GCSE Classical Civilisation
Scheme of Work 2
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Contents
Introduction
2
Unit 3 Topic A Herodotus, The Persian Wars
4
Unit 3 Topic C The Ancient Olympic Games and the Panathenaia
8
Unit 3 Topic D Pompeii and Herculaneum
12
Unit 4 Topic F Catullus
16
Unit 4 Topic H Archaeology of Roman Britain
20
klm
Copyright © 2009 AQA and its licensors. All rights reserved.
1
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Introduction
This document includes sample schemes of work for the following topics:
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
The following schemes of work have already been published:
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.
2
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
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.
klm
Copyright © 2009 AQA and its licensors. All rights reserved.
3
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Unit 3 Topic A Herodotus, The Persian Wars
Topic
Topic Outline
Suggested Teaching Strategies
Introduction
Specification: three broad areas covering
• The preparations for Xerxes’ invasion of
Greece
• The battles at Thermopylae, Artemisium and
Salamis
• Herodotus’ portrayal of Xerxes and
Themistocles
The organisation of the course suggested below is just one
of several possibilities
Herodotus’ aims and methods as an historian:
• “To record and preserve the memory of…
• the great and noble deeds of both Greeks
and barbarians…
• and in particular to set down the causes of
the war between the Greeks and barbarians”
Look out for Herodotus’ interest in fascinating detail and
customs of diverse peoples which might not seem strictly
relevant to ‘a history of the Persian Wars’
Explanation of the background to Xerxes’
invasion of mainland Greece in 480BC:
• The growth and makeup of the Persian
Empire
• The Ionian revolt
• Darius’ invasion of Greece and Marathon
4
Discussion of modern views of ‘empire’ and clarify the
ancient and modern concepts of ‘Greece’: city-state and the
wider Greek world vs single nation
Throughout the course:
• List literary techniques e.g. use of speeches, character
sketches, interest in cultural detail
• Make maps and charts to clarify chronology and build
special awareness
• Build evidence banks for main characters
• Break history into relevant sections
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
•
•
Use past paper and specimen questions to teach
examination technique and reinforce knowledge of
individual topics, including peer assessment
Use games/role play: e.g. quizzes, radio/tv commentary
Xerxes’ motives for invading
Greece
•
What does the discussion reveal about the
nature of the Persian empire and the
character of the Greeks?
•
Produce a chart of the various reasons given for and
against invading Greece
Preparations and crossing
Hellespont
•
What impression is created of the Persian
army and its leaders?
What does this episode reveal about the
chances of Greek resistance being
successful?
•
Class produces a wall display similar to Parthenon’s
Panathenaic frieze / Bayeux Tapestry (this could be
extended to include battles if space allows)
•
Greek consultation and the
Delphic Oracle
•
What consequences did the prophecies given
to the Athenians have on their participation
and conduct during the war?
•
Hold a debate on the merits of each interpretation of the
Delphic Oracle’s prophecy
Thermopylae
•
Why did the Greeks choose to stand against
the Persians here?
Why was the Greek force composed as it
was?
What qualities did the Greeks display and
what was the effect on Xerxes and his army?
•
Write an imaginary letter from Leonidas which he
handed to the contingents he sent away in which he
justifies the decisions he took at Thermopylae
‘Match of the Day’ style commentary
Newspaper front page written by Greek or Persian
reporters
Pupils may produce a story board of the three days of
fighting…
•
•
•
•
•
Artemisium
•
•
•
klm
How united was the Greek fleet?
What was the purpose of choosing to fight
here?
What were the consequences of the outcome
of the fighting at Artemisium?
…and dovetail with the events at sea
Copyright © 2009 AQA and its licensors. All rights reserved.
5
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Salamis
•
•
•
•
Themistocles
•
•
•
Why did the battle take place here?
How did Themistocles manage to get the
Persians to do as he wanted?
What dangers were there for the Greeks in
fighting here?
