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DEAN CLOSE SCHOOLCLASSICS DEPARTMENT

HANDBOOK 2018-2019

CONTENTSDEPARTMENTAL INFORMATION pages

Departmental Vision and Aims: Why Classics? 3-4

i) Assessment and Marking policy 5-7

ii )Behaviour Management 7-9

iii) Departmental Meetings, DCPS and Self Audit 10

iv)Independent Learning, Setting and Differentiation, Gifted and Talented 11-12

v)Extension and extracurricular opportunities in Classics 12-15

vi)Resources, Use of IT, Budget 15-16

vii) Contribution of Classics to spiritual, moral, social and cultural development of pupils 16-17

viii) Development plan 2018-2019 18-19

ix) Examinations Report 2017-18 20-22

x) Example of Departmental minutes 23-25

SCHEMES OF WORK

Latin 13-20 Greek 21-30

Gratin 25-33

Classical Civilisation 32-46

Oxbridge Syllabus46-47

“To be ignorant of what happened before you were born is to remain always a

child.”Cicero (106-43 BC)

“Know Thyself”The Oracle at Delphi

Departmental Vision and Aims.

To encourage an enthusiasm for and an understanding of the cultural and intellectual achievements of Greek and Roman civilisation.

To encourage our students to understand, appreciate and make a personal response to Greek and Roman literature, with appropriate attention to literary techniques, styles and genres.

To develop an appropriate level of competence in Latin and Greek.

To develop in our scholars a sensitive and an analytical approach to language by seeing Eng-lish in relation to languages of a very different structure and by observing the influence of Latin and Greek on the English language.

To encourage the critical use of primary sources of a variety of different types: literary sources, archaeological remains, epigraphic and numismatic evidence and works of art.

To foster an understanding of the cultural differences and similarities between Greek and Roman society and that of our own. In a multicultural and multifaith society such as our own, the civilisations of Greece and Rome warrant our close study and understanding. It is through an empathetic approach to cultural difference that we aim to promote the values of toleration and respect for others within the scholar body.

To appreciate the enormous cultural and political impact of Greece and Rome on the intel-lectual, artistic and historical development of Europe.

We aim to develop inquiring and critical minds and to encourage those that we teach to be-come truly independent learners with excellent skills of communication, both oral and writ-ten

Why Classics?

A knowledge of Latin and Greek can dramatically improve a scholar’s range of vocabulary, accuracy of spelling and clarity of expression. It can enhance the ability to communicate in one’s own language.

Latin and Greek are keys to many aspects of the modern world: it is well known that Latin expressions are still used in medicine and the law but the influence of Classical languages is in fact much wider. Thousands of new specialised words based upon Latin and Greek roots name and describe the inventions of the industrial world. Learning Latin and Greek helps us to make sense of the terminology of science and technology. Meanwhile, Latin, far from being a dead language, has evolved into the modern languages of France, Spain, Italy, Portugal, Romania and Latin America.

Modern society owes a huge cultural debt to the civilisations of Greece and Rome. A knowledge of the intellectual achievements of these societies can help us make sense of the world today. The study of Classics has an intrinsic value in enabling scholars to understand a whole range of issues: political, ethical, religious, social etc.

The Staffing of the Classics Department

There are three full time members of the department, all of whom teach Latin, Greek and Classical Civilisation. The Senior Master, David Evans, also teaches in the department but on a reduced timetable.

Mr. J.M.AllenHead of DepartmentMA Cantab PGCE King’s College, London

Miss Gabriella ArcherBA Bristol, PGCE University of Buckingham

Miss Francesca StewartMA Nottingham, PGCE University of BuckinghamDepartmental Policies and Procedure

Departmental Administration

(1) Marking and Assessment

Marking within the Classics Department mirrors that outlined within the DCS School Marking Policy. The marking and assessment of pupils’ work should:

1. Promote progress through regularly assessing the level of pupils’ knowledge, understanding and skills.

2. Motivate students by showing them their strengths and giving them strategies for tackling their weaknesses.

3. Give pupils constructive feedback on their work.4. Offer consistency across departments.5. Offer uniformity within departments.

