GCSE Classical Civilisation
Schemes of Work 1
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
Contents
Introduction
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Unit 1 Topic A Homer, Odyssey
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Unit 1 Topic B Livy, Stories of Rome
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Unit 1 Topic C Athens and Sparta
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Unit 1 Topic D History of Roman Britain
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Unit 2 Topic A Greek Tragedy and Drama Festivals
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Unit 2 Topic B Plautus, The Pot of Gold and The Brothers Menaechmus
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Unit 2 Topic C Mycenaean Civilisation
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Unit 2 Topic D Social Life in Rome in the First Century AD
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Unit 3 Topic B Virgil, Aeneid
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Unit 4 Topic A Homer, Iliad
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Unit 4 Topic B Greek Comedy
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Unit 4 Topic C Athenian Pottery
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Unit 4 Topic D Athenian Democracy
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Unit 4 Topic E Ovid, Metamorphoses
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Unit 4 Topic G Nero
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Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
Introduction
This document includes sample schemes of work for the following topics:
Unit 1 Topic A Homer, Odyssey
Unit 1 Topic B Livy, Stories of Rome
Unit 1 Topic C Athens and Sparta
Unit 1 Topic D History of Roman Britain
Unit 2 Topic A Greek Tragedy and Drama Festivals
Unit 2 Topic B Plautus, The Pot of Gold and The Brothers Menaechmus
Unit 2 Topic C Mycenaean Civilisation
Unit 2 Topic D Social Life in Rome in the First Century AD
Unit 3 Topic B Virgil, Aeneid
Unit 4 Topic A Homer, Iliad
Unit 4 Topic B Greek Comedy
Unit 4 Topic C Athenian Pottery
Unit 4 Topic D Athenian Democracy
Unit 4 Topic E Ovid, Metamorphoses
Unit 4 Topic G Nero
These schemes of work have been written by experienced teachers and examiners as
suggestions to how teachers might wish to organise the teaching of the course. They are
outline schemes of work that should be considered and adapted within each centre to meet
the centre’s specific circumstances. They may be used as the basis of more detailed weekby-week schemes of work and lesson plans. The schemes are neither prescriptive nor
exhaustive.
Individual teachers will develop their own approaches to delivering the course and these will
be influenced by the teaching time and resources they have available. However, the study of
Classical Civilisation should help candidates to develop a diverse range of skills and this is
more likely to be achieved if a variety of teaching methods are employed. Similarly, teachers
will need to build assessment points into their scheme of work and it is expected that
homework tasks will be set to support the teaching and to encourage independent learning.
Teachers will want to provide their students with the chance to practise the skills they will
need in order to attempt the questions included in the examinations. They should be familiar
with the three assessment objectives, and understand the importance of tailoring their
response to the demands of the questions set.
All topics in this specification are based on the study of primary source materials, and all
candidates should be familiar with the contents of the primary sources for their chosen topics
and confident at evaluating these materials and expressing and supporting their own
opinions. Candidates entered for Tier H in particular should be comfortable with writing
extended answers to questions.
The schemes of work for the Controlled Assessment topics make it clear that, as well as
teaching an overview of the topic, teachers should prepare candidates for the assessment
task itself, familiarising candidates with the scheme of assessment and helping them to
develop the necessary research skills.
The schemes supplied below are outline schemes of work and provide only an overview of
the subject content. The specification is the document on which assessment is based, and
these schemes of work should be read in conjunction with the specification. It is important
that teachers refer to the specification to provide detailed information about the
subject content.
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Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
Schemes of Work for the following topics will be published shortly:
Unit 3 Topic A Herodotus, The Persian Wars
Unit 3 Topic C The Ancient Olympic Games and the Panathenaia
Unit 3 Topic D Pompeii and Herculaneum
Unit 4 Topic F Catullus
Unit 4 Topic H Archaeology of Roman Britain
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Reading Book 9: The
Cyclops
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Reading Book 6: Nausicaa
Reading The Odyssey
Reading Book 5: Calypso
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Introduction
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Continue charts and activities started in Book 5
Character sketch of Polyphemus
Continue charts and activities started in Book 5
Character sketch of Nausicaa
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Make charts as stories are read to collate information,
e.g. a chart of female characters:
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what do they do?
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how important are they?
Use different colours to show human and divine
characters
• Break story into small sections, use past paper
questions for each topic individually
• Character sketches of Odysseus and Calypso
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Throughout the course:
• List literary techniques. Identify these as stories are
read. Discuss why they are used
• Play games – a version of Pictionary/Charades is good
where pupils have to act or draw an incident in the
Odyssey
Suggested Teaching Strategies
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The wanderings of Odysseus
The raid on the Cicones
The Lotus-Eaters
The adventure with Polyphemus, the
Cyclops
Odysseus encounters Nausicaa, the
princess of the Phaeacians, and is accepted
as a guest
Council of the Gods
Hermes tells Calypso to let Odysseus go
He sails on a raft but is wrecked by
Poseidon
He swims ashore on Scherie
Background to Homer and epic poetry
The structure of the Odyssey and Homer’s
literary techniques
Topic Outline
Topic
Unit 1 Topic A Homer, Odyssey
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
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The role of Odysseus’ crew. What is their
relationship with him?
How do they react to his leadership?
To what extent are they responsible for the
disasters which befall them?
The concept of heroism: what was a Homeric
hero?
A definition is needed of a Homeric hero
(perhaps give a couple of examples of
Achilles’ behaviour) and a modern hero
Odysseus as a hero and leader: what good
and bad qualities does he have?
The wanderings of Odysseus
The Sirens
Scylla and Charybdis
The cattle of Helios
Loss of the last ship and all the companions
Odysseus rescued by Calypso
End of his story to the Phaeacians
The wanderings of Odysseus
Aeolus and the bag of winds
Odysseus blown back to sea after sighting
Ithaca
The Adventure with the Laestrygonians
Circe’s island
The men transformed and restored
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The role of Odysseus’ crew
Consolidation: Themes
Heroism and leadership
Reading Book 12: Scylla and
Charybdis
Reading Book 10: Circe
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Students can write extracts from the diary of a crew man
and record their thoughts. Choose incidents like the
Cyclops, Thrinacia, passing Scylla
Discuss what qualities we admire and dislike today in
heroes. Was a Homeric hero any different? Does good
leadership differ from heroism?
Look at characters like James Bond or Jack Bauer. Does
a hero always make a good leader?
After each story refer back to the definitions and
evaluate Odysseus’ behaviour
When all the books have been read, students could write
a performance management report for Odysseus
Continue charts and activities started in Book 5
Class debate: the choice Odysseus has to make
between Scylla and Charybdis
Continue charts and activities started in Book 5
Character sketch of Circe
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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Xenia
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Monsters
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Women
The role of the gods
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For each place students write a hotel inspector’s report
and give it a star rating
Make Wanted Posters featuring the Odyssey’s most
dangerous suspects
Stage Odysseus appears on Blind Date, featuring
Calypso, Circe, and Nausicaa. In groups class can
decide what each female will offer Odysseus and he can
summarise the advantages and disadvantages and
choose one
Record in the form of a chart with three columns:
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name
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reason for like/dislike
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action and consequence for storyline/Odysseus
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What was the concept of hospitality?
How is Odysseus received in each of the
lands he visits?
How does he behave as a guest?
Monsters and magic: the roles of
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Circe
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Calypso
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the Cyclops
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the Laestrygonians
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Scylla
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Charybdis
What is each monster?
What danger does it pose?
How much trouble does it cause?
How does Odysseus deal with it?
How are they portrayed?
How important are they to the plot?
The role of the gods:
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How do they help and hinder Odysseus?
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What sort of characters do they have?
Which gods like and dislike Odysseus and
what are their reasons for so doing?
What actions do they take because of their
feelings?
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
The sequence of the books and Homer’s use
of flashback and foreshadowing (Cyclops’
curse)
Decide what makes a story exciting, e.g.
first person narrative
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epithets
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suspense
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character sketches
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The structure of the poem
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Literary Techniques
Literary techniques
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Discussion of why Homer used this approach
How would students make a modern film version of the
Odyssey? Casting parts is a good way to reinforce
understanding of the different characters
Show excerpts from the film (Odysseus played by
Armand Assante) and ask students what differences
there are to the book and why they think the changes
were made. Hopefully they will all think Homer’s is the
better version. (The only problem with showing a
modern film version is that less able candidates
sometimes base their answers on this and not the book)
Explain epithets by using modern example e.g. if there
are three girls called Lucy in a class, we might refer to
Lucy who does ballet, blonde-haired Lucy, etc.
Have a competiton to see who can find most epithets in
a book of the Odyssey. Discuss why Homer chose each
epithet
The repetition in oral poetry can be compared to the
question and answer sessions at the start of lessons to
recap what students learned last time
Students can make a chart of the techniques and add
examples as they are met
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Revision/exam preparation
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Make revision cards of various qualities Odysseus has,
e.g. bravery, intelligence and on the back list examples
from the Odyssey
Stick a character’s name on a pupil’s back and give
them so many questions to work out who they are
Revision quizzes
Past paper and specimen questions
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Choosing questions (Tier H)
Timing
Meeting the assessment objectives
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AO1, Knowledge
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AO2, Understanding
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AO3, Evaluation, analysis, response
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Introduction
Topic
Livy’s aims as a historian
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to entertain reader: what methods does
he use?
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to teach moral lessons
Explanation of
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civil wars at end of late Republic
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Augustus’ policies to revive traditional
values
Remember Livy may be biased in favour of
the Republic
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Specification: three chapters looking at
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the reigns of the kings
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the Republic
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the invasion of the Gauls
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Topic Outline / Key Questions
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Throughout the course:
list literary techniques e.g. first person narrative,
suspense, character sketches; identify these as stories
are read
• make charts as stories are read to collate information
• break topics into small sections, use past paper and
specimen questions for each topic individually
• play games, e.g. a version of Pictionary/charades where
pupils have to act or draw an incident in Livy’s stories
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Discuss what qualities we admire and dislike today and
which Augustus thought were important.
