an eagerness to explore societies far removed but in many ways similar to our own.

Examination Board/Qualification:      OCR   A Level

  • 100% examination
  • Unit 1 – The World of the Hero 40% of total A Level: 2 hours 30 mins
  • Unit 2 – Greek Theatre 30% of total A Level: 1 hour 45 mins
  • Unit 3 – Love and Relationships in the Greek and Roman World 30% of total A Level: 1 hour 45 mins

Topics Covered/Enrichment and Extra Curricular

World of the Hero – Homer’s Odyssey

Components

Composites

Literary techniques and composition

 
  • structure and plot of the epic
  • language of the epic including narrative and descriptive techniques and their effects; such as speeches, formulae, flashback, and similes
  • literary context in which the Odyssey was created and handed down including
  • oral tradition and context
  • transmission of the text
  • whether it was the work of one or more poets

The heroic world: characterisation and themes

 
  • concept, values and behaviour of a hero, including the ideas of timē (honour) and kleos (reputation)
  • how the different societies depicted in the Odyssey are characterised and portrayed
  • characterisation of major and minor characters
  • nostos (homecoming)
  • disguise
  • recognition
  • fantasy and the supernatural

The social, cultural and religious context

 
  • power of fate
  • role of the immortals
  • relationship between immortals and mortals
  • justice and revenge
  • hospitality and guest friendship (xenia)
  • family
  • relationships between men and women, parents and children
  • part played by women in the epic and their position in society
  • role of slaves

To Watch/Listen
  • The film Troy (2004) gives a Hollywood take on the whole Trojan War or The Odyssey (1997) gives the whole story of the Odyssey - perhaps on a slightly lower budget though!
  • Netflix/BBC did and adaption of part of the Trojan War story as it appears in the Iliad in Troy: Fall of a City https://www.netflix.com/gb/title/80175352
  • Stand up comedian Natalie Haynes gives a funny and informative introduction to the Iliad https://www.bbc.co.uk/sounds/play/m000d7p2 

To Read
  • Callen King, K. (2012) Ancient Epic, Wiley-Blackwell.
  • Ahl, F. and Roisman, H. (1996) The Odyssey Re-formed, Cornell University Press.
  • Camps, W. A. (1980) An Introduction to Homer, OUP.
  • Fowler, R. (ed) (2004) The Cambridge Companion to Homer, CUP.
  • Graziosi, B. (2016) Homer, OUP.
  • Griffin, J. (2010) Homer: The Odyssey, CUP.
  • Griffin, J. (2013) Homer, Bloomsbury.
  • Jenkyns, R. (1992) Classical Epic Homer and Virgil. Bristol Classical Press.
  • Kahane, A. (2012) Homer for the Perplexed, Bloomsbury.
  • Lane Fox, R. (2008) Travelling Heroes, Greeks and their Myths in the Epic Age of Homer, Penguin.

World of the Hero – Virgil’s Aeneid

Components

Composites

The heroic world: characterisation and themes

 
  • concepts, values and behaviour of a Greek and Roman hero
  • characterisation of major and minor characters
  • role of Aeneas in Rome’s Imperial destiny
  • portrayal of war
  • the portrayal of different nations; Trojans, Greeks, Carthaginians, Italians

The social, cultural and religious context

 
  • moral values implicit in the Aeneid including pietas (duty to gods, state and family) and its contrast with furor
  • importance of fate and destiny
  • role of the immortals and the 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

 
  • Augustan context in which the Aeneid was produced including: i) the political and historical background of the civil war  ii)Augustus’ rise to power and consolidation of his rule
  • Virgil’s relationship to Augustus and his regime and the extent to which they are promoted within the epic
  • promotion of the Roman Empire

To Watch/Listen

To Read
  • Callen King, K. (2012) Ancient Epic, Wiley-Blackwell.
  • Camps, W. A. (1969) An Introduction to Virgil’s Aeneid, OUP.
  • Deryk Williams, R. (2013) Aeneas and the Roman Hero, Bloomsbury.
  • Gransden, K. W. (2004) Virgil: The Aeneid, CUP.
  • Griffin, J. (2013) Virgil, Bloomsbury.
  • Martindale, C. (ed) (1997)The Cambridge Companion to Virgil, CUP.
  • Wallace Hadrill, A. (1993) Augustan Rome, BCP.
  • Williams, R. D. (2013) The Aeneid of Virgil: A Commentary Based on the Translation of C. Day Lewis, Bloomsbury

Greek Theatre

Components

Composites

Drama and the theatre in ancient Athenian society.