What were the consequences of the Greek
victory for Xerxes?
•
How does Herodotus portray Themistocles’
character and role in this war?
How does he use other characters
(e.g. Aristides) to reinforce his portrayal of
Themistocles?
Why does Herodotus portray Themistocles in
this way?
•
Pupils need to explore ancient Greek attitudes to
democracy as a means of understanding Herodotus’
portrayal of Themistocles. There are opportunities for
cross-curricular work here and a chance to clarify the
important differences between ancient Athenian and
modern democracy
Create a job specification for the ideal King of Persia
It may be appropriate for pupils to discuss how
successfully Xerxes rules a multi-cultural empire, and/or
how successful he is as a leader of people
•
‘Match of the Day’ style commentary, if not used
previously
‘I was Xerxes’ scribe’ – detailed account of the battle as
seen from Xerxes’ point of view and recorded by his
scribe, including comments about the King’s behaviour
as he watched the battle unfold before his eyes
Herodotus’ portrayal of
Xerxes
•
How does Herodotus create a complex
portrayal of Xerxes as a man capable of
cruelty, culture, meticulous preparation,
fairness etc?
•
•
Herodotus the historian: his
aims and methods
•
What are Herodotus’ aims in writing history
as he does?
What similarities and differences are there
between his aims and style and those of
other ancient and modern historians?
How does Herodotus manage to make the
chaos of battle exciting to read about?
Produce a chart as the chapters are read of evidence to
facilitate discussion of issues such as:
• The use, accuracy and purpose of speeches: e.g. the
debates in advance of the battle of Salamis
• Herodotus’ interest in cultural details: e.g. the dress and
armament of the contingents of Xerxes’ army
• The portrayal of key characters and the reinforcement of
ancient prejudices: e.g. the role of Themistocles in
promoting the dominance of the Athenian demos
•
•
6
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Revision/exam preparation
•
•
•
•
klm
Choosing questions
Timing
Understanding and meeting the assessment
objectives
•
AO1, Knowledge
•
AO2, Understanding
•
AO3, Evaluation, analysis and response
Peer marking
•
•
•
Summarise character, simile etc. sheets on revision
cards
Revision quizzes: University Challenge / Millionaire /
Fifteen to One etc.
Past paper and specimen questions
Copyright © 2009 AQA and its licensors. All rights reserved.
7
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Unit 3 Topic C, The Ancient Olympic Games and the Panathenaia
Topic
Topic Outline
Suggested Teaching Strategies
Introduction
Topic consists of four broad areas:
The organisation of the course suggested below is just one
of several possibilities
•
•
•
•
The religious, social and political background
to these two festivals
The sites, organisation and events of the two
festivals
A comparison of the two ancient festivals
Compare the ancient festivals with the
modern Olympic Games
Throughout the course:
• Keep lists of appropriate archaeological evidence for
each type of building
• Use plans and colour coded shading to identify usage
(e.g. buildings or features used for religious practice)
• Break topics into small sections, such as the rules and
equipment of individual sporting events
• Use exercises that encourage students to see that
archaeological elements involve the study of people and
their behaviour through the physical remains that they
leave behind
• Develop awareness of similarities and differences
between ancient festivals and modern ones
Use past paper and specimen questions for each section
Olympic Games: the site
8
How was the site of Olympia suited to the festival
of the Ancient Olympic Games?
• The buildings, altars and statues of the Altis,
especially
•
the temple of Zeus and Pheidias’ statue
•
the Gymnasium, Palaestra, Council
House, Leonidaion
•
the Stadium, Hippodrome
Produce a detailed site guide for an ancient visitor to the
Games, dividing the site into the various areas:
• Religious sanctuary
• Buildings for practice and organising the Games
• Area for competition
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
The organisation of the
Games
A religious festival
How were the Ancient Olympic Games
organised?
• What was the role of the Hellanodikai?