The organisation of the course suggested below is just one
of several possibilities
Suggested Teaching Strategies
Unit 1 Topic B Livy, Stories of Rome
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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The rape of Lucretia and
Brutus’ expulsion of the
Tarquins
Why did Livy admire Brutus?
Why was it held?
What qualities did Horatius show?
Was he justified in killing his sister?
Was his punishment fair?
Romulus founded Rome and obtained female
population
Other kings added territory and buildings and
made various political changes
What were their motives for so doing?
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The three Cs: Coriolanus,
Cincinnatus and Camillus
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Start making revision cards: one per quality and add
examples to the back as the various stories are studied
Draw up a balance sheet of Tarquin the Proud’s good
and bad points to help show why he was expelled
Debate about punishment of Horatius
Make a bar chart to show the actions of the kings and try
to assess their relative importance
Use spider diagrams for each king to show his
achievements and personality
Draw a family tree to show relationships of Tarquin the
Old, Servius Tullius and Tarquin the Proud
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Students find these three men very confusing
Try colour coding notes or think of an image (an animal
for example) and put all notes about each of them into
an image that students can remember
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What lessons did Livy want us to learn from
these men?
Look at their good and bad qualities
Livy, Stories of Rome, Chapter 2, The early republic
Horatius Cocles, Scaevola
• What did the Etruscan invasion show about
and Cloelia
the behaviour of the senate and people?
• Beware of Livy’s bias towards the senate
• What lessons did Livy want people to learn
from the behaviour of Horatius, Scaevola and
Cloelia?
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The triple combat
The achievements of each
king and their contribution to
the growth of Rome
Livy, Stories of Rome, Chapter 1, Rome under the kings
The accessions of Romulus,
• Who was each man, what claim to the throne
Tarquin the Old, Servius
did he have?
Tullius and Tarquin the Proud • What method did he use and what does this
show us about his personality?
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
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Revision/exam preparation
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Choosing questions (Tier H)
Timing
Meeting the assessment objectives
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AO1, Knowledge
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AO2, Understanding
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AO3, Evaluation, analysis, response
All the women are portrayed differently; there
is very little stereotyping
How important are women to the history of
Rome?
Do they shape events and if so, how?
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Consolidation and revision
Livy’s portrayal of women
Livy, Stories of Rome, Chapter 3, The invasion of the Gauls
The Gallic invasion
• Why did it happen?
• Why did the Romans start off so badly but
end up victorious?
• To what extent were the Fabii to blame for
the Gauls attacking Rome?
• Why did the Romans lose the Battle of the
River Allia?
• What qualities then secured them victory?
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Make revision cards of various qualities e.g. bravery,
patriotism and on the back list the characters who show
these qualities
Stick a character’s name on a pupil’s back and give
them so many questions to work out who they are
Revision quizzes
Past paper and specimen questions
Produce a chart as the stories are read and individual
women are met
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what do they do?
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how important are they?
Produce diagram of a pitch and put notes on each half of
pitch
Students could also produce a football style commentary
This is very much like a football match which is ‘a game of
two halves’
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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Education in Athens
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A look at Athenian and Spartan society to assess
the roles various people played within it and the
values inherent in each culture.
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different aspects of each society to each
other and to modern day
Introduction
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Draw up a chart containing three columns, one for
information about Athenian education, the second for its
modern equivalent and in the third students can briefly
put their evaluation
Throughout the course:
• Reinforce comparisons and have many question and
answer sessions on differences between Athens and
Sparta
• Hold debates to consider the relevant merits of various
aspects of this topic
• Use past paper questions
• Provide a glossary of terms such as perioikoi,
paidogogus
• Stage a ‘Millionaire’ show with questions with four
answers and opportunities for candidates to phone a
friend and go fifty/fifty
Suggested Teaching Strategies
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What were the aims of education?
What were schools like in respect of
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the buildings used
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the equipment
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the pupils
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age range
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curriculum
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teachers
What was the role of the paidogogos?
Who were Sophists and what did they teach?
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reasons for their unpopularity
Who had a higher education and of what did
it consist?
Why were these skills considered important?
Topic Outline
Topic
Unit 1 Topic C Athens and Sparta
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Everyday life in Athens
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The house
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of what was it built?
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its design and the functions of the
different rooms
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in what ways did it differ from modern
houses?
Clothing
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what garments were worn by men and
women?
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of what material were they made?
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were they comfortable/practical?
Dinner parties (symposia)
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who attended?
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where and when were they held?
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what preparations were necessary?
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what food was served?
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what entertainment was provided?
How were girls brought up and educated?
What was expected of them?
When did they get married and what was the
role of a wife?
What was their position within the home and
in society?
What rights did they have?
What were the aims of education?
Look at selection from birth and life in the
agoge
What did boys learn?
What was the krypteia?
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Women in Athens and Sparta
Education in Sparta
Students write up a diary entry after returning home from
a dinner party
Play kottabos using water
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Students could make a chiton and himation and one of
the group could try wearing them to carry out different
activities
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Students can make an estate agent’s brochure in which
they describe the features of an Athenian house
Draw a large spider diagram to show the advantages
and disadvantages of women’s lives
Either use two different colours or put advantages in the
top sector of the diagram and disadvantages in the
bottom
There should be plenty of debate about issues such as
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arranged marriages
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women staying at home and looking after the
children
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the access to divorce for men and women
Students can write a school report for a Spartan
commenting on his performance in the different tasks
and suggesting ways for him to improve
Discuss the merits of this education and what elements
would be desirable/legal in today’s society
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Revision/exam preparation
Work in Athens and Sparta
The Spartan army
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Revision quizzes
Past paper and specimen questions
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Pupils can write job adverts describing the type of
person required, the working conditions and perks
Make a chart to show the differences in manufacturing
and sales in Athens and today
A slave who has been badly treated appears on Tricia or
a similar show. They tell their story and then the master
appears on the show. Audience should participate too
Pupils can write a diary entry for a Helot
Link back to education and show how this had prepared
the Spartans for army life
Ask pupils to produce a report written by a military
consultant who has been on a fact finding mission to
Sparta. They should write recommendations for
improving the army of the city who has employed them
in the light of what they discovered in Sparta
Watch extracts from the 300 film and assess accuracy of
Spartan armour etc.
Copyright © 2009 AQA and its licensors. All rights reserved.
Choosing questions (Tier H)
Timing
Meeting the assessment objectives
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AO1, Knowledge
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AO2, Understanding
AO3, Evaluation, analysis, response
Who were Metics?
how did they contribute to the life of
Athens?
What trades were important?
What did shops look like?
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what differences were there in shops and
factories in Athens compared to today?
How were slaves treated?
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what were the good and bad jobs?
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what other advantages/disadvantages
were there in being a slave?
Who were Periokoi and Helots?
How were they treated by the Spartans?
How did they contribute to the economy?
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Why did the Spartans need such a good
army?
How did they train, what weapons did they
have and how were they used?
What uniforms did they wear?
How did they fight?
What was life like in the mess clubs and why
was it so vital that a man belonged to one?
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
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Britain before the invasion
Look at the tribal system and constant
internal fighting in Britain
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What weapons did they have?
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What links were there between the
Romans and Britain before 55BC?
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Introduction
A brief look at life in Celtic Britain and contact
between Rome and Britain before AD 43
Reasons why Caesar and Claudius invaded
Britain
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the opposition they met and how they
coped with it
The collaboration of Cogidubnus
The role of Caratacus in opposing the
Romans, his defeat and pardon by Claudius
The Boudiccan rebellion
The feud between Suetonius Paulinus and
Julius Classicianus
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why did Classicianus disapprove of
Paulinus and what was the outcome?
The governorship of Agricola
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what did he inherit and what did he
achieve?
Topic Outline
Topic
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Show first part of video (see resources list) on Boudicca
which deals with Celtic Britain
Provide a timeline so that pupils can see how the events
fit together
Perhaps show the clip from The Life of Brian where they
ask ‘What have the Romans ever done for us?’ so that
pupils can think of the effects of the conquest as the
course unfolds
Make frequent references to maps and use different
colours to show where different governors operated
Ensure pupils know the major roads and towns of the
province
Provide a brief introduction to the Roman army to ensure
pupils know the differences between legionaries and
auxiliaries and understand why it was so difficult for the
Britons to oppose the Romans
Use frequent question and answer sessions and play
games especially ‘Who am I?’ type games where pupils
have to guess what character they are. Write a ‘Who did
this?’ quiz
Suggested Teaching Strategies
Unit 1 Topic D History of Roman Britain
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Caratacus
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He makes an excellent subject for a talk show as he can
talk about his brother, his achievements and express
bitterness about Cartimandua. He can recount his
experience in Rome. Cartimandua can appear, as can
representatives from the Silures and Ostorius Scapula
Pupils could write a magazine article featuring his palace
at Fishbourne and include an interview with him asking
about his motives and whether he felt any guilt about
helping the Romans
Use Roman Britain CD Rom to look at the roads built
and the occupation
Pupils enjoy doing the quizzes on this
Claudius’ accession on I Claudius is excellent
Draw lines of advance of the different legions in different
colours on a map; mark on battles and Maiden Castle
Brief excerpts from I Claudius help to give pupils an idea
about Caligula’s behaviour and are very popular
The Tony Robinson programme deals well with Caesar’s
invasion of Britain. The Boudicca video uses Caesar’s
account of the British chariot fighting
Remember to link Caesar’s achievements to his aims.