 

 

 
  • role and significance of drama and the theatre in ancient Athenian society, including, the religious context of the dramatic festivals
  • the organisation of the City Dionysia, including the make up and involvement of the theatre audience
  • structure of the theatre space, and how this developed during the 5th and 4th centuries BC including:
    • machinery associated with the theatre; the crane and the wheel platform, and how they contributed to the staging of Greek drama
  • the representation in visual and material culture of theatrical and dramatic scenes

Nature of tragedy.

 
  • the origins of tragedy and how it developed during the 5th century BC, including its relationship to satyr-plays
  • the contributions of Aeschylus, Sophocles and Euripides
  • use of actors and the Chorus
  • use of masks, costumes and props
  • common themes of tragedy
  • the relationship between the cultural context and subject matter of the plays
  • Aristotle’s theories about tragedy, including peripeteia (reversal of fortune), hamartia (tragic mistake), catharsis (purging of emotions)

Nature of (old) comedy.

 
  • the origins of comedy and how it developed during the 5th century BC, including the contribution of Aristophanes
  • use of actors and the Chorus
  • use of masks, costumes and props
  • types of humour, comic techniques and effects
  • the common themes of comedy
  • the relationship between the cultural context and subject matter of the plays

Social, political and religious themes in tragedy with reference to Oedipus the King and Bacchae.

 

With reference to Oedipus the King and Bacchae:

  • ancient religious concepts, beliefs and practices, including:
    • the role of the gods
    • fate and free will
    • prophecy and prophets
    • religious rituals and acts
  • importance of the polis (city), including:
    • position and role of men, women and slaves in society
    • political ideas and ideals
  • importance of family relationships
  • tragic heroism, including:
    • the nature of heroes and heroism
    • justice and revenge
  • possible interpretation of these themes and motifs by both ancient and modern audiences
  • the representation of such themes and motifs in the visual/material record

Social, political and religious themes in comedy with reference to Frogs.

 

With reference to Frogs:

  • the representation and satire of tragedy
  • ancient religious concepts, beliefs and practices, including:
    • the role of the gods
    • death and the afterlife
  • importance of the polis (city), including:
    • position and role of men, women and slaves in society
    • political ideas and ideals
  • possible interpretation of these themes and motifs by both ancient and modern audiences
  • the representation of such themes and motifs in the visual/material record

To Watch/Listen

Intro to Greek Theatre: https://www.youtube.com/watch?v=aSRLK7SogvE
Intro to Greek Tragedy: https://www.youtube.com/watch?v=dSr6mP-zxUc
Intro to Greek Comedy: https://www.youtube.com/watch?v=H-BvMbfkxcc
The Open University Open Learn Course: https://www.open.edu/openlearn/history-the-arts/history/greek-theatre
The National Theatre resources https://www.nationaltheatre.org.uk/backstage/greek-theatre
Ancient Greek Theatre http://www.ancientgreece.com/s/Theatre/

To Read
  • Bowie, A. (1996) Aristophanes: Myth, Ritual and Comedy, CUP.
  • Dover, K. (1974) Aristophanic Comedy, University of California Press.
  • Cartledge, P. (1990) Aristophanes and his Theatre of the Absurd, Bloomsbury Academic.
  • Csapo, E. and W.J. Slater, (1994) The Context of Ancient Drama, University of Michigan.
  • Dugdale, E. (2008) Greek Theatre in Context, CUP.
  • Easterling, P.E. (ed) (1997) The Cambridge Companion to Greek Tragedy, CUP.
  • Foley, H. (2001) Female acts in Greek Tragedy, Princeton University Press.
  • Garvie, A. (2016) The Plays of Sophocles, Bloomsbury.
  • Gregory, J. (2005) A Companion to Greek Tragedy, Blackwell.
  • Konstan, D. (1995) Greek Comedy and Ideology, OUP.
  • MacDowell, D.M. (1995) Aristophanes and Athens: An introduction to the Plays, OUP.
  • Moorwood, J. (2016) The Plays of Euripides, Bloomsbury.
  • Pelling, C. (ed) (1997) Greek Tragedy and the Historian, Clarendon Press.
  • Revermann, M. (ed) (2014) The Cambridge Companion to Greek Comedy, CUP.
  • Scodell, R. (2010) An Introduction to Greek Tragedy, CUP.