• NB preparations before the start of the
festival, including the sacred truce
•
To what extent were the Ancient Olympic
Games focussed on worshipping the gods?
•
Colour-code a timetable for the events of the Games to
stress the range of events: religious (processions,
sacrifices, oaths, prize-giving, etc.), sporting, cultural
(recitals, tours, reunions)
•
Produce a job specification or letter of application for the
post of Hellanodikos
•
Students identify religious aspects of the festival on:
a programme of the festival
•
a map of the site
•
descriptions of the rules and performance of the
events
Students then report their findings to compare perceived
level of religious practice
•
•
The sporting events
The audience
klm
•
What sporting events took place during the
Ancient Olympic Games?
•
What skills and qualities were required for
success?
•
What were the similarities and differences
between the sporting events in the ancient
and modern Olympic Games?
•
Who watched the Ancient Olympic Games?
•
•
•
•
Students make revision cards for each event and having
revised content, test each other by sticking an event on
back of each pupil and allowing them a certain number
of questions to identify their event
Students produce sporting commentary for the different
events, including breaches of rules and consequences
etc.
Follow a period of personal or group research with a
class discussion to determine similarities/differences.
Structure discussion around series of themes
e.g. sporting events; competitors’ nationalities, sex, etc.;
purpose of taking part
Identify who could and could not attend before using this
information in discussion of further differences and
similarities between ancient and modern Olympic
Games, and the Panathenaia
Copyright © 2009 AQA and its licensors. All rights reserved.
9
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
The prizewinners
•
What prizes were awarded at Olympia and
what was the significance of victory both
immediately and on the athletes’ return
home?
•
Students may propose appropriate honours for a
returning victor and design permanent memorials for him
Panathenaia: annual and
Great
•
What was the purpose of the Panathenaia for
the citizens of Athens?
Did the Great Panathenaia serve any
additional purposes?
•
Students produce eyewitness accounts of their reaction
to or participation in aspects of the two types of
Panathenaia. These must include personal response
reflecting their understanding of the purpose of the
festival for Athenians
•
The key sites
•
Where did the events of the Panathenaia and
Great Panathenaia take place?
•
Students can plot the route of the procession and place
key events on a map/reconstruction of ancient Athens
and the Acropolis
The programme of events
•
Identify the events (sporting and otherwise)
which are the same and those which are
different to those at Olympia
•
Similar range of exercises to those above for Olympia
are applicable
Comparison of the ancient
Olympic Games and the
Great Panathenaia
•
Identify and explain the similarity and
differences in content and purpose
•
Students produce a balance sheet of similarities and
differences which will also support effective revision and
can be used for revision exercises
Alternatively ambassadorial group work might have
experts focussing on religious beliefs, sports, other
events, purpose and structures before arriving at a
balanced presentation covering similarities and
differences across a wide range of issues
•
Comparison of the ancient
festivals with the modern
Olympic Games
10
To what extent are the modern Olympic Games
similar to the ancient festivals? Cover:
• Ceremonies
• Social and political background
• Organisation
• Events
• Buildings
•
Students research the origins of the modern Games and
the reasons for their inception. Research the role of
Pierre de Coubertin and other characters, as well as
identifying similarities and differences beyond the
sporting. Class discussion may be followed by exam
practice of the essay question
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Revision/exam preparation
•
•
•
•
klm
Choosing questions
Timing
Understanding and meeting the assessment
objectives
•
AO1, Knowledge
•
AO2, Understanding
•
AO3, Evaluation, analysis and response
Peer marking
•
•
•
•
Summarise features of key events/buildings on revision
cards
Revision quizzes: University Challenge / Millionaire /
Fifteen to One etc.
Use of mini whiteboards for all students to answer
factual questions and/or sketch equipment, buildings,
features or spaces
Past paper and specimen questions
Copyright © 2009 AQA and its licensors. All rights reserved.