Each teacher has a responsibility to ensure that through marking they achieve the following targets:

Promote Progress: A clear relation should exist between marks given for class work and prep, and grades (A*-

E/9-1) awarded at reporting stages. Marking should regularly include suggestions on how to improve and targets. Marks awarded distinguish accurately between pupils of a different standard.

Motivate students: Positive comments should be included to encourage pupils. Pupils should have clear understanding of their strengths and areas that they need to im-

prove.

Provide constructive feedback: Positive feedback, both oral and written, should be given to pupils regularly. Pupils should be rewarded for good work and/or good effort through Commended Work via

the Deputy Head Academic.

Are consistent: Marks are recorded (either manually or in electronic mark books). Sanctions are imposed for poor work/poor effort, ranging from a repeat of prep, through

departmental detentions, to School and HM’s detentions. Literacy issues e.g. errors in spelling, punctuation, grammar, are not ignored but addressed

in marking across the curriculum. Numeracy errors where they are encountered should be addressed also.

Follow departmental guidelines: Assessment criteria are shared with and explained to pupils. All members of the departments are consistent in their approach and that common mark

schemes exist for formal assessments and internal exams. Opportunities exist to: discuss and review departmental marking policy; share good marking

practice; consider varied styles of marking e.g. formative and summative, peer and self-as-sessment.

Establish moderation procedures for coursework to ensure consistency.

Monitoring and Evaluation Whole school book scrutinies take place twice a year. Moderation procedures for coursework should be established in departments to ensure

consistency. The quality and regularity of a teacher’s marking should be assessed during the appraisal

process. HoDs should sample marking throughout their Department.

Prep

Form Four is given one prep per week with the exception of the Gratin set for whom two preps are the norm; the Remove and Form Five are given two preps per week. Generally speaking, one of these will be written whilst the other will be learning (vocabulary or grammar, for example). Sometimes, particularly in Classical Civilisation, it is necessary to award two prep nights to the production of a single piece of written work.

In the 6th form up to five hours a week is desirable – in Latin and Greek this will consist of a combination of unseen translation, language work and preparation of set texts. In Classical Civilisation scholars are required to write at least one essay or answer one context question per week, to prepare adequately for the next lesson by reading ahead and to research relevant material.

The aims of prep are to aid the scholars’ learning of relevant information, to consolidate their acquisition of knowledge and to encourage independent learning.

Lower School: Most work should be marked along the lines given in the OCR GCSE mark schemes (e.g. unseen translation, translation of sentences, essays, context questions). It might be felt that it is not realistic to transfer GCSE grades to certain types of work (vocabulary testing, for example) in which cases a number out of ten or twenty will suffice. Members of the department should be in a permanent dialogue with the scholars so that they understand exactly what a certain grade signifies. Marking should be positive rather than negative and suitable comments should be made suggesting how a piece of work might be improved.Scholars are allowed to mark their own work on occasions (e.g. vocabulary testing) but this should be carefully monitored by the teacher in charge.

Upper School: All translation and essay work should be marked according to the OCR A Level guidelines. The criteria for assessment must be explained carefully to scholars. Detailed written comments concerning the quality of the work and the ways in which a scholar might improve it are essential. Regular testing of reading by simple question and answer sessions in Classical Civilisation is likewise vital. All scholars should possess a copy of the assessment criteria and the contents of the specification.

It is the aim of the department to return work promptly.

The aims of assessment and its communication are to ensure that each scholar (and their parents) is aware of progress and the ways in which improvement can be secured.

