Classical Studies

Key Stage 3Key Stage 4Sixth FormAssessmentEnrichment

Intent

In classical studies we shall be looking at a variety of topics relating to the culture of the Ancient Greeks and Romans. Students in Year 8 have two lessons per fortnight in which we study several areas including mythology, architecture and daily life. We use the lessons to enhance and develop literacy skills and students are encouraged to do further research as well as being given the opportunity to be imaginative and creative. The Year 8 curriculum provides a taste of the sort of topics included at GCSE level as well as A-level. The skills being developed such as knowledge recall, discussion, understanding, evaluation and analysis will benefit students across all subjects and key stages.

Topic	Activities	Tasks
Gods and goddesses: names and powers	Draw symbols, diagrams in books, posters, rote learning What is classical studies? Spider diagram of ideas When were classical times? Timeline. How long did the classical period last? Table of names and symbols	Learning for class test Preparing an advert (literacy task)
The Titans and Olympians	Story of the Titans and Olympians. Adjectives: vile, gruesome, grotesque, hideous, disgusting, savage, terrifying etc Family tree of Cronos and Rhea: pictures and description Questions/comprehension
Theseus and the Minotaur	Theseus and the Minotaur key names: Athens, Aegeus, Medea, Crete, Minos, minotaur, labyrinth, Ariadne Pictures with ship, string, key and sword Questions/comprehension	Designing and making a labyrinth
Daedalus and Icarus	Daedalus and Icarus key names: Icarus, Daedalus, Talus, Athens, Mediterranean sea, Crete, Minos Questions/comprehension	Designing and making a medallion
Perseus and the Gorgon	Perseus and the Gorgon key names: Acrisius, Danae, Delphi, Zeus, Perseus, Medusa, Seriphos, Dictys, Polydectes, Graeae Questions/comprehensionGolding’s illustrations Discovering Greek mythology	Find a picture of Medusa Find a map showing places mentioned in the myths so far, including the Atlas Mountains
Greek architecture: temple design, layout and decoration; influence on modern architecture	Group work observing postcards and pictures Diagrammatic and illustrative work Poster display of classical architecture in modern times Observations of pictures in discovering the Greeks Identify Doric, Ionic and Corinthian Look at classical architecture in Norwich Kinaesthetic practice	Collect pictures of classical architecture Produce a poster
Roman gods and goddesses	Diagram / symbols of names and powers	Learn for tests
The Roman Empire	Where was the Roman Empire? Use Rome the Empire Which goods were produced where in the empire? Use time traveller book	Find a map of the Roman Empire Write about the importance of trade
Roman towns	The city of Rome Use time traveller book and evidence sheet about life in Rome Typical features of a Roman town Use Roman towns power point, map of Roman Norfolk and plan of Caistor St Edmunds
Roman roads	Roman technology: use Rome the Empire and power point to look at aqueducts	Diagram about the advantages of height/gradient and distance Spider diagram True/False statements
Roman baths	Caldarium, using Rome the Empire Look at what Seneca says about the baths Hypocaust heating system Order of rooms in a bath house	Find and label pictures of Roman baths Diagram of heating system Diagram of order of rooms in a bath house Fill in the blanks worksheet
Roman entertainment: chariot racing	Use Powerpoint and Rome the Empire and time traveller book Observations and spider diagram Focus on using evidence Watch part of Ben Hur and do fact and fiction	Find and label a plan of the Circus Maximus
Amphitheatres	Time traveller book and power point Diagram of eight main points	Independent learning task to use ICT and sheet in student resources
Deviations from the planned curriculum occasionally include watching and discussing the accuracy of films such as Percy Jackson, clips from Harry Potter and using the Greek Story Teller myth series or Horrible Histories.

GCSE Classical Civilisation

Examination Board: OCR

Intent

The course is designed to inspire an interest in Greek and Roman Culture through the study of mythology, literature, and daily life; the course enables students to enrich and expand their cultural awareness. The course is designed to inspire an interest in Greek and Roman Culture through the study of mythology, literature and daily life; the course enables students to enrich and expand their cultural awareness.

Why study classics?

If you are interested in the Greeks and Romans and their mythology and culture, you should consider doing classics. You do not have to have studied classics before; you only need to have an interest in the ancient world and how people lived. If you enjoy English, history, religious studies and art, there will be plenty to keep you interested and motivated throughout the course. Classics is all around us every day, from architecture to language, and the study of the classical world helps you to understand and appreciate the world we live in.

Year 10

The topics studied in Year 10 are:

The Gods of Greece and Rome
The Universal Hero: Herakles/Hercules
Religion and City: temples of Greece and Rome
Myth and the City: foundation stories such as Athena and Poseidon and Romulus and Remus
Festivals of Greece and Rome
Myth and Symbols of Power
Death and Burial
Mythology: the journey to the underworld and the afterlife

Year 11

The topics studied in Year 11 are:

Culture

Roman Housing
The Roman Home and Family
Roman Society
Leisure and Entertainment

Literature

Satire and Fiction
Pliny and his letters
Experiencing Roman City Life
Relationships and Roman Society

How do you learn?

