1. Inquiry
30% external assessment

2. purpose
Opportunity for students to choose an area of interest and specialise
Develop a rich and detailed understanding by analysing a range of sources
Extension of student understanding outside of the scope of the curriculum documents
Supports independent and self-regulated learning through research skill development, planning and organisation
Develop and sustain a point of view about a topic and provide a sequenced and logical argument

3. The finer details
At least 50% of the inquiry should be located in the period from c BCE to 907 CE
any aspect of the ancient world not listed in any topic
an aspect of a topic undertaken in class when used as a comparison with another aspect of the ancient world, provided that the aspect of the topic studied in class is not greater than 50% of the inquiry
an aspect of personal interest when used as a comparison with another aspect of the ancient world, provided that the aspect of personal interest is not greater than 50% of the inquiry
Both primary and secondary sources should be used, and acknowledged appropriately.
Students may produce their informed and persuasive argument:
in the form of a written essay to a maximum of words, or
in multimodal or oral form to a maximum of 12 minutes or equivalent.
No longer is their a requirement for students to have 50% of their Inquiry in the Greek-Roman world. New is the option for students to produce and oral or a multimodal presenation. The key to success in these new formats is that students MUST be providing an informed and persuasive argument.

4. Assessment
RA2 – emerged from, not necessarily left.

5. What does RA2 look like in the inquiry?
To what extent did the ideas of Aristotle influence the policy, beliefs and actions of Alexander the Great? (exploring the influence of an idea within a society)
How do Homer’s epics The Iliad and The Odyssey reflect the influence of the Sumerian epic Gilgamesh? (exploring the influence of the emerging methodology of the epic between different ancient societies).
In what ways can the ideas of Lycurgus be seen as an influence on Nazi ideology and training? (exploring the influence of ancient ideas in a modern society)
Shakespeare borrowed heavily from the ancient Greeks and Roman works of Aristophanes and Plautus in both his themes and comedic conventions. (exploring the influence of an innovative form of drama that emerged from the Greek world on another society)
To what extent have elements of Ancient Roman architecture influenced modern architectural structures? (exploring ideas and innovations in architecture from an ancient society to a contemporary one).
What does RA2 look like in the inquiry?
Addressing this criteria will be much easier for the student if the idea/innovation is named in the framing question.
RA2 – enabling and requiring students to form more sophisticated inquiry questions – leading to more in-depth analysis and understanding. Moving students away from more simplistic comparisons between cultures or groups of people, i.e. Athenian and Spartan Women or Greek and Egyptian mythology where there is an emphasis on recounting facts with a simplistic linking sentence between the to ideas. Remmber RA2 – emerged from, not necessarily left. Means that you can explore an idea or innovation within an ancient culture and its influence on the ancient culture without necessarily making to make a link to another culture or the modern world.

6. How could you Guide your students to more sophisticated question construction?
Popular inquiry topics
Key ideas or innovations
Ancient Egyptian funerary practices
Olympian Mythology
Women in Sparta and Athens
Comparisons to pop culture – i.e. Game of Thrones/Harry Potter/300
Hippocrates - evolution of medicine
Roman Military
Starters - Communal identity, Fear and conformity, storytelling for entertainment, fantastical beasts to scare and entertain, innovation of professional doctors/healers, emergence of the modern army structures… the evolution of the Military general

7. SOME practical strategies for managing the inquiry
Introduction must include stated argument and or purpose clearly
Balance and integrate primary and secondary sources
Acknowledge where appropriate, the bias in sources
Put causes/reasons/features (social, political etc) in order from most important to least
If question has dates write chronological order
If giving both sides deal with strongest side first and devote less than half to other side
Use more than internet sites – access databases, recent journal articles and books.
Encourage a consistent referencing system
SOME practical strategies for managing the inquiry
Key tips to writing/creating the inquiry

8. Planning, planning, planning
Ideas for getting students to brainstorm and generate ideas about possible topics

9. Developing ideas in the drafting stage
Select a topic of interest and one that will clearly address the criteria
Do some general reading to ensure the topic is actually what you thought it was about.
Craft a question
Research

10. Editing Form...does your intro, paragraphs follow this
Have you answered the question
Check facts
Are ideas clear?
Have you repeated a word too often?
Do not generalise (all, the majority)
Spelling, Grammar, punctuation
Ensure referencing is correct

11. Editing
Conditional clauses....Although the rise of Athens has been attributed to the Delian League......
Vary sentence length
Variety in language
Use appropriate terminology
Avoid like, nice, got, thing

12. timetabling
When?

13. Questions?