Love & Relationships

Components

Composites

Men and women

 
  • Greek and Roman thinking regarding:
    • the ideal qualities of men and women
    • the relative status of men and women domestically, civically and legally
  • Greek and Roman thoughts about marriage, including:
    •  what makes a good marriage
    • the joy and benefits of marriage
    • relative sexual freedom allowed for men and women
    • attitudes towards adultery
  • Ideas regarding the nature of ‘good’ and ‘bad’ conduct which emerge

Plato on love and desire

 
  • Plato’s ideas about love and desire, including:
    • the definitions of love
    • the physical symptoms of desire
    • the differences between love and desire
    • how and why desire should be controlled
    • how and why desire can be resisted
    • homoerotic relationships
  • Ideas regarding the nature of ‘good’ and ‘bad’ conduct which emerge
  • How Plato’s contemporary context influenced his ideas
  • How these ideas might have been received by his contemporary audience

Seneca on love and desire

 
  • Seneca’s ideas about love and desire, including:
    • the definitions of love
    • the physical symptoms of desire
    • the differences between love and desire
    • how and why desire should be controlled
    • how and why desire can be resisted
    • homoerotic relationships
  • ideas regarding the nature of ‘good’ and ‘bad’ conduct which emerge
  • the influence of Stoicism on the ideas of Seneca
  • how Seneca’s contemporary context influenced his ideas
  • how these ideas might have been received by his contemporary audience

Sappho

 
  • purpose and intended audience of her poetry
  • the social and poetic context including the genre of the work

Ovid

 
  • purpose and intended audience of his poetry
  • the social and poetic context including the genre of the work

Love and relationships in poetry

 
  • in the work of Sappho and Ovid (as prescribed) the representation of:
    • love and desire
    • men and women
    • sex
    • marriage
    • society and values
  • comparisons between the views in the literature and the thoughts put forward by Plato and Seneca, and societal ideas about men, women and marriage

To Read
  • Campbell, R. (1969) Seneca, Letters from a Stoic, Penguin Classics.
  • Davidson, J. (2008) The Greeks and Greek Love, Phoenix.
  • Dover, K. (2016) Greek Homosexuality, Bloomsbury Academic.
  • Freeman, P. (2016) Searching for Sappho, Norton.
  • Goldhill, S. (2004) Love Sex and Tragedy, John Murray.
  • Green, P. (1982) Ovid: The Erotic Poems, Penguin Classics.
  • Greene, E. (ed) (1996) Reading Sappho, University of California Press.
  • Maclachlan, B. (2012) Women in Ancient Greece, Continuum.
  • Miles, C. and Norwich, J.J. (1997) Love in the Ancient World, Weidenfeld and Nicholson.
  • Motto, A. (2007) Seneca on Love, accessed online.
  • Pomeroy, S. (1994) Goddesses, Whores, Wives and Slaves, Pimlico
  • Potter, D.S. (2010) Companion to the Roman Empire, Wiley-Blackwell.
  • Reeve, C.D.C. (2006) Plato on Love, Hackett.
  • Skinner, M.B. (2014) Sexuality in Greek and Roman Culture.

Timetable

Over a fortnightly timetable, students receive:

  • 10 hours of guided classroom learning
  • 10 hours of guided independent homework

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04/09/24

Join us for an exciting series of Transition Workshops this term, ranging from Young Philosophers to Music and Science. Spaces are limited, so be sure to secure your spot today by booking through our Eventbrite page via the link below!https://t.co/0P43MLFL8P#TransitionWorkshop pic.twitter.com/lEceBcnwRK

19/06/24

Winner of the Junior Science Award is Taliah Rothschild from . Congratulations! pic.twitter.com/3IhcXuCOAF

19/06/24

Betsy Ellis from has won the Future in Aviation Award. Congratulations Betsy! pic.twitter.com/WVK4L1LSDE

04/06/24

We are currently recruiting for several support staff positions. If you're passionate about education and looking to make a difference, we want to hear from you! To apply, please visit our website or follow the link below:https://t.co/Wp92LBvxMR pic.twitter.com/AKPSnemZDI

10/05/24

Last week, our Orchestra had their final rehearsal before Year 13 began their study leave, marking the occasion with a photo capturing all the instruments in harmony🎼 We look forward to welcoming back the full Orchestra with the Year 13 members for the upcoming Summer Concert! pic.twitter.com/Am4loN20Vk

09/05/24

Only a few hours left until Year 8, Year 9 and Year 10 take on the Maidstone Football Finals at the Gallagher Stadium tonight! - Our Year 7 team will be playing in two weeks. Year 8 Kick Off: 3:45pm Year 9 Kick Off: 5:30pm Year 10 Kick Off: 6:45pm We hope to see you there🌟 pic.twitter.com/RnVjcild4T

