Classical Studies Level 2 and 3 NCEA

WorkshopTrudy Harvey

trudy.harvey@whs.school.nz

Purpose and intentionsA Explore and develop useful literacy practices to meet the

needs of all students

A Reflect on L2 Classical Studies so far

A Understand what is expected in the new L3 and Scholarship Classical Studies

A Design an effective L3 Classical Studies programme catering for your student needs

“Let each man exercise the art he knows.” Aristophanes

Getting to know our Classics learners

NZC places the learner at the centre of teaching and learning and teachers need to “attend to the cultural and linguistic diversity of all students” (p34)

So, in order to create an effective, inclusive and dynamic learning environment for our students:

A What do we need to know about our students before we start teaching them?

A Why should we find out about these specifics?

http://www.ascd.org/publications/books/111011/chapters/Knowing-Our-Students-as-Learners.aspx

LIKES (‘stuff’ student enjoys)

BACKGROUND – (medical conditions/learning &/or physical disabilities)

SUCCESSES

ACADEMIC(reading skills, focus, past success, written language, interpretation

CHALLENGES

EMOTIONAL/SOCIAL INFLUENCES(family structure and history, peer status, self-esteem, attitude)

STUDENT:

CULTURAL AND SOCIETAL FACTORS(ethnic & racial background, cultural identity, economic status, languages)

DISLIKES (‘stuff’ student doesn’t enjoy)

STRENGTHS

KNOW YOUR LEARNER

Adapted from Making Links for LearningSiliva Gaugatao, Team Solutions (AKL)

Get to know your learner in context

Culture and Identity

Citizenship and

SocietyHeritage Art and Aesthetics

Conflict

Empire and Power

Responding to the DataA Relationships with students A Programme designA Approaches to teaching and learningA Raising engagement and achievement

Example from WHS…

Level 1: Heroes and Villains Level 2: Drama Drama Level 3: Death PerceptionAS91021

1.1Homer’s Heroes: The OdysseyDemonstrate understanding of ideas and values of the classical world.4 credits External

AS91200

2.1Aristophanic Comedy – Frogs and CloudsExamine ideas and values of the classical world.4 credits External

3.1Virgil’s AeneidAnalyse ideas and values of the classical world.4 credits External

AS91022 1.2

Images of Heroes in Greek Vase PaintingDemonstrate understanding of the significance of features of work(s) of art in the classical world.4 credits External

AS91201

2.2Pompeii Domestic Art and Architecture Examine the significance of features of work(s) of art in the classical world.4 credits External

3.2Images of Death and the Afterlife in Greek Vase PaintingAnalyse the significance of a work(s) of art in the classical world. 4 credits External

AS91023 1.3

Julius CaesarDemonstrate understanding of an important historical figure in the classical world.4 credits External

AS91202

2.3Eruption of VesuviusDemonstrate understanding of a significant event in the classical world.4 credits Internal

3.3SocratesAnalyse the impact of a significant historical figure on the classical world.6 credits External

AS91024 1.4

Relating to Caesar - Roman Social RelationshipsDemonstrate understanding of social relationships in the classical world.6 credits InternalWill also be offered in Y10 CLS in 2013

AS91203

2.4Athenian Democracy and Social LifeExamine socio-political life in the classical world.6 credits External

3.4Religious and Philosophical beliefs about Death and the Afterlife in Athens and/or RomeDemonstrate understanding of significant ideology(ies) in the classical world.6 credits Internal

AS91025 1.5

Extraordinary Heroes: Modern Mythological Film RepresentationsDemonstrate understanding of links between aspects of the classical world and another culture.6 credits Internal

AS91204

2.5Athenian Comedy and Modern Political Satire Demonstrate understanding of the relationship between aspects of the classical world and aspects of other cultures.6 credits Internal

3.5Representations of Death and the Afterlife in Greek Vase Painting, Renaissance Art and Literature, and modern mediaDemonstrate understanding of the lasting influences of the classical world on other cultures across time.6 credits Internal

2012 -2013Level 2A What worked well? Not so well?A New ideas/topics/teaching/learning

Level 3A Excited about?A Concerned about?

General queries??