He may not have gained much in Britain but his
reputation was greatly enhanced by his commentaries
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Who was he?
What opposition did he put up to the
Romans?
What successes did he have and why did he
ultimately fail?
His capture and appearance in a triumph in
Rome
Who was he?
How did he help the Romans?
What rewards did he receive?
Claudius’ reasons for invading Britain
Which legions did Aulus Plautius bring?
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Where did each of them operate?
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What opposition did he meet and why did
the Romans win?
Claudius’ visit to Britain
The Fosse Way as the boundary and
Plautius’ dealings with the tribes of the area
The founding of towns
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Who was Caligula?
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Why did Caesar come to Britain?
What did he hope to achieve given the time
of year he came and the troops he brought?
What problems did he encounter?
How successful was he and why?
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Cogidubnus
The Claudian invasion and
Aulus Plautius’ governorship
Caesar and Caligula
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Agricola
What did he inherit from Cerialis and
Frontinus?
What situation did he find on his arrival and
how did he deal with it?
His line of advance in the north and the siting
of forts
His use of the fleet
The battle of Mons Graupius – what
problems did Agricola face and how did he
deal wih them?
Reasons why he won the battle
His checking of abuse and his policy of
Romanisation
Tacitus’ Agricola
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what was the relationship between them?
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how reliable is the Agricola as a primary
source?
Who was he?
Why did he oppose Paulinus?
How did he achieve the recall of Paulinus?
Was he wise to do so?
The causes of the rebellion
Boudicca’s early successes
The strategy of Suetonius Paulinus in London
and the final battle
Reasons for Boudicca’s defeat
Retribution by Paulinus
Copyright © 2009 AQA and its licensors. All rights reserved.
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Julius Classicianus
The Boudiccan rebellion
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Make use of Tacitus’ Agricola. Explain who Tacitus was
and why it is a biased source
Use a map to draw on the line of Agricola’s route and
that of the fleet
Look at the placing of Agricolan forts on a relief map
Pupils write a speech of Calgacus explaining why he
thinks he will be successful at Mons Graupius
Draw a diagram explaining how Agricola won the battle
Consider what differences Agricola’s policy made for the
Britons
Finish the course with the same clip from The Life of
Brian
•
What had the Romans achieved in Britain?
•
How far had Claudius’ aims been fulfilled?
•
What difference would the Britons have noticed?
Pupils write a speech by Boudicca to persuade the
Britons to rebel
They can write extracts from Paulinus’ diary describing
his attack on Anglesey, his arrival in London, his reaction
to hearing about the 9th and 2nd legions, the final battle
and his plans for revenge
Video on Boudicca
Debate on wisdom of rebellion – how serious were
causes, what chance did Britons have of success
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
18
Revision/exam preparation
•
•
•
•
•
•
klm
Stick a character’s name on a pupil’s back and give
them so many questions to work out who they are
Revision quizzes
Past paper and specimen questions
Copyright © 2009 AQA and its licensors. All rights reserved.
Choosing questions (Tier H)
Timing
Meeting the assessment objectives
•
AO1, Knowledge
•
AO2, Understanding
•
AO3, Evaluation, analysis, response
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
Explanation of the rituals and practices of the
City Dionysia
•
klm
Copyright © 2009 AQA and its licensors. All rights reserved.
Structure of play
Prologue
•
Entrance of Chorus
•
Choral Odes
•
Episodes
•
‘Agon’/ debate between Medea and
Jason
•
Messenger’s Speech
Explanation of
•
structure of theatre
•
staging of tragedy
•
roles of actors and chorus
•
masks, costumes and props
•
mechanical devices of theatre
•
•
Medea as tragic drama
•
•
Specification:
•
Euripides, Medea
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The City Dionysia
•
Staging of tragic drama
•
Introduction
Euripides, Medea
Plot of Medea
Topic Outline
Topic
•
•
•
•
•
Study small scenes
Test knowledge of scenes through revision questions
Draw a timeline of play
Re-tell the plot through spider diagrams
Write out plot in own words
Highlight importance of drama as a religious and civic
festival
Presentation of details of the theatre with comparison of
modern ideas of theatre
19
Reading and understanding characterisation, motives and
plot of the play
Organisation of the course suggested below is just one of
several possibilities
Suggested Teaching Strategies
Unit 2 Topic A Greek Tragedy and Drama Festivals
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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Performers in the festival
Individual Athenians within
the festival
Role of the Chorus
Costumes and Masks
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Numbers and selection process
List and draw a spider diagram of qualities needed
Highlight the difficulties actors face and means they
used to overcome them
Numbers and training
Discuss the role they played in drama
Discuss what was worn and why
List duties and skills needed to fulfil these roles
List skills and qualities required
Describe selection process for judges
Debate Athenian desire for impartiality
Draw a timeline of the production
Highlight religious and civic importance
List the religious procedures
Write a diary of events of the festival
List their actions and motives
Spider diagrams of their characteristics
Debate on the justifications of their actions
Act out scenes with Medea, with students using their
own words
List her actions and motives
Spider diagram of her characteristics
Discuss rights and wrongs of her actions
Hold a debate about justification of her actions
Hold a mock trial with characters as witnesses
Copyright © 2009 AQA and its licensors. All rights reserved.
Role of Actors
Qualities needed to act
•
Difficulties actors faced
•
Roles of officials, Archons and Priest of
Dionysus
Role of Choregoi
Role of Judges
When did it occur?
Held in whose honour?
Processions and traditions
Competitive element
Structure of the ceremony
What are they like?
What do they do?
Explanation and justification for their actions
How are they manipulated by Medea?
What is she like?
What does she do?
What do others say about her?
How does she react with others?
Qualities to admire and those to hate
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Other characters in the play:
Jason, Creon and Aegisthus
Drama Festivals
Presentation of Tragedy at
the City Dionysia
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•
•
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Characterisation of Medea
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
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Revision/exam preparation
Exam technique
Importance of the festival
Structure of the theatre
Choosing questions
Timing
Meeting the assessment objectives
•
AO1 Knowledge
•
AO2 Understanding
AO3 Evaluation, analysis and response
Copyright © 2009 AQA and its licensors. All rights reserved.
•
•
•
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Civic elements
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Seating arrangements
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Religious aspects
Scenery and devices
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Shape of the theatre and its advantages
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Revision quizzes
Past papers and specimen questions
Discuss proagon and processions
Indicate sacrifices
Purification of the theatre
Show importance of presentation of the tribute
Show respect to the sons of those recently killed for
Athens
Release of prisoners
Presentation of Ephebes, newly trained soldiers
21
Draw a diagram of the theatre and label important areas
Discuss the skene and its functions
Discuss the crane and ekkuklema, including their
purposes
Indicate where the tribes sat and who had special seats
at the front
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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Pot of Gold
Prologue
•
Introduction
klm
• Re-tell in own words the words of Lar
Familiaris
• List adjectives that describe different members of
Euclio’s family
Copyright © 2009 AQA and its licensors. All rights reserved.
• Assess the function of the Prologue
• Assess characters of Euclio, his ancestors
and daughter
• Evaluate the morality of individuals in the
account of the Lar Familiaris
• List comic devices
• Create timeline of the plays
• Read scenes and, if possible, act individual scenes with
different ‘actors’
• Re-tell plots in own words
• Breaking down scenes, set specific revision questions
for each scene
• Building up scenes into larger sections, set more broadly
based questions for those scenes
• List similarities and differences between modern society
and that of Plautus
Throughout the course:
•
Explanation of devices:
•
Plot
•
Characterisation
•
Exaggerated situation
Present the idea of Plautus as being a light-hearted
playwright, discussing ideas of comedy and light-hearted
drama
Organisation of the course suggested below is just one of
several possibilities
Suggested Teaching Strategies
• Plautus’ aims as comic author
•
To entertain and amuse audience
•
To adapt Greek Originals for Roman
audience
Specification: Two Roman Comedies: Pot of
Gold and Brothers Menaechmus
Topic Outline
Topic
Unit 2 Topic B Plautus: The Pot of Gold and Brothers Menaechmus
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
Copyright © 2009 AQA and its licensors. All rights reserved.
• Assess his role throughout the play
• Evaluate his morality
• Assess his importance to the plot
Character of Menaechmus in
Brothers Menaechmus
klm
• Assess his role throughout the play
• Evaluate his morality
• Assess his importance to the plot
• Assess the function of the Prologue
• Evaluate the quality of the Prologue
Character of Sosicles in
Brothers Menaechmus
Brothers Menaechmus
Prologue
• Extent of stock characters
• Contribution of other characters to the humour
in the play
• Contribution of other characters to the plot
and development of the play
Roles of other characters in
the Pot of Gold
What is he like?
What does he do?
What do others say about him?
Qualities to admire?
Qualities to loathe?
