Petteia in the classroom

Explore ancient Greece, historical evidence and strategic thinking through a modern board-game reconstruction. This suggested 50-minute activity can be adapted to your pupils and learning objectives.

Open printable pack ↗Play Petteia

For schools in England

The Key Stage 2 history programme includes studying ancient Greece and understanding how knowledge of the past is constructed from sources. This activity offers a starting point for those discussions; it is not an official or approved curriculum resource. Adjust the language and challenge to your class.

Department for Education · history programme of study ↗

Learning aims and materials

• Distinguish ancient evidence from a modern reconstruction.
• Read rows, columns and coordinates; anticipate another player’s response.
• Explain a decision and listen to an alternative.

Use one printed board and two sets of pieces per pair, or one device per pair with Two players on this device. With separate devices, pupils can play using an invitation link. The online site needs an internet connection; printed boards work offline.

No account is required and no adverts are shown. Avoid creating pupil accounts for this session or asking pupils to submit personal information.

A suggested 50-minute session

1. 0–5 minutes · Observe. Show a counter and board. What can objects tell us about a game? What can they not tell us? Read the introduction to the history page.
2. 5–12 minutes · Understand. Use How to play to demonstrate a move and capture. Ask why the edge does not capture and why entering between enemies does not trigger an immediate capture.
3. 12–22 minutes · Investigate. Use the capture diagram in the rules. Ask pairs to predict a capture and explain a safe alternative. The twelve interactive exercises ↗ offer optional practice with hints and solutions.
4. 22–40 minutes · Play. Start with 6 × 6. Choose Two players on this device and take turns, or use the printed pack. Ask pupils to name their move using coordinates and explain one likely consequence.
5. 40–50 minutes · Reflect. Discuss a capture avoided, a mistake understood and a historical detail we still cannot know. Write one sentence distinguishing evidence from inference.

Questions for discussion

What is supported by an ancient source? Which rules did a modern designer add? Could the same object support more than one reconstruction? A successful strategy is not proof that a rule is ancient.

Make the activity easier or harder

For beginners, use a small board, no clock and threatened-piece hints. For a challenge, switch hints off and ask players to explain their plans before moving. Assess their reasoning and use of evidence, rather than just who wins.