1. Classical Studies Level 2 and 3 NCEA Workshop Trudy Harvey trudy.harvey@whs.school.nz

2. Purpose and intentions AExplore and develop useful literacy practices to meet the needs of all students AReflect on L2 Classical Studies so far AUnderstand what is expected in the new L3 and Scholarship Classical Studies ADesign an effective L3 Classical Studies programme catering for your student needs

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

4. Getting to know our Classics learners NZC places the learner at the centre of teaching and learning and teachers need to “attend to the cultural and linguistic diversity of all students” (p34) So, in order to create an effective, inclusive and dynamic learning environment for our students: AWhat do we need to know about our students before we start teaching them? AWhy should we find out about these specifics? http://www.ascd.org/publications/books/111011/chapters/Knowing-Our-Students-as-Learners.aspx

5. LIKES (‘stuff’ student enjoys) BACKGROUND – (medical conditions/learning &/or physical disabilities) SUCCESSES ACADEMIC (reading skills, focus, past success, written language, interpretation CHALLENGES EMOTIONAL/SOCIAL INFLUENCES (family structure and history, peer status, self- esteem, attitude) STUDENT: CULTURAL AND SOCIETAL FACTORS (ethnic & racial background, cultural identity, economic status, languages) DISLIKES (‘stuff’ student doesn’t enjoy) STRENGTHS KNOW YOUR LEARNER Adapted from Making Links for Learning Siliva Gaugatao, Team Solutions (AKL)

6. Get to know your learner in context Culture and Identity Citizenship and Society Heritage Art and Aesthetics Conflict Empire and Power

7. Responding to the Data ARelationships with students AProgramme design AApproaches to teaching and learning ARaising engagement and achievement Example from WHS…

8. Level 1: Heroes and VillainsLevel 2: Drama DramaLevel 3: Death Perception AS91021 1.1 Homer’s Heroes: The Odyssey Demonstrate understanding of ideas and values of the classical world. 4 creditsExternal AS912002.1 Aristophanic Comedy – Frogs and Clouds Examine ideas and values of the classical world. 4 creditsExternal 3.1 Virgil’s Aeneid Analyse ideas and values of the classical world. 4 creditsExternal AS91022 1.2 Images of Heroes in Greek Vase Painting Demonstrate understanding of the significance of features of work(s) of art in the classical world. 4 creditsExternal AS912012.2 Pompeii Domestic Art and Architecture Examine the significance of features of work(s) of art in the classical world. 4 creditsExternal 3.2 Images of Death and the Afterlife in Greek Vase Painting Analyse the significance of a work(s) of art in the classical world. 4 credits External AS91023 1.3 Julius Caesar Demonstrate understanding of an important historical figure in the classical world. 4 creditsExternal AS912022.3 Eruption of Vesuvius Demonstrate understanding of a significant event in the classical world. 4 credits Internal 3.3 Socrates Analyse the impact of a significant historical figure on the classical world. 6 creditsExternal AS91024 1.4 Relating to Caesar - Roman Social Relationships Demonstrate understanding of social relationships in the classical world. 6 credits Internal Will also be offered in Y10 CLS in 2013 AS912032.4 Athenian Democracy and Social Life Examine socio-political life in the classical world. 6 credits External 3.4 Religious and Philosophical beliefs about Death and the Afterlife in Athens and/or Rome Demonstrate understanding of significant ideology(ies) in the classical world. 6 creditsInternal AS91025 1.5 Extraordinary Heroes: Modern Mythological Film Representations Demonstrate understanding of links between aspects of the classical world and another culture. 6 creditsInternal AS912042.5 Athenian Comedy and Modern Political Satire Demonstrate understanding of the relationship between aspects of the classical world and aspects of other cultures. 6 creditsInternal 3.5 Representations of Death and the Afterlife in Greek Vase Painting, Renaissance Art and Literature, and modern media Demonstrate understanding of the lasting influences of the classical world on other cultures across time. 6 creditsInternal

10. 2012 -2013 Level 2 AWhat worked well? Not so well? ANew ideas/topics/teaching/learning Level 3 AExcited about? AConcerned about? General queries??

11. Developing capability How do we go about building our students reading and writing capabilities to address the requirements of the external Classical Studies standards? Are these skills the same or different for internals?

12. Level 3  Learning Objectives  Indicators  Concepts  Achievement Standards

14. Level 3 draft standards http://ncea.tki.org.nz/Resources-for-aligned-standards/Social- sciences/Classical-studies/Level-3-Classical-studies One standard per group – an expert group What are the key changes, what needs to be considered, thoughts… Then… Join another group and share your findings

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

16. Scholarship In the first section candidates will be required to select two contexts from the list below: Within each context there will be two questions from which candidates will choose one. Candidate responses should be in the form of a written essay. In the second section candidates will be required to select one concept from the list below: Culture and Identity, with specific focus on religion and ideology Conflict, with specific focus on political and military conflict. Candidates will be required to answer one question from this section, with reference to either ancient Greece or ancient Rome. Candidates will be required to analyse and interpret unseen sources of evidence (extracts and images) in relation to their selected concept. Candidate response can be in the form of bullet points, diagrams, notes, extended paragraphs or an essay. Alexander the Great Augustus Socrates Virgil’s Aeneid Aristophanic comedy Athenian Vase Painting Roman Art and Architecture

17. Your Turn Using what you already know about your students, and what we’ve talked about and seen today… Design a L3 programme for your L3 class next year. Design a matrix for Classical Studies in your school

18. Success? AExplore and develop useful literacy practices to meet the needs of all students AReflect on L2 Classical Studies so far AUnderstand what is expected in the new L3 and Scholarship Classical Studies ADesign an effective L3 Classical Studies programme catering for your student needs Where to from here?