29/04/24

We are proud to announce this year's production will be James and the Giant Peach! 🍑 Rehearsals are underway, and we can't wait to bring this beloved story to life on stage. Keep your eyes peeled as we will be sharing sneak peeks of rehearsals in the coming weeks!#RoaldDahl pic.twitter.com/umRTEJFoC0

09/04/24

With Earth Day less than two weeks away, here are some ways to be more eco-friendly and better look after our Earth!#EarthDay pic.twitter.com/2wpO09fPoq

21/03/24

Spring has sprung at Invicta and yesterday our Year 7 and 8 POP Photography students enjoyed the first day of spring by focussing on natural textures!#Photography pic.twitter.com/VXK4Zh7tNz

20/03/24

KS2 enjoyed participating in language workshops on Tuesday morning, focusing on German, French and Spanish with some students from pic.twitter.com/seA6XOjMYz

20/03/24

KS2 enjoyed participating in language workshops on Tuesday morning, focusing on German, French and Spanish with some students from pic.twitter.com/seA6XOjMYz

14/03/24

Today is International Day of Mathematics🎉 At Invicta, we're passionate about empowering our students with the boundless potential of mathematics both in and outside the classroom! Join us as we discover the magic of numbers in everyday life! pic.twitter.com/uhDfB1ToUy

12/03/24

Last week marked a significant moment in Invicta's history as we gathered for our whole school photo, a rare event that takes place only once every 7 years. Here are some behind-the-scenes photos from the day, showcasing the infectious excitement and sense of community! pic.twitter.com/Y5RDLffV0C

08/03/24

Today we are capturing a moment in time with a whole school photo!📸 pic.twitter.com/Hya2nGJX2H

04/03/24

Students had a fantastic time during last week's POP sessions (Personal Opportunities Program)! We saw students engage with a host of new and familiar favourite activities including, Chess, Coding, Minecraft, Photography, Yoga, Crochet, Nature Walks and so many more! pic.twitter.com/bSmEMQ0Yo5

29/02/24

Our upcoming non-uniform day supports FIGS, our parent-teacher association. The theme is "Be Active!" It's a day to dress sporty and promote physical activity and wellness. Let's show our support for FIGS while staying active and healthy!#NonUniform pic.twitter.com/MZ6ljDx4TN

26/02/24

I had a lovely morning visit to today. The year 8s have been studying the movement & some of the specific stories I explore in my book, of Kent. It was lovely to talk about who grew up in pic.twitter.com/e5GiWrX4zb

22/02/24

I had a lovely morning visit to today. The year 8s have been studying the movement & some of the specific stories I explore in my book, of Kent. It was lovely to talk about who grew up in pic.twitter.com/e5GiWrX4zb

21/02/24

World Book Day is just over 2 weeks away now! What are some of your favourite books that you've read so far this year, who are your favourite authors... We'd love to hear your thoughts on reading, books and literature!#WorldBookDay pic.twitter.com/tZnX6Fd8WS

21/02/24

Join us for fab line up of Live Talks for 4-9 Mar delivered by aimed at https://t.co/3zmmUzLLnQ pic.twitter.com/G7sQFjiTQf

19/02/24

Join us for fab line up of Live Talks for 4-9 Mar delivered by aimed at https://t.co/3zmmUzLLnQ pic.twitter.com/G7sQFjiTQf

19/02/24

Last term, our Year 9 photographers explored aperture, depth of field and composition in their work to create these stunning photographs of miniature cars, inspired by the works of Kim Leuenberger! pic.twitter.com/jYOG8pXoS1

06/02/24

We currently have several vacancies available including a Teacher of MFL Spanish, a Receptionist and a Careers Advisor. If you are looking to join a friendly and encouraging team, please submit an application using the link below!https://t.co/Wp92LBuZXj pic.twitter.com/mLyLvveSza

30/01/24

Last week marked the Primary Literacy Challenge! Thanks to all the teams who attended, we hope you had a great time! See you at our Primary STEM challenge next term! Congratulations to for winning! 🏆🎉 pic.twitter.com/ILU5YmABv1

30/01/24

A reminder to students and parents that next Monday, 5 February is a non-uniform day and students are encouraged to wear something blue or nature-themed if they have items in their wardrobe to support and raise awareness for The Marine Conservation Society 💙 pic.twitter.com/bNElZCXC2h