Lower School AssessmentIn accordance with school policy a GCSE target grade is set for each individual based upon one’s assessment of ability. MidYIS grades are used in this process although the department does not adhere slavishly to them. In the Lower School assessment reports allow the department to indicate

to the scholars and to their parents not only the level of academic attainment they have reached but also their teacher’s perception of their overall application and attitude. Importantly scholars are able to see how close they are to achieving their target grades. The assessment allows the department to examine work covered over the course of, perhaps, a month – the academic grade which is equivalent to a GCSE grade is based solely upon performance within the assessment period. The accompanying effort grade (1-5) should reflect a particular scholar’s attitude and industry. Any scholar who has been placed in a departmental detention automatically receives an effort comment of “Needs to Improve”. An effort comment of “Excellent” should indicate to both the scholar and the rest of CR that the scholar is working extremely hard and is applying himself/herself in a most determined manner. It should not necessarily depend upon academic performance. Members of the department are encouraged to talk through the awarding of grades to the scholars in their charge. A written comment is mandatory.

6th Form AssessmentsAcademic and effort comments should convey the same type of information as the Lower School assessment. A written comment is mandatory and should seek to report on current progress and application.

Behaviour Management

(ii) Expectations of Pupils/Rewards/Sanctions

Expectations of Pupils:• Bring all necessary equipment to lessons (stationary and relevant text and exercise books).

• Complete prep and work punctually and to the best of your ability.

• Follow instructions carefully.

• Show good manners and be considerate of others.

• Punctuality.

• Put up your hand if you wish to answer a question – don’t shout out.

• Don’t speak while the teacher is talking.

• Track the teacher when they are speaking.

Attitude to Learning • Classroom expectations and sanctions are understood by pupils.

• An orderly start and finish to lessons (depending on practicalities, pupils may be asked to queue outside of the classroom at the start of the lesson and stand behind their places be-fore leaving the classroom).

• Pupils should be randomly but regularly asked to repeat instructions.

• Pupils should use ‘Three Before Me’ in the classroom.

• Clear expectations for group work: pupils should be ‘on task’ follow the guidelines for their designated role in the group*.

Sanctions:• Repeat (for unsatisfactory work)

• Return (pupil is inconvenienced by returning to speak to the teacher at their convenience)

DetentionScholars who fail to reach the academic standards expected by academic staff (e.g. poor or late work) or who misbehave are dealt with internally. They may be asked to resubmit an inadequate piece of work asap but if this sanction does not work the scholar will be required to attend an departmental detention on a Tuesday afternoon at 4.30pm in the dining hall once the relevant housemaster has been informed. Difficult scholars are referred to the Head of Department and then to his/her Housemaster.

• Chit system (for information not as a punishment)

• Saturday Detention (for repeated departmental detentions or serious misbehaviour)

• 3 strikes: lead to a detention for work misdemeanours or the pupil being set to the SLT of-fice if behaviour is affecting a lesson negatively.

RewardsMembers of the Department are encouraged to use green chits for excellence in any area. These are standard throughout the school and are sent to the relevant housemaster to present to the scholar at a house assembly. Examples of truly outstanding work should be sent to the Deputy Head Academic for commendation. Year prizes are awarded at Commemoration at Junior, Intermediate and Senior levels. The Arms of Achilles award (“always to be the best”) is presented on a half- termly basis to scholars at junior and senior level who have both excelled academically and who have also demonstrated an unwavering commitment to their studies.

(iii) Departmental Meetings, Liaison with DCPS and Self Audit

The department meets once a cycle in order to discuss a variety of issues – inset, scholars’ progress, policy initiatives- and to carry out routine administration. Brief minutes are kept by the HoD, stored on the S drive and are submitted to the Academic Head of School and the Directors of Studies. Observation of colleagues within the department should be conducted regularly by the HoD. Colleagues are encouraged to share good practice. The HoD would expect to observe each member of department at least once a term. In this way the sharing of good practice is

encouraged. Book scrutinies should also be carried out on a regular basis, one year group for each half of term.

