Key Stage 2 history · British history beyond 1066

KS2 Greek and Roman legacy in Britain: a parent’s guide

A legacy is something handed down from the past that is still with us. One of the themes a primary school may choose is how Greek and Roman culture, including art, architecture and literature, shaped later periods of British history right up to the present day. Children learn to follow ideas across many centuries, make connections between periods, and use historical terms such as legacy, influence and classical.

Greek and Roman legacy, explained

The National Curriculum asks schools to teach one theme that extends beyond 1066. The legacy of Greek or Roman culture is one of the examples it suggests, so not every school will choose it; others pick the changing power of monarchs, an aspect of social history or a turning point. Where it is taught, it builds on two topics every child studies in Key Stage 2, the Roman Empire and its impact on Britain, and Ancient Greece, and carries them forward into later British history. The point is not to learn new facts about Rome or Athens, but to trace their influence over a very long period.

Children are often surprised by how much of the legacy is hidden in plain sight. Language is the easiest place to start. The word “alphabet” comes from the first two Greek letters, alpha and beta, and our own letters descend from the Roman alphabet. Months such as July and August are named after Julius Caesar and Augustus, and place names ending in -chester or -caster, such as Manchester and Lancaster, come through Old English from the Latin word castra, meaning a fort or camp. Many science and technology words, like telephone, photograph and microscope, are built from Greek parts.

Architecture is the second big strand. Greek builders used rows of columns topped by pediments (the triangular gable above them), and Roman builders added rounded arches and great domes. In later centuries, especially the 1700s and the 1800s, British architects copied these classical styles for grand houses, banks, town halls, courts and museums, because they suggested order, strength and importance. Children learn to recognise columns and symmetry on buildings near them. They also learn that the designers were deliberately choosing to look back at the ancient world.

Ideas and culture are the third strand. Athens developed a form of democracy, where citizens voted directly on decisions, around 500 BC. It was limited, since women, enslaved people and foreigners could not take part, but the word and some of the ideas still shape British politics. The ancient Olympic Games, traditionally dated from 776 BC, inspired the modern Games, which London has hosted three times. Greek myths and Roman history have given writers, including Shakespeare, stories to reuse for centuries.

Words your child will hear

Legacy: Something from the past that continues to affect or appear in later times, such as words, buildings or ideas.
Classical: Relating to ancient Greece and Rome. A classical building copies their style.
Influence: The way one thing affects another, such as Greek ideas affecting how later people designed buildings.
Democracy: A system of government in which people have a say, from the Greek words for “people” and “power”.
Column: A tall upright pillar that supports or decorates a building, often found on classical buildings.
Latin: The language of the Romans. Many English words, and the scientific names of plants and animals, come from it.
Chronology: The order in which events happened. A secure chronology helps children place Greece, Rome and later Britain on a timeline.

What the National Curriculum says

The programme of study for Key Stage 2 says:

Pupils should be taught about a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
Pupils should note connections, contrasts and trends over time and develop the appropriate use of historical terms.

Objectives from the National Curriculum in England, © Crown copyright, used under the Open Government Licence v3.0.

A worked example: finding the legacy in a building

A class studies a photograph of a town hall built in the 1800s. It has stone columns, a triangular gable at the top and a Latin motto. Is this evidence of a Greek or Roman legacy, and how do we know?

Describe what you can see. Tall stone columns, a triangular gable and symmetry. These are features that Greek and Roman builders used on their temples and public buildings.
Work out the date. The building is from the 1800s, so the Greeks and Romans did not build it. Roman rule in Britain ended in the early AD 400s, so this must be a later building that copied the older style. That is what makes it a legacy rather than a Roman remain.
Ask why the designers chose this style. Classical buildings were linked with law, learning and government, so a council in the 1800s wanted its town hall to look important and trustworthy.
Add other evidence from the same building. A Latin motto shows the Roman language was still used for formal wording, which is another strand of the legacy.
Reach a judgement and note what is uncertain. A single building gives good evidence, but historians would also check where the designers got their ideas from and look at other buildings to see whether the pattern is widespread.

Yes. The columns, gable and Latin motto show a later building deliberately copying Greek and Roman style, around 1,400 years after Roman rule ended in Britain. The evidence of the date proves it is a legacy, not a Roman remain.

Common mistakes and how to help

Thinking an old-looking building must be Roman

Columns and stone look ancient, so children assume a building with them was built by the Romans. Many were built in the 1700s and 1800s in the classical style.

What helps: Make “when was it built?” the first question. Dated plaques, foundation stones and local history books help. A legacy is something later people borrowed.

Mixing up Greek and Roman

The two civilizations overlap and the Romans admired and copied much of Greek culture, including gods, buildings and ideas. Their names for the gods differ, which adds to the confusion.

What helps: Use a simple timeline: Greek city-states flourished first, Rome later conquered Greece and Britain. Look for one clear difference, such as the names of the gods: the Greek king of the gods was Zeus, and the Romans called him Jupiter.

Believing that Athenian democracy was just like ours

The word “democracy” sounds familiar, so children assume everyone voted. In Athens only adult male citizens took part.

What helps: Compare and contrast: who could take part then, who can now, and how decisions are made. Noticing both the similarity and the difference is exactly the skill being practised.

Thinking Roman influence ended when the Romans left Britain

Topics are taught one period at a time, so children can feel that each ended cleanly and left nothing behind.

What helps: Look for evidence that spans centuries: the Roman alphabet we use, road lines still followed, and place names that survived.

How to help at home

Hunt for classical clues on a walk. Look at banks, town halls, churches, libraries and old schools with an adult and count columns, triangular gables and symmetrical windows. Photograph the best ones and guess the century.
Trace word roots. Pick everyday words, such as telephone, television, aquarium or library, and work out the Greek or Latin parts together. A dictionary often shows the word’s origin.
Spot Roman names in the calendar. Go through the months and find the Roman connections: January is named after the god Janus, March after Mars, and July and August after Julius Caesar and Augustus. September to December come from the Latin words for seven to ten, because the early Roman year began in March. Ask your child to explain why July and August are named after rulers.
Hold a mini-Olympics. Run, jump and throw soft objects in the garden or a park, then talk about how the ancient and modern Games are alike and different. It is a cheerful way to link the past to the present.

Leads on to

Key Stage 3: A long-term theme in British history