Contribution to humour of the play
•
•
•
•
•
•
Character of Euclio in Pot of
Gold
Draw a spider diagram of qualities with evidence
List others opinions of him
Debate on how much his character contributes to the
play
23
• Draw a time line to indicate where he is and what he is
doing at various stages of the play
• Draw a spider diagram highlighting his qualities and his
actions
• List his characteristics with supporting evidence
• Hold a debate centred on which of the two brothers has
more/less morality
• Draw a timeline to indicate where he is and
what he is doing at various stages of the play
• Draw a spider diagram highlighting his qualities and his
actions
• List his characteristics with supporting evidence
• Retell the Prologue in own words
• Create a timeline of the events
• Create a Venn diagram, indicating what the twins have
in common and what they don’t
• Draw a spider diagram of individuals with the role they
have in the play
• Assess and list the qualities, strengths and weaknesses
of individuals in the play
• Use a range of adjectives to describe individuals, citing
evidence to support the chosen words
•
•
•
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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Roles of slaves
Roles of women
Common themes
Morality in the two plays
Roles of other characters in
Brothers Menaechmus
klm
• List who they are and what they do
• Evaluate how they are treated
Assess individual characters and how they treat and are
treated by their masters
• List what role the women play
• Evaluate how they seem to be regarded
• Spider diagram indicating who they are and what they do
• List examples of these from both plays
• Draw spider diagrams indicating individual actions of
good morality
• List examples of good morality from both plays
• Hold a debate discussing rights and wrongs of incidents
in both plays
• Balloon debate/ ‘X factor’ presentation for students to
argue for retention of individuals based on their moral
stance in both plays
• Spider diagrams listing what each character gets by the
end of the play
• Debate on what individuals do get and whether they
deserve what they get
• Draw spider diagrams citing examples of each of these
from both plays
• Draw a spider diagram of individuals with the roles they
have in the play
• List and assess the characteristics of individuals in the
play
• Use a range of adjectives to describe individuals, citing
evidence to support the chosen words
Copyright © 2009 AQA and its licensors. All rights reserved.
• Discuss the role of women generally in
Plautine Society
• Discuss the role of individual women in the
two plays
• Discuss the roles of slaves and how they are
treated in Plautine society
• Discuss the roles of individual slaves from the
two plays
• Discuss the extent to which individuals get the
just deserts by the end of the play
• Discuss the extent of violence, deceit, insult,
theft, immorality and lying that appears in both
plays
• Discuss the extent of goodness and morality
exhibited by individuals
• Extent of stock characters
• Contribution of other characters to the humour
of the play
• Contribution of other characters to the plot
and development of the play
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
• Choosing questions
• Timing
• Meeting the assessment objectives
•
AO1 Knowledge
•
AO2 Understanding
•
AO3 Evaluation, analysis and response
Revision/exam preparation
Exam technique
Copyright © 2009 AQA and its licensors. All rights reserved.
• Discuss differences and similarities between
societies
• Assess good and bad points of the society
Plautus presents
Comparison between
Plautine and modern
societies
klm
• Discuss how humour is dependent on
characterisation especially of Euclio, Sosicles
and Menaechmus
• Discuss the extent humour is dependent on
misunderstanding and confusion
• Discuss the extent humour is dependent on
exaggeration
• Discuss the extent to which humour is
dependent on visual impact, mock violence
and extreme movement
Humour in the two plays
• Revision quizzes
• Past papers and specimen questions
• List similarities
• List differences
• Hold a debate discussing the advantages and
disadvantages of both
25
• List different types of humour
• List examples of types of humour from the two plays
• Draw spider diagram indicating generic types of humour
and assess the extent to which events and characters fit
into those types
• Hold a debate discussing the extent of the humour within
the plays and how much would a modern audience
appreciate the plays of Plautus. What is funny and what
is not?
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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Warfare
klm
Class discussion:
Look at a reconstructed drawing of the citadel at
Mycenae. Compare and contrast with students’ own
ideas.
Write a guided tour of Mycenae pointing out the main
defensive features.
Look at a reconstructed drawing of the citadel at Tiryns.
List the similarities and differences with Mycenae.
Copyright © 2009 AQA and its licensors. All rights reserved.
•
•
•
•
Group work: discuss and design a place that would keep
people safe in times of crisis. Present ideas to rest of
class.
A study visit to Greece is also very useful (although not
always possible)
Set past paper essay questions at regular intervals while
unit is being taught
•
Defensive situation and features of citadels
Timeline showing the main periods of Greek history
Background reading/fact finding on the Mycenaeans
Brainstorm key descriptive words e.g. warlike, religious,
artistic etc
Throughout the course:
Refer to These Were The Greeks, Amos and Lang,
Duckworth - there is a date chart at the back and a useful
chapter on the Minoans and Mycenaeans
•
•
•
Suggested Teaching Strategies
What evidence is there to suggest that the
Mycenaeans were warlike?
•
•
•
Introduction
Who were the Mycenaeans?
Where do they fit with other periods of Greek
history/important events?
What sort of people were they?
Topic Outline
Topic
Unit 2 Topic C Mycenaean Civilisation
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
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The Warrior in Combat
Depictions of warfare in the decorative arts
•
•
Copyright © 2009 AQA and its licensors. All rights reserved.
Armour and Weapons
•
27
Refer to
The Ancient Greece of Odysseus, P.Connolly, OUP –
excellent illustrations throughout, particularly reconstruction
of citadel at Mycenae
Mycenae, M. Sargent, Longman (out-of-print), lots of useful
photos.
•
•
•
Use photographs of some of the best known Mycenaean
artefacts as an ending to warfare and a starting point for
the decorative arts
•
pottery – The Warrior Vase
•
metalwork – the Siege Rhyton
•
ivory – plaque of warrior with boar’s tusk helmet etc.
•
frescoes – warriors preparing their horses
Choose two or three single combat descriptions from the
‘Iliad’ to read aloud with the class. Brainstorm in what
order things happen/weapons are used.
Discuss why single combat was important to the heroes.
Explain the custom of despoiling the corpses of defeated
enemies.
Clip from ‘Troy’ showing combat between Hector and
Achilles
Essay: Describe a typical Homeric single combat and
explain how single combat enhanced the wealth, status
and reputation of warriors.
•
•
Posters: students draw (or have a drawing provided for
them) and label a Mycenaean warrior in full war gear.
Research will be needed to make the labelling as
informative/detailed as possible.
•
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Decorative Arts
Ivories
Pottery
Metalwork
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•
•
Sum up this section with a table showing what the
various art forms tell us about the Mycenaeans. This
should include raw materials and their origins as well as
the decoration.
•
klm
Research and sketch a selection of the metal artefacts
found in the shaft graves at Mycenae.
This work leads into the next section.
Provide the outlines of the most common Mycenaean
pottery shapes for students to decorate in typically
Mycenaean styles and label with their uses
Provide some examples of ivories showing subject
matter other than warfare.
Discuss decoration and who might have used the
objects.
Information on how ivories were made and the Minoan
influence
Provide some examples of frescoes showing subject
matter other than warfare, preferably in colour.
Students label each fresco with what it can tell us about
Mycenaean lifestyles e.g. clothes, hairstyles, chariots,
religious processions etc.
Class discussion: list reasons why some students like
frescoes and others don’t.
Information on how frescoes were made and the Minoan
influence
•
•
•
•
•
•
•
Copyright © 2009 AQA and its licensors. All rights reserved.
What evidence is there to suggest that the
Mycenaeans were artistic and wealthy and
traded widely?
• Frescoes
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
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Palaces
Tombs
Copyright © 2009 AQA and its licensors. All rights reserved.
Functions and Use
•
Grave goods
Burial customs
•
•
Palace complex including the megaron
Chamber tombs
Tholos/Beehive tombs
Significance of design developments
•
•
•
•
Shaft graves
Cist graves
•
•
Class discussion: what would have been good/not so
good about living in a Mycenaean palace?
This could lead to letter or diary.
Refer to
The Ancient Greece of Odysseus, P.Connolly, OUP –
reconstruction of palace at Pylos
•
•
29
Mind maps showing what the different types of
graves/tombs and their grave goods can tell us about
Mycenaean attitudes towards the dead and their lifestyle
in general
•
Compare and contrast the remains of the palaces at
Mycenae, Tiryns and Pylos.
Draw or describe a typical scene in a megaron.
Provide diagrams of these two types of tombs.
Discuss the similarities.
Discuss the increasing sophistication of the Tholos
Tombs, culminating in the Treasury of Atreus.
•
•
Draw diagrams of both types of grave showing clearly
how shaft graves developed from cist graves.
•
Refer to Mycenae, M. Sargent, Longman (out-of-print) – lots
of useful photos
Most of the important objects are in the National
Archaeological Museum in Athens,
http://odysseus.culture.gr/h/4/eh41.jsp?obj_id=6223
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Revision/exam preparation
Exam technique
•
•
•
•
Watch BBC DVD, In Search of the Trojan War,
Episode 2
Information on Arthur Evans and Michael Ventris
Provide sheet showing main ideograms and list of
possible translations.
Paired work: students to work out which is which.
Label picture of the Archive Room at Pylos so that it
explains how the tablets were made.
Give a couple of simple examples of tablets for students
to decipher
Class discussion: how useful are the tablets as sources
of information about Mycenaean life.
Watch BBC DVD, In Search of the Trojan War,
Episode 1
Group work leading up to class debate: Was Schliemann
a good archaeologist or not?
Formalise the ideas put forward in the debate in an
essay.
•
•
•
klm
Past paper comprehensions make a good starter activity
to keep students in touch once unit is finished
Revision quizzes
Past papers and specimen questions
Refer to The Mycenaean World, J.Chadwick, CUP
•
•
•
•
•
•
•
•
•
Copyright © 2009 AQA and its licensors. All rights reserved.
Choosing questions
Timing
Meeting the assessment objectives
•
AO1 Knowledge
•
AO2 Understanding
•
AO3 Evaluation, analysis and response
Discovery, interpretation and significance
What evidence is there to suggest that the
Mycenaeans were highly organised with a largely
agricultural economy?
Linear B
Schliemann and Dorpfeld
•
Discovery
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
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Family Life
Religion
•
state
•
private
•
non-Roman cults
•
tolerance and intolerance
Comparison of Roman and modern life
•
•
Copyright © 2009 AQA and its licensors. All rights reserved.
What did the family consist of?
What were the roles of the parents?
What was the importance of the ancestors?
What role did the children play?