Developing capabilityHow do we go about building our students

reading and writing capabilities to address the requirements of the external Classical Studies

standards?

Are these skills the same or different for internals?

Level 3A Learning Objectives

A Indicators

A Concepts

A Achievement Standards

Learning objective 8-1 Students will gain knowledge, skills, and experience to: understand the complexity and diversity of social, political, artistic, and ideological aspects of the classical

world and how these aspects influenced the lives of Greeks and Romans living in those times. Indicators Selects relevant evidence and uses it to analyse the complexity and diversity of social, political, artistic, and/or

technological aspects of the classical world. Thinks critically about primary and secondary sources about social, political, artistic, and/or technological aspects of

the classical world. Analyses different perspectives on the connections between social, political, artistic, and/or technological aspects of

the lives of the ancient Greeks and Romans. Concepts addressed in this learning objective Citizenship and society Culture and identity Empire and power Conflict Art and aesthetics

Key concepts in classical studies Possible context elaborations Power and freedom, as conveyed through literary texts such as Philocleon in Aristophanes’ Wasps, the role of

destiny in Virgil’s Aeneid, Trimalchio’s banquet in Petronius’s Satyricon, the patron-client relationship in J uvenal’s Satires, Augustus’ constitutional reform in Suetonius’s The Twelve Caesars: who holds real power?

Literary conventions, such as the use of language and imagery, for example, Aristophanic humour, Virgilian symbolism: to what extent do literary conventions carry a message?

Art and architecture: the significance of features of work/s of art in their artistic/historical context, for example, Euphronios’s vases as illustrations of the development of Red Figure techniques: what makes a work of art realistic? OR the Arch of Titus illustrating imperial propaganda in the time of the Flavians: what is the connection between art and politics?

Exercise of individual power (historical and literary), for example, Virgil’s Aeneas, Philip of Macedon, Alexander the Great, Cicero, and Augustus: to what extent were these models of leadership successful?

Political alliances, such as the relationship between Alexander the Great and Parmenio or Augustus and Agrippa: how do you choose and use your friends?

Competing ideologies – religious, philosophical, political belief systems, for example, Mystery religions, Christianity and Roman state religion, Socrates and the Sophists, Stoicism and Epicureanism, Alexander’s Oriental Policy: whose ideas are most convincing?

Propaganda as an instrument of the state, for example, Alexander’s ‘divine’ status, prophetic passages in Virgil’s Aeneid: who is playing the instrument and who is listening to the music?

Level 3 draft standards

http://ncea.tki.org.nz/Resources-for-aligned-standards/Social-sciences/Classical-studies/Level-3-Classical-studies

One standard per group – an expert groupWhat are the key changes, what needs to be considered, thoughts…

Then…Join another group and share your findings

Wish listIf you could teach anything you wanted, what would you include?What would you throw out?What new ideas and contexts would you like the course to contain?What do your students enjoy? What do students want to learn and do in Classics?How can you develop a course that provides for learner choice as well as teacher choice?What are the literacy and language skills required in Classics?

ScholarshipIn the first section candidates will be required to select two contexts from the list below:

Within each context there will be two questions from which candidates will choose one. Candidate responses should be in the form of a written essay. In the second section candidates will be required to select one concept from the list below: • Culture and Identity, with specific focus on religion and ideology • Conflict, with specific focus on political and military conflict.

Candidates will be required to answer one question from this section, with reference to either ancient Greece or ancient Rome. Candidates will be required to analyse and interpret unseen sources of evidence (extracts and images) in relation to their selected concept. Candidate response can be in the form of bullet points, diagrams, notes, extended paragraphs or an essay.

• Alexander the Great • Augustus • Socrates • Virgil’s Aeneid

• Aristophanic comedy • Athenian Vase Painting • Roman Art and Architecture

Your TurnUsing what you already know about

your students, and what we’ve talked about and seen today…

Design a L3 programme for your L3 class next year.

Design a matrix for Classical Studies in your school

Success?AExplore and develop useful literacy practices to meet the needs of all students

AReflect on L2 Classical Studies so far

AUnderstand what is expected in the new L3 and Scholarship Classical Studies

ADesign an effective L3 Classical Studies programme catering for your student needs

Where to from here?