11
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Unit 3 Topic D, Pompeii and Herculaneum
Topic
Topic Outline
Suggested Teaching Strategies
Introduction
•
The organisation of the course suggested below is just one
of several possibilities
•
Stress that this is an archaeological topic.
Archaeology is the study of people and their
behaviour through the physical remains that
they leave behind
Identify the three broad areas of the topic:
archaeological remains of the two towns
•
the destruction of the towns
•
their discovery and investigation
•
Throughout the course:
• Keep lists of appropriate archaeological evidence for
each type of building
• Use plans and colour coded shading to identify usage
(e.g. buildings or features used for religious practice)
• Break topics into small sections
• Use exercises that encourage students to see that
archaeology is the study of people and their behaviour
through the physical remains that they leave behind
Use past paper and specimen questions for each section
Public Buildings:
Forum
•
•
What can the buildings around the forum,
and their relative positions reveal about the
use of this space?
What does the forum reveal about the
priorities of life in a Roman town?
•
•
•
12
Students might use a colour-coded plan of Pompeii’s
forum to indicate spaces/buildings used for religious,
administrative and commercial reasons.
(NB Herculaneum’s forum is only partially visible)
Group investigative report on how the forum area was
used. Ambassadorial/envoy style of reporting
encourages all to participate: groups of three would
each have a specialist in religious, administrative and
commercial uses for spaces and buildings
Students may then compare their own home towns with
Pompeii to see similarities and differences of layout,
decoration and priorities
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Temples
•
•
How did Pompeians express their religious
beliefs in public?
Why did such a range of beliefs exist in
Roman towns?
•
•
Students might investigate the remains of temples in the
two towns and then produce a design/model for a new
temple based on the elements surviving from the variety
of sites. Students ought to include:
•
precinct with colonnade
•
altar in precinct
•
temple building on raised podium with porch and
pediment in front of room (cella) for statue of god(s)
Students produce a balance sheet for the pros and cons
of worshipping each of the religions identified in Pompeii
and Herculaneum
Streets
•
What facilities were provided in the streets of
Roman towns to make life safer and easier
for their inhabitants?
•
Students present themselves as candidates in the
annual election of aediles and suggest what
improvements could be made to the streets and public
water supply and what improvements these would bring
to the inhabitants. Suggestions must be based on the
archaeological evidence from the towns
Shops and workshops
•
What types of business can be identified from
the remains in the towns?
•
Produce a shopfitter’s catalogue detailing facilities
required for each type of business (thermopolium,
bakery, fuller, general shop, etc.), possibilities for
decoration, and how customers and those who worked
there would use the facilities
Students may also model their designs based that have
been based on the actual sites
•
Baths
klm
•
In what ways were public baths similar and
different to those of 21st century Britain?
•
Produce a guide to using the baths in Pompeii and
Herculaneum. This might be generic or specific to
particular baths (e.g. Pompeii’s Stabian Baths from
Connolly or Forum Baths from Cambridge Latin Course,
Book/Unit I)
Copyright © 2009 AQA and its licensors. All rights reserved.
13
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Theatres and Amphitheatre
•
How suitable were Pompeii’s places of
entertainment for their intended purposes?
•
Produce a Promoter’s programme which would indicate
the content of the shows to be performed and also the
particular facilities that different members of the
audience could enjoy
Private Buildings:
Town houses
•
What are the typical features of a town house
in Pompeii or Herculaneum?
What do the plans of town houses reveal
about the priorities of domestic life?
•
Estate Agent’s guide: ensure that the ways in which the
purposes of individual spaces and features are made
clear. Consider, for example:
•
home security
•
formal reception rooms
•
private living spaces
•
maximising use of available space: e.g. gardens
•
Villas
•
How and why do suburban villas differ from
the houses found within the town walls?
•
Comparative writing: students might write about whether
they would prefer to live in an urban or suburban house.