Society
•
patrons and clients
•
public leisure and entertainment
•
baths, dinner parties, theatre,
amphitheatre and chariot racing
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•
•
•
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Family
•
family relationships
•
domestic rituals
•
slaves
•
freedmen
•
education
•
daily routine
Specification:
Introduction
•
Topic Outline
Topic
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•
•
•
•
Draw a family tree
Read from source material on family relations and
encourage students to role play each member of the
family
Identify aspects of Roman life through families and
individuals
Break topics into smaller sections
Have an outline of the geography of the City of Rome
Be aware throughout of similarities and differences of
1st Century Rome and contemporary life
Throughout the course:
Discuss similarities and differences between First
Century AD and modern life
31
The organisation of the course suggested below is just one
of several possibilities
Suggested Teaching Strategies
Unit 2 Topic D Social Life in Rome in the First Century AD
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Daily Routine
Education
Slaves and Freedmen
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klm
Draw a time line showing each part of the day
Draw a spider diagram in the form of a clock indicating
the actions at each part of the day
Write a diary entry describing a visit to the baths
Compare and contrast a typical day with modern life
Plan out a timetable for a typical day as a Roman
school boy
Compare and contrast the schooling of modern and
ancient students
•
ages of studying
•
subjects taught
•
conditions of teaching and learning
Assess the advantages of a Roman boy’s education for
a typical Roman
Debate the advantages and disadvantages of being a
freedman
List type of slaves and types of jobs they had
Assess what benefits, if any, there were to be a slave
Present the argument a slave might make to a master
to convince him to give him his freedom
List the places slaves came from and by what means
were they enslaved
Copyright © 2009 AQA and its licensors. All rights reserved.
What happened at different stages of a
Roman day?
What was the Salutatio?
When were working hours?
What did the Romans do after work?
What was the importance of the baths?
Who was educated in a Roman household?
What was the structure of the education
system?
Who were the different types of
schoolmaster?
What subjects were taught at different
stages?
What duties might a freedman have towards
his ex-master?
What roles could freedmen have in Roman
society?
•
•
What were the duties of slaves?
How were they treated?
How were they obtained?
How were they set free?
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•
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
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Religion
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Entertainment
What types of religion were practised in
Rome?
Who were the gods and where were they
worshipped?
What was the purpose of state religion and
the deification of the emperors?
What outside religions entered Rome?
What types of entertainment were there?
When did they take place?
Where did they take place?
What were the social aspects of the different
types of entertainment?
Who were patrons?
Who were clients?
What did patrons do for clients?
What did they get in return?
Copyright © 2009 AQA and its licensors. All rights reserved.
•
•
•
•
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Patron and Clients
•
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•
33
List the gods worshipped in Rome
Hold a debate over which type of religion was most
appropriate for Rome
Describe some of the rituals and sacrifices in Rome
Draw a map of where temples were in Rome
List which were religious buildings and which were
secular/civic ones
Discuss why the Romans worshipped their Emperors
Assess what religions were important to private Roman
citizens
Describe Roman marriages and funerals
Assess what religions the Romans were tolerant of
Write a letter to a non-Roman friend inviting him to his
first Roman dinner, describing the customs and
traditions involved
Describe a visit to the theatre
Argue the rights and wrongs of the Amphitheatre
Give a Murray Walker style commentary on a chariot
race
Transfer the requests made at the beginning of the film
The Godfather into a Roman setting and fulfil the
requirements provided by both sides
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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Revision/Exam Preparation
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•
•
klm
Revision questions: past papers and specimen questions
Revision cards and bullet points
Use of spider diagrams and mind maps to highlight details
Use of role play e.g. patron/clients
Students to make up own quizzes to test each other
Copyright © 2009 AQA and its licensors. All rights reserved.
Choosing questions (Tier H)
Timing
Ensuring Assessment Objectives are
understood and met
•
AO1 Knowledge
•
AO2 Understanding
•
AO3 Evaluation, Analysis and Response
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
klm
Copyright © 2009 AQA and its licensors. All rights reserved.
•
•
•
Introduction
Background to Virgil and Roman epic poetry
The structure of the Aeneid and the debt to
Homer
Explain main themes to be covered
Topic Outline / Key Questions
Topic
35
Throughout the course:
• Keep a glossary of names and places
• Book summaries: these may be produced by students in
written and/or various other forms, or produced by the
teacher (see below)
• Comparison with Homer is advantageous if 1A or 4A has
been studied, noting Virgil’s place in Roman history
(though the latter will not be tested)
• Keep records of
•
literary techniques, especially similes, imagery,
speeches and first person narrative
•
character summaries, especially Aeneas and Dido
•
role of gods
•
portrayal of female characters
•
participation of gods
•
use of prophecy
as these run across two or more books
• Break study of books into manageable chunks and build
in exam technique training throughout the delivery of the
course
• Use pictorial exercises to focus students’ attention on
detail within images, similes etc.
• Play games and use role play and debate to engage
students
Suggested Teaching Strategies
Unit 3 Topic B, Virgil, Aeneid
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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Book 2: The Fall of Troy
Book 1: Aeneas arrives in
Carthage
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klm
Watch the appropriate scenes from the film The Odyssey
(with Armand Assante as Odysseus) dealing with the fall
of Troy. Students write comparative reviews of this and
Virgil’s account. (The only problem with showing a
modern film version is that less able candidates
sometimes base their answers on this and not the book)
Students might contribute to a group mural depicting
details of Virgil’s account of the Fall of Troy
Add to Aeneas’ character sheet
Keep records of Virgil’s literary techniques
Produce a map showing Aeneas’ journey.
Question sheets may guide students through personal
reading of the text in appropriate detail. (Continue these
through other books.)
Discuss effectiveness of examples of Virgil’s imagery and
keep records. (Continue these through other books.)
Students start ‘character sheets’ for Aeneas and Dido,
which they can add to as they progress through the text,
tracing changes and the reasons for them. (Continue
these through other books.)
Discussion of the similes: students keep records of their
discussions. Comparison tables can link elements in
story with elements within individual similes. (Continue
these through other books.)
Create a job specification for the leader of a new people.
It may be appropriate for students to discuss their views
on the role of gods/fate/free will in their own and the
ancient worlds.
Copyright © 2009 AQA and its licensors. All rights reserved.
The Wooden Horse, Sinon, Laocoon,
Cassandra
Similes: fire
Imagery: snakes and Laocoon
Aeneas’ character
Pathos: how does Virgil evoke pity for Priam
etc.?
Role of gods
Creusa’s prophecy
Why does Aeneas find himself on the coast
of Africa?
How and why do the gods behave as they
do?
The Storm: how effective is Virgil’s use of
imagery
How are Aeneas and Dido portrayed at this
stage of the epic?
What is the function of Fate/Jupiter’s
prophecy?
Similes: how effective are the Neptune,
swans, bee, and Diana similes?
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
klm
Revision/exam preparation
Book 6: Aeneas in the
Underworld
Book 4: Dido and Aeneas
Choosing questions (Tier H)
Timing
Understanding and meeting the assessment
objectives:
y AO1: Knowledge
y AO2: Understanding
y AO3: Evaluation, analysis, response
Peer marking
Imagery: how does Virgil build a gloomy
picture of the Underworld?
Similes: leaves/birds
Prophecy: Anchises
Aeneas’ meeting with Dido:
Categories of the Dead: compare the fates of
those in Tartarus and Elysium
Topography of the Underworld
Similes: deer, Apollo, ants, Alps
Imagery: the hunt and storm
How do Aeneas and Dido compare with their
image in Book 1?
y Conflict between desire and duty
y Is Dido responsible for her ‘madness’?
Role of gods
Copyright © 2009 AQA and its licensors. All rights reserved.
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37
Students produce a guide/map for Aeneas to use on his
journey through the Underworld
Students discuss whether they think those in Tartarus
deserve their punishments, and whether those in Elysium
deserve their place there
Final opportunity to assess strengths and weaknesses of
characters of Aeneas and Dido: Make spider diagrams of
what they did throughout the prescribed books, focussing
on their strengths and weaknesses to help make a final
assessment of their characters
Write Aeneas’ diary entry that covers his visit to the
Underworld as a means of exploring his emotions on
meeting the variety of characters from his past as well as
seeing the future of his people
Summarise character, simile etc. sheets on revision
cards
Revision quizzes: University Challenge / Millionaire /
Fifteen to One etc.
Past paper and specimen questions
Pupils produce story board covering preparations for
hunt, its progress and the storm with the scene in the
cave.
Are Dido and Aeneas right to choose ‘desire’ over ‘duty’?
Do students blame them for this decision?
Mock trial: do you believe Aeneas is responsible for
Dido’s suicide? OR
Debate: who should be held responsible for Dido’s
suicide? OR
To what extent do Dido and Aeneas display a sense of
duty to their gods/family/peoples?
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Throughout the course:
• List literary techniques
• Make charts as books are read to collate information
NB – this topic outline is based on the specimen title:
Imagine you are Achilles. Write your diary for the final year of the Trojan War.
The outline may need to be amended annually to prepare candidates for different titles.
•
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Discuss what parts of the Heroic culture we admire and
dislike today and what Homer and his audience thought
important
•
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Why the topic is important
Characterisation of the main characters:
Achilles, Hector, Priam and Agamemnon
Role of the Gods and Homer’s attitude to
them
Oral poetry – formulae and themes,
composition and performance
Heroes, heroic society and spirit
Techniques of story telling – variety, structure
and imagery
Who was Homer?
Strengths and limitations for a 21st century
audience
e.g Books 1,6,9,16,22 & 24
Specification: at least six books of Homer, Iliad
Introduction to the topic
•
•
•
Outline timetable showing the different phases:
Teaching
‘Research and Planning’
‘Analysis and Evaluation’
What is Controlled Assessment?
• Research task, leading to
• Extended essay
• Focus on AO3 – evaluation, interpretation
and response
• Opportunity to develop candidates’ own ideas
Introduction to Controlled
Assessment
Suggested Teaching Strategies
Topic Outline
Topic
Unit 4 Topic A Homer, Iliad
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
klm
Nestor advises Patroclus to fight Hector in
Achilles’ place.
