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This article is the second instalment of an exploration into teaching strategies in KS5 Classical Civilisation that started as a research project during the PGCE in 2015. I was particularly interested in determining what might be the most successful ways to approach the teaching of classical literature units. Many of the teachers and students I had spoken to expressed real concern about the volume of text to be covered and the amount of information for students to recall. Following the research I identified a number of ‘theories’ about how these challenges might be tackled and teaching strategies to address them, which I subsequently tested out in my first year of teaching. Below I recap the theories, explain the teaching strategies and activities that were trialled, and share my impressions of how and whether these worked in practice. Although many teachers will be familiar with these approaches, I hope that sharing the experience of trialling these in combination and the subsequent results may provoke consideration or re-consideration. The theories and approaches were explored across two different classes of A Level students (approximately equal numbers of male and female) studying  Iliad  (AS- 6 students) and Greek Tragedy (A2- 5 students) at an independent school for boarders and day pupils aged 13–18.

Penetrating the Penguin Wall of Black: Testing theories from PGCE research on how to approach the teaching of KS5 Classical Civilisation