Regarding suburban villas, they would focus on the
differences in plan and use of space as seen in the
outward, rather than inward looking arrangement of
rooms
Eruption of Vesuvius and
eyewitness account
•
To what extent does Pliny the Younger’s
account of the eruption match modern
volcanologists’ opinions?
•
Compare the letters of the Younger Pliny with research
of Haraldur Sigurdsson
•
Students write their own eyewitness account that draws
also on the experience of friends/relatives who were
elsewhere in the Bay of Naples and survived while also
noting how a range of victims died: e.g. someone like the
Elder Pliny might have seen victims on beach at
Herculaneum but, having been unable to reach the
shore, had left them and survived to tell the tale; or you
might have known the family who stayed with the
pregnant victim and died at home; or you were unable to
reach your pet dog that remained chained up
14
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Discovery and investigation
•
How has archaeological investigation
changed and improved over the years? How
and why has the emphasis of investigations
shifted?
Comparison of Pompeii and
Herculaneum
•
Comparison of Pompeii (an active port city)
and Herculaneum (apparently a seaside
residential town), noting the percentage of
the two sites that have been investigated and
the different effects of the eruption on each
•
•
Plot building types studied on maps of each town
Explain whether you would choose to buy a property in
Pompeii or Herculaneum, producing a balance sheet to
help make an objective decision
Revision/exam preparation
•
•
•
Choosing questions
Timing
Understanding and meeting the assessment
objectives
•
AO1, Knowledge
•
AO2, Understanding
•
AO3, Evaluation, analysis and response
Peer marking
•
Summarise features of key building types on revision
cards
Revision quizzes: University Challenge / Millionaire /
Fifteen to One etc.
Use of mini whiteboards for all students to answer
factual questions and/or sketch buildings, features or
spaces
Past paper and specimen questions
•
klm
•
•
•
Copyright © 2009 AQA and its licensors. All rights reserved.
15
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Unit 4 Topic F, Catullus
Topic
Topic Outline
Suggested Teaching Strategies
Introduction to Controlled
Assessment
What is Controlled Assessment?
• Research task, leading to
• Extended essay
• Focus on AO3 – evaluation, interpretation
and response
• Opportunity to develop candidates’ own ideas
Outline timetable showing the different phases:
• Teaching
• ‘Research and Planning’
• ‘Analysis and Evaluation’
Introduction to the topic
Why the topic is significant – contribution of
poetry to European culture, insights into Roman
Culture, social life and values under the late
Republic
Throughout the course:
• Itemise and list poems as they are read to collate
information and to assist collection under Key Themes
• List literary techniques as identified – tie in to
theatrical/poetic/cultural techniques common at the time
• Discuss relationships between poet and those to whom
the poems are addressed
• Discuss relationships with poet and places/events
mentioned
• Read other poems in the collection as and when they
become relevant and if time allows
Specification:
• Catullus: Poems e.g. 1, 3, 5,7, 8, 10, 11, 13,
31, 45, 49, 50, 51, 70, 85
• Cicero: In Defence of Marcus Caelius Rufus
(sections xiii – xv)
Key Themes:
• Catullus the poet
• Catullus and Lesbia
• Catullus’ friends e.g. Veranius, Pollio,
Licinius, Calvus
• The effect on Catullus of his brother’s death
• Catullus’ tour of Bithynia
• Catullus delight on return to Sirmio
• Literary life in Republican Rome
NB – this topic outline is based on the specimen title:
You have been asked to be the classical consultant for a television play about Catullus. The play will be based on a selection of Catullus’
poems. Which poems would you choose to base the play on and why?
The outline will need to be amended annually to prepare candidates for different titles.
16
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Catullus the poet
Poems: 13, 45, 51
•
Itemise the themes and poetic techniques used by
Catullus in each of these poems
Catullus and Lesbia
Poems: 3, 5, 7, 8, 11, 13, 51, 70, 85, 86, 87, 109
Cicero: In defence of Marcus Caelius Rufus
(Sections xiii – xv)
•
•
List the various ways in which Catullus refers to Lesbia
Note the feelings that he shows towards her – are they
always the same? (Compare Poems 51 & 11)
Class discussion: Why is the Cicero passage relevant
here?