Portrayal of war: death scenes
•
•
Copyright © 2009 AQA and its licensors. All rights reserved.
Concern of Achilles at Trojan dominance
•
Relationship between Achilles and Patroclus
•
Book 16
Failure of Agamemnon’s delegation to win
Achilles round
•
Book 9
What was the cause of the quarrel between
Achilles and Agamemnon?
How does Homer introduce the main
characters?
Early chance to point out
occurrence/importance of techniques of oral
composition
Relationships between
•
humans
•
the gods
•
humans and gods
Treatment of women
Heroic code as shown by Achilles and
Agamemnon
Problems for Greeks in the fighting
Characterisation of Hector and Helen
Attitude of Athene to women of Troy
Portrayal of war
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Book 6
Book 1
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39
Bullet points on what this shows of the heroic code. Do
21st century students see this in the same light?
Class project to follow up on formulae and other oral
techniques from other well chosen passages from Book
16
What does Homer think?
Vote by all students following short presentation: Should
Achilles have accepted Agamemnon’s offer?
Short discussion on treatment of women
Keep Achilles in touch with what’s happening by
compiling a newspaper report of the fighting
Draw up a simple list of the characters involved with the
relationships between them highlighted
Write down what you think of the way that Homer
portrays each one
Group work: analyse the formulae used in a particular
passage and report back – choice of passages important
Discussion on the contrast between the gods when
dealing with mortals and their relationships with each
other
Debate in which students give reasons why they agree
or disagree with Achilles and Agamemnon
•
as Greek soldiers
•
as modern students
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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AO1 – Knowledge
AO2 – Understanding
AO3 – Evaluation, interpretation and response
The Assessment Criteria
Students to read these books in their own time in
preparation for the task
Bullet point notes on the importance of Priam to the Iliad
Group task: to research and explain contrasting similes
from Book 22
General debate:
•
Who has our sympathy – Achilles or Hector?
•
Would an ancient Greek have agreed?
klm
Peer marking of practice tasks using published criteria
Practice AO3 task: To what extent does Homer’s treatment
of women in the Iliad match the expectations of his readers
today?
Practice AO2 task: How do we know that Homer’s Iliad was
originally composed by an expert in the oral tradition?
Practice AO1 task: List the warriors who engaged in one to
one combat in the books you have read, stating the winning
hero’s name first in each case (and nationality in brackets)
Give students copies of the assessment criteria.
Highlight key words
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Copyright © 2009 AQA and its licensors. All rights reserved.
Books 11,18 and 19
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Extension work
Priam and Achilles
Achilles and Hector
Involvement of gods
Heroic code: behaviour of Achilles and
Hector
Behaviour of Achilles after victory
Portrayal of war: war and the individual
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Book 24
Book 22
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
Copyright © 2009 AQA and its licensors. All rights reserved.
Candidates must produce a piece of work of
about 2000 words in a period of three to four
hours in response to the controlled assessment
task
Analysis and Evaluation
Phase
klm
Candidates have up to 10 hours to carry out
research in the classroom
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41
Initial research based on bullet points provided with the
title
Independent/small group work in the Library/Resources
Centre
Individual discussion with students
Completion of Research Diaries
Evaluative task based on research homework:
To what extent does Homer succeed in showing that the
anger of Achilles is counterproductive and not just an
expected part of the Heroic Code?
Answers to be presented as bullet point list to avoid ‘cut and
paste’ answers
www.bbc.co.uk/keyskills/extra/module2/2.shtml
http://docs.paperless-school.com/BrendasMurder
(KS3 History exercise in researching sources)
Research homework:
Research the code of the Epic Hero as portrayed by
Homer’s Achilles and Agamemnon
Websites re Research skills:
www.ulrls.lon.ac.uk/tutorial (Uni level but Key
Points useful)
Research and Planning
Phase
Research Skills
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
Specification: Aristophanes, Peace and The
Acharnians, and Menander, Old Cantankerous
Introduction to the topic
It is hoped that students will, if possible, attend a
performance of one or all of these plays. However, there are
videos/DVDs available e.g. a performance of Peace by The
Washington Shakespeare Company is available on
www.potomacstages.com/TheaterArchives/WSCo
Archive.htm
Outline timetable showing the different phases:
• Teaching
• ‘Research and Planning’
• ‘Analysis and Evaluation’
Suggested Teaching Strategies
42
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
NB – this topic outline is based on the specimen title:
You have the opportunity to either see or direct a Greek comedy. Would you choose a comedy by Menander or one by Aristophanes?
Explain your answer.
The outline may need to be amended annually to prepare candidates for different titles.
Why the topic is important
Plot of each play
Humour
Characterisation
Type of society depicted by each playwright
Comparison of the above between
Aristophanes and Menander
What is Controlled Assessment?
• Research task, leading to
• Extended essay
• Focus on AO3 – evaluation, interpretation and
response
• Opportunity to develop candidates’ own ideas
Introduction to Controlled
Assessment
•
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•
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•
•
Topic Outline
Topic
Unit 4 Topic B Greek Comedy
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
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Aristophanes, Peace
Plot
Humour
Characterisation
Type of society depicted
Copyright © 2009 AQA and its licensors. All rights reserved.
•
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• Aims of playwrights – difference between Old
Comedy and New Comedy
• Comparison between Menander and
Aristophanes
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43
Draw up a simple list of the characters and the
relationships between them
Write down what you think of the way that Aristophanes
portrays each one
Write down plot as a flowchart with brief description of
what happens in each section
Discussion as to what Aristophanes is trying to do - how
successful is he?
Give an assessment of the character of/write a reference
for Trygaeus – how much is he to be admired?
Discuss: does Aristophanes make the play funny? To
what extent does he succeed?
What is he trying to do in this play? E.g. attack on general
policy of the democratic party and on Cleon
List the main purposes of the Parabasis: how successful
do you think Aristophanes is in his attempt?
Give a review of the play from a modern point of view.
How might this differ from that of a 5th century BC
Athenian?
(Remember that it won second prize in 421BC)
Throughout the course:
• Act through chosen scenes as and when required
• Make charts as plays are read to collate information
• List differences in portrayal of character and society in
general
• Discover aims of each playwright – compare and state
differences
• Ask the question:
• to what extent do you appreciate the humour of
playwright A?
• why?
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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Conventions of comedy at times of Menander and of
Aristophanes
What had changed and why?
Structure of play, role and size of chorus etc.
Discuss differences in attitude between the comedies
written by Aristophanes and Menander. Compare the
idea of society in Athens presented there with your
opinion of society today
Students may be asked to read this play in their own time
and discuss in class
Draw up a simple list of the characters and draw a spider
diagram of the relationships between them
Write down what you think of the way Menander portrays
each one
Write down the plot as a flowchart with brief description
of what happens in each section as you read it
Discussion as to what Menander is trying to do – how
successful is he?
Write a character study of Knemon – how much is he to
be pitied?
Discuss: does Menander’s idea of comedy work? Do you
find the play funny?
What is the main purpose of the Choral song, as you see
it from 21st century standpoint?
Copyright © 2009 AQA and its licensors. All rights reserved.
Productions of Greek Comedy: differences
between Aristophanes and Menander
Differences between the Greek society
presented by Greek comedians and modern
society
Comparison of plays and
playwrights
44
Plot
Humour
Characterisation
Type of society depicted
Aristophanes, The Acharnians •
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Plot
Humour
Characterisation
Type of society depicted
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Menander, Old Cantankerous
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
klm
Answers to be presented as bullet point list to avoid ‘cut and
paste’ answers
www.bbc.co.uk/keyskills/extra/module2/2.shtml
Copyright © 2009 AQA and its licensors. All rights reserved.
http://docs.paperless-school.com/BrendasMurder
(KS3 History exercise in researching sources)
Research homework:
Research the characters of Sostratos and Khaireas as
portrayed by Menander
Websites re Research skills:
www.ulrls.lon.ac.uk/tutorial (Uni level but Key
Points useful)
Research Skills
45
Evaluative task based on research homework:
‘Menander is more successful in showing the relationships
between his characters than Aristophanes.’ How true is this
statement, given your knowledge of the plays that you have
read?
Peer marking of practice tasks using published criteria
Practice AO3 task: To what extent is the subject of love dealt
with in a different manner in Old and New Comedy?
Practice AO2 task: Explain why Peace does not want to be
freed
Practice AO1 task: Design a stage setting for the beginning
of one of the plays and describe it
Give students copies of the assessment criteria.
Highlight key words.
AO1 – Knowledge
AO2 – Understanding
AO3 – Evaluation, interpretation and response
The Assessment Criteria
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
46
Analysis and Evaluation
Phase
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•
klm
Initial research based on bullet points provided with the
title
Independent/small group work in the Library/Resources
Centre
Individual discussion with students
Completion of Research Diaries
Copyright © 2009 AQA and its licensors. All rights reserved.
Candidates must produce a piece of work of
about 2000 words in a period of three to four
hours in response to the controlled assessment
task
Research and Planning Phase Candidates have up to 10 hours to carry out
research in the classroom
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
What is Controlled Assessment?
• Research task, leading to
• Extended essay
• Focus on AO3 – evaluation, interpretation
and response
• Opportunity to develop candidates’ own ideas
Introduction to Controlled
Assessment
•
•
•
Outline timetable showing the different phases:
Teaching
‘Research and Planning’
‘Analysis and Evaluation’
Suggested Teaching Strategies
klm
Introduction to the topic
•
Copyright © 2009 AQA and its licensors. All rights reserved.
