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LEVEL 3 CLASSICAL STUDIES

COURSE OUTLINE

2011


CLASSICAL STUDIES NCEA LEVEL 2 & 3 PHILOSOPHY AND AIMS Preamble 1. Classical Studies is understood as the study of the civilisations of classical Greece and Rome without the study of the classical languages, Greek and Latin. While the study of any civilisation is recognised to be educationally beneficial, the particular case for including classical studies in the curriculum of New Zealand secondary schools rests on two main grounds: (i) The historical importance of classical civilisation in the cultural tradition of Western Europe which is an important part of contemporary New Zealand culture. In classical Greece and Rome are to be found the origins of much of our art, science, literature, law, philosophy, politics and religion. Knowledge of the sources and development of a cultural tradition is essential to its continuing vitality. (ii) The intrinsic quality and interest of the products of classical civilisation. The Greeks and Romans produced works of the intellect and creative imagination which are recognised to be of the very highest quality and which can still evoke a strong and enriching response in New Zealand school students. 2. Classical studies is a “multi-disciplinary” subject, including a number of different types of study, eg history, literature and art, which are normally separated in the curriculum. Students may therefore gain experience of the connections that can exist between different intellectual disciplines. Aims of the Course 1. To provide students with a knowledge and appreciation of selected areas of Greek and Roman civilisation. 2. To encourage students to make comparisons between classical civilisation and contemporary New Zealand. 3. To provide experience of a variety of different types of subject matter, evidence and argument. 4. To provide a course which will interest and stimulate students of differing abilities and academic backgrounds. 5. To allow teachers reasonable freedom to choose aspects of classical civilisation appropriate to their own and their students’ interests. 6. To provide a progression in the subject from Year 12 to Year 13 while still allowing for students who may wish to begin the subject in Year 13.


COURSE OF STUDY There are FOUR achievement standards each covering a specific topic. Number

Topic

Standard Description

Assessment

Credits

90511

Virgil’s Aeneid

Examine and analyse passages from works of classical literature

External

6

90512

The Art of Geek Vase Painting

Explain works of classical art in context

External

6

90513

Socrates

Explain in essay format an aspect of the classical world

External

6

90514

Virgi’s Aeneid

Complete independent research on an area of classical studies

Internal

6

ASSESSMENT We follow your school’s NCEA guidelines – be familiar with them

THERE ARE OPPORTUNITIES FOR REASSESSMENT IN CLASSICAL STUDIES


TOPIC ONE

SOCRATES

The ideas and character of Socrates as they appear in Plato's Euthyphro, Apology, Crito and Phaedo with particular reference to the reasons for Socrates' trial and conviction, the citizen's duty to the state, and the nature and purpose of the Socratic method, and Socrates attitude to death

TOPIC TWO: VIRGIL’S AENEID Virgil’s Aeneid with particular reference to Books 1, 2, 4 and 6, including the structure, plot and characters of the poem, the functions of the gods and the theme of Rome’s world mission. Book One: This book tells how Aeneas and his companions are driven by Juno's storm to the coast of North Africa, where Queen Dido of Carthage makes them welcome and asks Aeneas to tell his adventures. It is a very important book because it introduces, almost all the main characters, outlines the plot, sets the story in place and time, and gives us the main themes of the poem Book Two: Aeneas tells the story of how the Trojan people were deceived by Ulysses and the Greeks. The tale includes am account of the sack of Troy and how Aeneas and his family manage to escape. Book Four: The tragic story of the romance between Dido and Aeneas. Aeneas is forced to follow his destiny and reluctantly leaves Dido. She in turn vows vengeance and falls on her sword in despair. Book Six: Aeneas journeys into the Underworld in search of his father. Here he meets past friends and witnesses a great procession of Roman heroes, before continuing his quest with renewed confidence.

TOPIC THREE: GREEK VASE PAINTING Syllabus Greek Vase Painting - the development of Attic vase painting of the sixth and fifth centuries BC covering the black-figure, red-figure and white ground techniques, with particular reference to the following set works:     

Francois Vase Lydos: column krater Exekias: belly amphora Exekias. kylix cup Amasis Painter: lekythoi


        

Euphronios: calyx krater Euthymides: belly amphora Makron: skyphos Kleophrades Painter: pointed amphora and hydria Berlin Painter: volute krater Niobid Painter: calyx krater Penthesilea Painter: pyxis Achilles Painter: lekythos Meidias Painter: hydria

Objectives  

To explain the techniques of Greek Vase production, decoration and firing To examine the subject matter of Greek Vase painting


2011 YEAR PLANNER: Week One

Week Two

Week Three

Week Four

Week Five

Week Six

TERM 1 Context Assessment Programme

Introduction Diagnostic testing

Week One

Mythology and History

Week Three

Week Four

Virgil – Book One

Virgil – Book two

Virgil – Book Four

Week Five

Week Eight

Week Nine

Socrates - essay writing workshop

Socrates

Week Two

Week Seven

Week Six

TERM 2

Week Ten and 11

Assessment

Week Seven

Week Eight

Week Nine

Week 10

Virgil – Book Six

Virgil – Book Six

Virgil Characters

Virgil Themes

NCEA Assessment Internal Context

Virgil - Intro

Assessment Programme

3.4 Independent Research Virgil’s Aeneid

3.1 Practice

3.1 Practice

Week One

Week Two

Week Three

Week Four

Week Five

Week Six

Week Seven

Week Eight

Week Nine

Week 10

Virgil – Narrative technique

Virgil Review

Greek Vases Introduction

Greek Vases

Greek Vases

Greek Vases

Greek Vases

Greek Vases

Greek Vases

Greek Vases

TERM 3

Context

Assessment Programme

End of unit test Week One

Week Two

EXAMS

EXAMS

3.2 practice

Week Three

Week Four

Week Five

REVISION

REVISION

REVISION

TERM 4

Context

Assessment Programme

Week Six

3.2Practice

Week Seven

Week Eight

3.2 End of unit test Week Nine

Week 10


GOAL SETTING Goals for the year: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ _________________________________________________________________________________________

Goals for the term: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ _________________________________________________________________________________________

What areas do I need help in?

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L3Classics_Outline