•
Catullus’ friends e.g.
Veranius, Pollio, Licinius,
Calvus
Poems: 13, 49, 50
Cicero: In defence of Marcus Caelius Rufus
(Sections xiii – xv)
•
The effect on Catullus of his
brother’s death
Poems: 10, 101
•
Short presentation on the techniques Catullus uses to
portray his feelings
Catullus delight on return to
Sirmio
Poems: 31
•
Discuss the poetic techniques Catullus uses to show his
delight
Literary life in Republican
Rome
Poems: 1, 31, 49, 101
•
Given the tone of these two poems, discuss Catullus’
possible aims – e.g. irony, entertainment, teaching of
moral lessons?
Are there any other poems which would show any
further intent or aim?
•
klm
Written work:
Was Cicero right to defend Caelius? Was he too
harsh on Clodia and her brother?
•
How moral does Catullus show himself to be?
•
Was he a traditional Republican?
•
Copyright © 2009 AQA and its licensors. All rights reserved.
17
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
The Assessment Criteria
AO1 – Knowledge
AO2 – Understanding
AO3 – Evaluation, interpretation and response
Give students copies of the assessment criteria.
Highlight key words.
Practice AO1 task: Give a short resume of the life of
Catullus as shown through these poems.
Practice AO2 task: How do we know whether Clodia was
ever in love with Catullus?
Practice AO3 task: To what extent do you think Catullus’
literary skills help us to understand his disappointment at the
end of his affair with Clodia?
How much help is the passage from Cicero?
Peer marking of practice tasks using published criteria
Research Skills
Websites re Research skills:
www.ulrls.lon.ac.uk/tutorial (Uni level but Key
Points useful)
www.bbc.co.uk/keyskills/extra/module2/2.shtml
Research and Planning
Phase
Research homework:
Research Roman social life in mid first century BC
Answers to be presented as bullet point list to avoid ‘cut and
paste’ answers
http://docs.paperless-school.com/BrendasMurder
(KS3 History exercise in researching sources)
Evaluative tasks based on research homework:
• How “normal” a life did Catullus lead?
• Would you have enjoyed living in this culture?
Candidates have up to 10 hours to carry out
research in the classroom.
•
•
•
•
18
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.
klm
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Analysis and Evaluation
Phase
klm
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
Copyright © 2009 AQA and its licensors. All rights reserved.
19
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Unit 4 Topic H, Archaeology of Roman Britain
Topic
Topic Outline
Suggested Teaching Strategies
Introduction to Controlled
Assessment
What is Controlled Assessment?
• Research task, leading to
• Extended essay
• Focus on AO3 – evaluation, interpretation
and response
• Opportunity to develop candidates’ own ideas
Outline timetable showing the different phases:
• Teaching
• ‘Research and Planning’
• ‘Analysis and Evaluation’
Introduction to the topic
Why the topic is significant – contribution of
evidence from the period of the Roman
Occupation of Britain to the understanding of life
in Roman Britain and how it changed through
that period
Visits to sites, museums and galleries are always desirable,
but it is recognised that they are not always possible.
However, it is recommended that the examples shown to the
students give a good idea of the present understanding of
the sites portrayed and the material provided in the tablets.
Specification:
• Archaeological evidence from roads, towns,
villas, religious sites and Hadrian’s Wall
• Selected tablets from Vindolanda
Guide students to make their own interpretation of the
evidence by their own informed observation – secondary
sources should always be treated critically.
NB – this topic outline is based on the specimen title:
To what extent did the lives of ordinary Britons change during the Roman occupation?
The outline will need to be amended annually to prepare candidates for different titles.