•
47
Visits to museums and galleries are always desirable, but it
Why the topic is significant
is recognised that they are not always possible. However, it
contribution of vase painting to history of
is recommended that the examples shown to the students
European art
give a good idea of the three dimensional nature of the
•
insights into Athenian culture and values
vases and in colour where possible.
• Timeline of prescribed vase painters
• Timeline of key political events
Guide students to make their own interpretation of the visual
• Key themes – shape, function, differing
evidence by their own informed observation – secondary
techniques, theme, style and visual effect,
sources should always be treated critically.
fitness for purpose and cultural and religious
implications
NB – this topic outline is based on the specimen title:
Consider all the vases you have studied. Which is your favourite vase? Explain why you have chosen this vase and compare it to at
least three other vases you have studied in your answer.
The outline may need to be amended annually to prepare candidates for different titles.
Introduction to Athenian
• Encourage students to make their own lists:
• Introduction to shapes, sizes and names of
Pottery
vases, and their uses – links between
•
the major groups of shapes and their form and
function and form
function
•
the differences between the three major techniques
• Introduction to black-figure, bi-lingual and
and how each was produced
red-figure techniques
•
Comparisons
with use and form of contemporary
• Idea of the time scale of change
containers and tableware
• Overview of the technical difficulties of
• The problems of painting on a curved surface and of
decorating a vase
suggesting solid objects and the human figures
Topic Outline
Topic
Unit 4 Topic C Athenian Pottery
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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The Andokides painter
c 530 – 515 BC, bi-lingual
48
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Exekias c 545 – 530 BC,
black-figure
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The Amasis Painter
c 560 – 525 BC, black-figure
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klm
Choice of examples, with detailed examination
Discussion of themes of decoration
Exercise on the Ajax and Achilles amphora: how
different is the red-figure side from the black-figure?
Which is better? Why?
Does the bi-lingual show any advantages/advances over
the previous technique? Is it all ‘better’?
Choice of examples, with detailed examination
Exercise on two examples to establish common points of
style and peculiarities of technique
Discussion of themes of decoration
An evaluation of the Dionysus cup, to examine the
overall effect and the relationship between the scenes
Compare with example of Amasis Painter’s work
Students’ own pictures of what they see as characteristic
of Exekias painting (Ajax and Achilles amphora and
Achilles and Penthesileia?)
Prepared discussion of the limitations of black-figure
technique as shown in the work of The Amasis Painter
and Exekias
Choice of examples, with detailed examination
Exercise on two examples to establish common points of
style and peculiarities of technique
Class discussion on technical ability and themes of
decoration
The challenges of suggesting depth and space in a two
colour medium
The problems of scale and perspective
Copyright © 2009 AQA and its licensors. All rights reserved.
Major works including vases with same scene
in both techniques
Relationship with previous and next
generations
Named painter who signs work and potter
Major works and characteristics
Relationship with Amasis painter and with
next generation
Major works and characteristics
Relationship with Exekias and with next
generation
Overview of the major characteristics of the
prescribed painters
Outline information on use and how this fits in
with the culture of the age
Tie-in between use of myth/legend material
and socio-political situation in Athens
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
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AO1 – Knowledge
AO2 – Understanding
AO3 – Evaluation, interpretation and response
The Assessment Criteria
Copyright © 2009 AQA and its licensors. All rights reserved.
Major works and characteristics
What has he inherited from his
predecessors?
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•
The Berlin Painter
c 500 – 470 BC, red-figure
Major works and characteristics
What has he inherited from his
predecessors?
•
•
Euphronius c 525 – 500 BC,
red-figure
Choice of examples, with detailed examination
Discussion of themes of decoration
How do the scenes on the pots studied relate to the
vases themselves
What are the qualities which make him different from his
predecessors?
Prepared lists of perceived advantages/disadvantages of
red-figure over other techniques
Choice of examples, with detailed examination
Discussion of themes of decoration
Itemise the ‘improvements’, especially in the depiction of
anatomy
How far is the scene on the Sarpedon krater geared to fit
the vase and its purpose? (this should really be asked of
all the vases studied)
Peer marking of practice tasks using published criteria
49
Practice AO3 task: To what extent is red-figure pottery an
advance over the black-figure technique?
Practice AO2 task: Explain why the theme of the decoration
and the medium in which it is portrayed is appropriate to the
function of the vase
Practice AO1 task: Describe the construction and decoration
of a named vase
Give students copies of the assessment criteria.
Highlight key words.
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Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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klm
Initial research based on bullet points provided with the
title
Independent/small group work in the Library/Resources
Centre
Individual discussion with students
Completion of Research Diaries
Copyright © 2009 AQA and its licensors. All rights reserved.
Candidates must produce a piece of work of
about 2000 words in a period of three to four
hours in response to the controlled assessment
task
Analysis and Evaluation
Phase
50
Candidates have up to 10 hours to carry out
research in the classroom.
Evaluative task based on research homework:
How successful is the bilingual pot by Andokides at showing
the main points of the story? Choose the medium you think
shows the story better and explain that choice.
Answers to be presented as bullet point list to avoid ‘cut and
paste’ answers
www.bbc.co.uk/keyskills/extra/module2/2.shtml
http://docs.paperless-school.com/BrendasMurder
(KS3 History exercise in researching sources)
Research homework:
Research the myth/story behind the Achilles and Ajax
amphora
Websites re Research skills:
www.ulrls.lon.ac.uk/tutorial (Uni level but Key
Points useful)
Research and Planning
Phase
Research Skills
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
klm
•
Introduction to the topic
Copyright © 2009 AQA and its licensors. All rights reserved.
•
•
•
•
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•
•
•
What is Controlled Assessment?
• Research task, leading to
• Extended essay
• Focus on AO3 – evaluation, interpretation
and response
• Opportunity to develop candidates’ own ideas
Introduction to Controlled
Assessment
Why the topic is important – view from both
ancient and modern viewpoint
Overview of key names and events in
development of Athenian democracy
Definitions of key terms (aristocracy, tyranny,
oligarchy, democracy) as relevant to this
topic
How the power of the upper classes reduced
as that of the lower classes increased
Were the reforms actually meant to give
more power to the people?
Was maturing democracy ‘useful’ to the polis
and, if so, to what extent?
Was all sweetness and light or was there
opposition?
How valid are the sources – are there
limitations?
What did being a citizen entail? Was it better
than being a non-citizen?
Topic Outline
Topic
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51
Students will study the methods by which the Athenians
governed themselves during the latter part of the 5th
century BC
Much of the knowledge that is available is from
secondary sources. Great care should be taken that the
candidates are aware of the limitations of such
information and should respond to it accordingly
Outline timetable showing the different phases:
• Teaching
• ‘Research and Planning’
• ‘Analysis and Evaluation’
Suggested Teaching Strategies
Unit 4 Topic D Athenian Democracy
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
•
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Tyranny
Cleisthenes
Defeat of Persia and rise of
the Delian League
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Solon
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klm
Discussion on how the stability and increasing economic
prosperity that peace brought encouraged the growth of
democracy (remember thetes and their increasing worth)
Diagram to show how new tribes formed, clearly
distinguishing their consistent parts
Chart to show what he actually did change and what he
did not
Class prepare debate as to whether he fulfilled his
promise to the people – were his reforms as significant
as those of Solon?
Flow chart to show what tyrants did and how each
impacted on the society
Discussion of consequence of murder of Hipparchus –
did it lead to continuing dislike of tyranny and continued
rise of democracy?
Chart/spider diagram to show reforms and what they
replaced
Role play – upper and lower classes support or
challenge Solon
Class debate: To what extent did Solon deserve the title
‘champion of the people’ given him by Aristotle?
Copyright © 2009 AQA and its licensors. All rights reserved.
Significance of the growth of the league for
the development of democracy
Details of his measures regarding demes,
tribes, council of 500, strategoi and ostracism
and their significance/success
Peisistratus and his rise to power
Measures taken and their significance for
society (especially relations between upper
and lower classes)
Solon’s aims
His reforms
Political, legal and economic significance of
these reforms
NB – this topic outline is based on the specimen title:
To what extent was Pericles justified in being proud of Athenian democracy?
The outline may need to be amended annually to prepare candidates for different titles
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
klm
Copyright © 2009 AQA and its licensors. All rights reserved.
http://docs.paperless-school.com/BrendasMurder
(KS3 History exercise in researching sources)
www.bbc.co.uk/keyskills/extra/module2/2.shtml
Websites re Research skills:
www.ulrls.lon.ac.uk/tutorial (Uni level but Key
Points useful)
Research Skills
Significance (and success) of Pericles’
changes as far as the power of the people
was concerned
•
AO1 – Knowledge
AO2 – Understanding
AO3 – Evaluation, interpretation and response
Significance of Ephialtes’ changes
•
The Assessment Criteria
Ephialtes and beyond
Flow diagram to show what had led to Ephialtes’ reforms
Prepared debate in groups about whether the new
democracy in Athens actually worked as intended by its
creators: each group to take one of the topics:
•
centre of power
•
keeping the polis in order
•
protecting the polis
53
Evaluative task based on research homework:
How much does a modern democracy like ours depend on
the democratic processes that followed the Age of Tyranny
in Athens?
Answers to be presented as bullet point list to avoid ‘cut and
paste’ answers
Research homework:
Research The Age of Tyranny
Peer marking of practice tasks using published criteria
Practice AO3 task: To what extent did Pericles make his
own political success and how much did he owe to the
Peloponnesian War?
Practice AO2 task: Explain how the reforms of Cleisthenes
and Ephialtes changed the political positions of the
aristocracy and of the people.
Practice AO1 task: Draw a spider diagram to show how
Athens was governed before the reforms of Solon.
Give students copies of the assessment criteria.
Highlight key words.