Class work will consist of a variety of approaches including group work, individual assignments and projects, and shared tasks. You will also have the chance to do role play and class presentations using IT. Previously we have been able to visit the British Museum to see the artefacts, as well as visiting closer archaeological sites at Colchester and Caistor St Edmunds in order to study Roman Britain. Visits have also taken place to Provence.

How are you assessed?

It is assessed by examination in two papers covering Mythology and Religion, and Roman Daily life. We follow the OCR GCSE Classical Civilisation course Route 1. Together with other recommended resources we use the examination book Myth and Religion recommended by the examination board and published by Bloomsbury. Homework is set weekly and low-stakes assessment pieces are done fortnightly.

Where will this take me post-16?

We have one of the few sixth forms that offer classical civilisation at A-level. Some students have gone on to study ancient history, classical languages (such as Latin), and archaeology after their A-levels but you don’t have to be thinking of careers in classics in order to find the subject useful. This subject will help you to develop your writing and thinking skills, just as any other GCSE would, and it tells people that you are interested in a topic that’s a little bit out of the ordinary.

A-Level Classical Civilisation

Examination Board: OCR

Intent

Course Summary

The course is designed to inspire an interest in Greek and Roman culture through the study of mythology, literature and daily life; the course enables students to enrich and expand their cultural awareness. The A-level is assessed by examination in two papers covering Greek Theatre and Society and Greek Religion and Mythology. We follow the OCR Classical Civilisation course. Together with other recommended resources, we use the examination books Greek Theatre and Greek Religion, recommended by the examination board and published by Bloomsbury. We also use the Massolit lectures to support wider reading and to prepare students for study beyond A-level. Homework is set weekly on a lesson-by-lesson basis. Enjoyment of the subject is enhanced by visits to museums and lectures.

Structure

The study of ancient civilisations is most likely to appeal to those who have an interest in history, philosophy, literature and art and it is not necessary to have any prior knowledge of the classical world. Our aim is to discover what it was like in the times of the great philosophers, writers, sculptors, artists and historians. We uncover the past through source material such as plays, artefacts and epic poetry.

Year 12 Topics

Drama and the theatre in ancient Athenian society
The nature of tragedy: Sophocles and Euripides
The nature of comedy: Aristophanes
Literary techniques, structure of the plays, dramatic conventions
Social, political and religious themes in tragedy
Social and political themes in comedy

Year 13 Topics

Religion and worship
Religion and society
Religion, politics and society

The World of the Hero

The Odyssey: Homer
Aeneid: Virgil

Assessment

The A-level is assessed by examination in two papers covering Greek Theatre and Society, and Greek Religion and Mythology.

Careers and Progression

Classical civilisation is an arts subject and therefore opens doors to many types of university courses and careers without being an essential qualification for many. University courses are available in classical civilisation/studies, and there are joint honours courses involving classical subjects. The skills and knowledge developed throughout this course are transferrable and of value in a wide variety of non-subject specific careers such as accountancy, management, local government, teaching or the civil service as well as the more obvious paths into archaeology, tourism or museum work.

Entrance Requirements:

Minimum requirement: 6 GCSEs Grades 9-4 (or equivalent), including English language and mathematics; Grade 5 classics or Grade 5 English language or English literature if classics not taken

Classics Assessment and record of progress

	Above	At	Towards/At	Towards
Knowledge	Thorough (tests, written work, oral feedback)	Sound (good tests, accurate written work)	Sometimes satisfactory tests, written work mostly accurate	Limited Greater application and accuracy needed
Discussion	Regularly contributes	Occasionally contributes	Rarely contributes (only when asked)	Hardly ever contributes (even when asked)
Understanding	Confidently expressed in written work	Developing through discussion and written work	Written answers need expanding and explanation	Written work includes some main points
Analysis	Confidently expressed in written work, demonstrating an understanding of the bigger picture	Developing through discussion and written work	Written answers need expanding and explanation	Written work includes some main points

I am curious and observant and I can recall and talk about information (e.g. names/places)	1 Key Stage 3
I can give examples when I answer questions and use subject specific terms	2
I can select information and sources. I can choose examples and describe events	3
I can discuss, explain events, observe and analyse evidence	4
I can investigate and use evidence to support ideas. I can make comparisons	5 Key Stage 4
I can demonstrate understanding of events and actions by appraising and predicting outcomes	6
I can evaluate the usefulness of evidence	7
I can synthesise skills of analysis and evaluation	8

At GCSE and A-level, we visit museums, such as the British Museum and Fitzwilliam in Cambridge and archaeological sites in Colchester and Caistor. Mrs Barker regularly organises a visit to Roman sites in Provence for all pupils studying classics from Year 8 and above.

British Museum, Fitzwilliam and Colchester