Pre Roman Britain
• Tribal society
• Describe briefly how the tribal society worked prior to the
Invasion
•
20
Indigenous settlements
•
What did the Romans find? Did it match up to their
expectations?
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Roads
•
•
•
•
Changes made by the Romans
Types of roads
Construction of a first class road
The road network
•
Choose seven of the first roads to be built in Britain.
Discuss their construction and note their purpose – were
they all built for military reasons?
Towns
•
•
•
•
Changes made by the Romans
Types of towns
Colonia
Municipium
•
List the differences between each type of town, including
therein the indigenous settlements and show these
pictorially or schematically
Are these differences as important in the later
occupation as they are in the first century CE?
•
Lay out of a typical town’s amenities and
entertainment
•
Set up a town guide for the “perfect” typical
Romano-British town of each type discussed above.
Include all amenities and places of entertainment. How
did these help in the Romanisation of Britain during this
period?
•
Farming
•
Describe the improvements that the arrival of the
Romans made to agriculture over the period studied.
How important to Roman Britain were these changes?
•
•
Types of villa
Décor and furniture
•
Itemise how a named villa changed over the period of
the Roman Occupation and give some of the reasons
why these changes occurred – include buildings,
furniture and décor in your study
•
Other industries
•
What were the other main industries in Britain before the
Romans arrived? Develop a time line which shows the
changes in the industries from the start of the
occupation. Did they match up to Roman expectations?
Countryside
klm
•
Copyright © 2009 AQA and its licensors. All rights reserved.
21
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
Hadrian’s Wall
Religion
•
Draw a site plan of a named stretch of the Wall studied
by the students, incorporating its main features,
including the ditch and the military road
•
Features of the wall
•
wall
•
turrets
•
milecastles
•
ditch
Forts
•
•
Civilian settlements
•
Name a particular fort and itemise what would be found
therein. If necessary, draw a ground plan. Were all
these buildings equally important?
Where were these settlements sited and for what
purposes? How did they help in the Romanisation of
Britain?
•
Romano-Celtic cults
•
•
•
•
•
•
What effect did the Roman conquest have on religious
observance in Britain?
Note the changes to the native religions
Itemise how the belief in at least two Olympian gods
worshipped by the Romans were influenced by the local
cults
The Imperial Cult
•
Who would worship the Emperor and why?
Mystery cults
Mithras
•
Isis
•
Cybele
•
List the main reasons for the worship of mystery cults
Christianity
•
To what extent and for what reasons did the status of
Christianity change over this period?
•
•
22
Copyright © 2009 AQA and its licensors. All rights reserved.
klm
Teacher Resource Bank / GCSE Classical Civilisation / Schemes of Work 2 / Version 1.0
The Assessment Criteria
AO1 – Knowledge
AO2 – Understanding
AO3 – Evaluation, interpretation and response
Give students copies of the assessment criteria.
Highlight key words.
Practice AO1 task: What were the outward signs of
Romanisation in the towns?
Practice AO2 task: How did the process of Romanisation
affect those who lived in the country?
Practice AO3 task: To what extent did the religious lives of
Britons change over the period of the Roman occupation?
Peer marking of practice tasks using published criteria
Research Skills
Websites re Research skills:
www.ulrls.lon.ac.uk/tutorial (Uni level but Key
points useful)
www.bbc.co.uk/keyskills/extra/module2/2.shtml
Research and Planning
Phase
Research homework:
Research…
Answers to be presented as bullet point list to avoid ‘cut and
paste’ answers
http://docs.paperless-school.com/BrendasMurder
(KS3 History exercise in researching sources)
Evaluative task based on research homework:
To what extent did Romanisation affect the lives of Britons
over the period of the occupation?
Candidates have up to 10 hours to carry out
research in the classroom.
•
•
•
•
Analysis and Evaluation
Phase
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
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
Copyright © 2009 AQA and its licensors. All rights reserved.
23