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Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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klm
Initial research based on bullet points provided with the
title
Independent/small group work in the Library/Resources
Centre
Individual discussion with students
Completion of Research Diaries
Copyright © 2009 AQA and its licensors. All rights reserved.
Candidates must produce a piece of work of
about 2000 words in a period of three to four
hours in response to the controlled assessment
task
Analysis and Evaluation
Phase
54
Candidates have up to 10 hours to carry out
research in the classroom.
Research and Planning
Phase
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
What is Controlled Assessment?
• Research task, leading to
• Extended essay
• Focus on AO3 – evaluation, interpretation
and response
• Opportunity to develop candidates’ own ideas
Why the topic is significant – contribution of
poetry to European culture, insights into Roman
culture and values under Augustus
Introduction to Controlled
Assessment
Introduction to the topic
klm
Copyright © 2009 AQA and its licensors. All rights reserved.
55
Throughout the course:
• Itemise and list transformations as stories are read to
collate information
• Break books into small sections
• List literary techniques: narrative, humour, suspense
etc.; identify as stories are read
• Discuss relationships between stories within books
• Discuss relationships between mortals and immortals as
portrayed by Ovid
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Outline timetable showing the different phases:
Teaching
‘Research and Planning’
‘Analysis and Evaluation’
Suggested Teaching Strategies
NB – this topic outline is based on the specimen title:
The BBC is making a series of three dramas based on Ovid’s Metamorphoses. Which three transformations would you choose to
include in the series, and why?
The outline may need to be amended annually to prepare candidates for different titles
Specification: three books (7,8 and 10)
Key themes:
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Metamorphosis
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Relationships
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Characteristics
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Betrayal
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Vengeance
Techniques which Ovid uses to create suspense
and atmosphere
Topic Outline
Topic
Unit 4 Topic E Ovid, Metamorphoses
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
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Book 8
Book 10
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Ovid’s aims as a poet
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Book 7
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Discuss what qualities we admire and dislike today as
shown in Books 7, 8 and 10 before the transformations
and which Augustus/ citizens of the early empire thought
were important
Vote by all students following short presentations: ‘Were
the transformations suffered by e.g. Pygmalion and
Atalata the most apt or could Ovid have devised a better
fate?’ (Remember where the myths came from)
Written work giving a resume of the styles in which Ovid
approaches the stories – e.g. with humour or with
suspense (Remember the limitations caused by both
translation and translator)
Class discussion: Did all those transformed deserve their
fate? Give your reasons
Try to discover what Ovid’s aim was in writing the
Metamorphoses. Why might this aim have caused his
exile?
Write down the way in which Ovid portrays each
individual, before and after the transformations
Choose one transformation that intrigues you, then write
a newspaper report describing what happens; include
what you think the individuals feel about it
Copyright © 2009 AQA and its licensors. All rights reserved.
Orpheus and Eurydice
Cyparissus
Ganymede
Apollo and Hyacinthus
Pygmalion
Cinyras and Myrrha
Venus and Adonis
Atalanta
Metamorphosis of Adonis
To entertain reader
To teach moral lessons
To show importance of change with regard
to reforms/attitudes of Augustus
Minos, Nisus and Scylla
Daedalus and Icarus
Meleager and the boar
Althaea and Meleager
Achelous
Baucis and Philemon
Erysichthon
Jason and Medea
Minos wars against Aegeus
The Myrmidons
Cephalos and Procris
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
klm
Research and Planning
Phase
Websites re Research skills:
www.ulrls.lon.ac.uk/tutorial (Uni level but Key
Points useful)
Research Skills
Copyright © 2009 AQA and its licensors. All rights reserved.
Candidates have up to 10 hours to carry out
research in the classroom
http://docs.paperless-school.com/BrendasMurder
(KS3 History exercise in researching sources)
www.bbc.co.uk/keyskills/extra/module2/2.shtml
AO1 – Knowledge
AO2 – Understanding
AO3 – Evaluation, interpretation and response
The Assessment Criteria
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57
Initial research based on bullet points provided with the
title
Independent/small group work in the Library/Resources
Centre
Individual discussion with students
Completion of Research Diaries
Evaluative task based on research homework:
‘Augustus’ political and moral reforms made it impossible to
allow Ovid to continue to write in Rome.’ To what extent do
you feel that this is true?
Answers to be presented as bullet point list to avoid ‘cut and
paste’ answers
Research homework:
Research the political situation in which Ovid was writing
Peer marking of practice tasks using published criteria
Practice AO3 task:
To what extent do Ovid’s literary techniques allow him
successfully to recreate these myths?
Practice AO2 task:
How might a modern version of the above differ?
Practice AO1 task:
Retell your favourite metamorphosis in prose
Give students copies of the assessment criteria.
Highlight key words.
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
58
Analysis and Evaluation
Phase
Copyright © 2009 AQA and its licensors. All rights reserved.
Candidates must produce a piece of work of
about 2000 words in a period of three to four
hours in response to the controlled assessment
task
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
klm
Specification:
• Suetonius, Life of Nero
• Tacitus, Annals
Introduction to the topic
Throughout the course:
• Make a timeline to collate information
• Make charts and spider diagrams showing Nero’s
actions and personality
klm
Copyright © 2009 AQA and its licensors. All rights reserved.
59
The death of Claudius, Empire and Emperors, Graham
Tingay, Chapter 7
Suetonius, Life of Nero, from The Twelve Caesars, Robert
Graves, Chapters 8-16, 20-38 and 40-57
Empire and Emperors, Graham Tingay, Chapters 8, 10
and 11
Read the following source materials in class
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Outline timetable showing the different phases:
Teaching
‘Research and Planning’
‘Analysis and Evaluation’
Suggested Teaching Strategies
NB – this topic outline is based on the specimen title:
Write a performance management review of Nero’s reign.
The outline will need to be amended annually to prepare candidates for different titles.
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Why Nero is important
His accession and the good government of
the first years of his reign
Nero’s personality
The murders of Claudius, Britannicus,
Agrippina, Octavia, Poppaea, Seneca
The Fire of Rome
The persecution of the Christians
The Pisonian Conspiracy
The revolts
The death of Nero
The limitations of the sources
What is Controlled Assessment?
• Research task, leading to
• Extended essay
• Focus on AO3 – evaluation, interpretation
and response
• Opportunity to develop candidates’ own ideas
Introduction to Controlled
Assessment
•
•
Topic Outline
Topic
Unit 4 Topic G Nero
Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
60
Nero’s personality and
behaviour
The Early Years
Debauched and criminal behaviour
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klm
Write a short description of Nero’s personality at the
beginning of his reign
Class discussion: How and why did his personality start
to change?
Write up a brief CID report into the death of Agrippina
Was he a top performer?
What did the Roman/ Greek audiences think of his act?
Write two critiques of one of his performances:
• one that he might read
• one for the local paper after his return to Rome
Where do Locasta, Britannicus, Poppaea and Octavia fit
in to the story?
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draw a series of pictures to show this
Why are they important?
•
write a brief sketch of the personality and influence
each had over Nero
List reasons for murder of Claudius
List what actually happened according to Tacitus
Does this agree with the story according to Suetonius?
Draw a spider diagram to show Nero’s relationship to
Claudius, Agrippina, Seneca and Burrus
Draw a time line of his reign with the good points above
the line and the bad points below the line. This could be
a graph with good points high and really bad ones really
low
Copyright © 2009 AQA and its licensors. All rights reserved.
Love of the performing arts:
• tour of Greece
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Good government of the first years
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Personality of Nero
Accession to the throne
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Death of Claudius
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Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0
klm
The Assessment Criteria
Opposition and Revolt
The Pisonian Conspiracy
The revolts
Death of Nero
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Copyright © 2009 AQA and its licensors. All rights reserved.
AO1 – Knowledge
AO2 – Understanding
AO3 – Evaluation, interpretation and response
The Fire of Rome
The persecution of the Christians
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Write Nero’s blog for the day of the fire. Include his
thoughts about who to blame and how he could use the
opportunity to rebuild
Why was opposition to his rule and to him personally
becoming common?
List the conspiracies and revolts stating the main
reasons for each one
Do Suetonius and Tacitus agree? Why do you think this
might be so?
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discuss the limitations of the sources
Write a short newspaper article to announce the death of
Nero. Include some of the details and discuss what
happens next
Peer marking of practice tasks using published criteria
61
Practice AO3 task: To what extent did Nero’s murder of his
mother remove any limits to his behaviour?
Practice AO2 task: How did Seneca and Burrus help Nero to
govern in the early years?
Practice AO1 task: Give a true picture of Nero’s prowess as
a charioteer using the primary sources.
Give students copies of the assessment criteria.
Highlight key words.
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Teacher Resource Bank / GCE Classical Civilisation / Schemes of Work 1/ Version 1.0
•
•
•
•
klm
Initial research based on bullet points provided with the
title
Independent/small group work in the Library/Resources
Centre
Individual discussion with students
Completion of Research Diaries
Evaluative task based on research homework:
‘It was obvious to the citizens of Rome that the fire was the
result of Christian terrorists.’ How far is this a true
assessment of the situation?
Answers to be presented as bullet point list to avoid ‘cut and
paste’ answers
Research homework:
Research: what actually happened in the Fire of Rome
Copyright © 2009 AQA and its licensors. All rights reserved.
Candidates must produce a piece of work of
about 2000 words in a period of three to four
hours in response to the controlled assessment
task
Analysis and Evaluation
Phase
62
Candidates have up to 10 hours to carry out
research in the classroom
http://docs.paperless-school.com/BrendasMurder
(KS3 History exercise in researching sources)
www.bbc.co.uk/keyskills/extra/module2/2.shtml
Websites re Research skills:
www.ulrls.lon.ac.uk/tutorial (Uni level but Key
Points useful)
Research and Planning
Phase
Research Skills
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 1 / Version 1.0