Latin at DCPSClose links with the Prep School are vital for a thriving Classics Department as DCPS is an essential provider of our intake at year 9. Mr Matt Dobbs is responsible for the teaching of Classics in the Prep School. He liaises with the HoD in the senior school to report on developments in the prep school world and to ensure that the teaching of Latin is closely coordinated throughout the school as a whole.

Year 6Michaelmas: Introduction to Latin language using CLC Stages 1-4.Lent: Roman Civilisation [An in depth look at Chariot Racing, Gladiators and the Roman Army].Summer: Greek and Roman Myths [Daedalus and Icarus, Theseus and the Minotaur, Perseus and Medusa, The Labours of Heracles]. Year 7: Latin to GCSE 1 [Cullen/Taylor]Michaelmas: Pronunciation and alphabet, subject and object and word order, Nominative and Accusative, how to tackle a Latin sentence, 1st-2nd Dec. 'puella' and 'dominus', 'sum', prepositions + the Accusative, the Genitive Case, the Dative Case.Lent: The Ablative Case, Prepositions + the Ablative, the 2nd Dec. 'vir, puer and liber', the 2nd Dec. 'bellum', the 2nd Conjugation verb: 'moneo', 3rd Conjugation 'traho', 4th Conjugation 'audio', the Infinitive, the Locative Case, time expressions ['time how long'].Summer: The Imperfect Tense, 'sum' in the Imperfect, 'possum', adjectives ['laetus'], using adjectives, sum + complement, gender and declension. Year 8: Latin to GCSE 1 [Cullen/Taylor]Michaelmas: The Ablative Case, Prepositions + the Ablative, the 2nd Dec. 'vir, puer and liber', the 2nd

Dec. 'bellum', the 2nd Conjugation verb: 'moneo', 3rd Conjugation 'traho', 4th Conjugation 'audio', the Infinitive, the Locative Case.Lent: Time expressions ['time how long'], The Imperfect Tense, 'sum' in the Imperfect, 'possum', adjectives ['laetus'], using adjectives, sum + complement, gender and declension, adjectives [miser and pulcher].Summer: Direct Command [Imperative], the Vocative Case, Introduction to Ancient Greek [ISEB: An Introduction to Ancient Greek, Kristian Waite].

(iv) Independent Learning

The department encourages scholars to be independent learners and thinkers. We believe that it is essential that scholars should be able to think for themselves and to be as self-sufficient as possible if we are to prepare them adequately for the 21st century workplace. To this end scholars are encouraged to make use of a wide variety of sources of information rather than rely solely on their text books. The scholars are encouraged to make use of the books and periodicals with which the department is resourced. Specific research preps are set in order to encourage the scholars to read widely and to formulate an opinion that is the consequence of the evaluation of differing ideas. We

encourage discussion and debate amongst our pupils and through the exchange of ideas we try to highlight the continuing relevance of the Classical word to our own.(v) Setting and Differentiation

At present in Form Four there are three Classical Civilisation sets, two Latin sets and one Greek set based upon performance in Scholarship and Common Entrance examinations and following discussion with Matt Dobbs concerning the merits of each individual. Latin set two accommodates bright DCS entrants who have not had the opportunity to study Latin previously. Latin, Greek and Classical Civilisation are offered at GCSE. At present those scholars who wish to study Latin and Greek do so on a reduced Gratin allocation.

As a department we strive always to be aware of the ability range in all of the sets we teach and set tasks appropriate to the needs and abilities of the individual. In some cases this will mean providing an individual with extension material or extra support. Differentiation can be achieved either through questioning or through the setting of different tasks

We must also be aware of scholars with learning difficulties. The department is provided with a list of these individuals at the start of the school year. Very few will take Latin although we have had scholars in the past with dyslexia for whom vocabulary learning in particular becomes a very difficult task. We also teach some individuals from overseas for whom English is a foreign language. Very often these individuals need to learn vocabulary and technical terms in a different way. All members of the department are sensitive to the individual needs of the scholars and seek to aid them appropriately: ELT, LS and Extension needs are annotated in one’s markbook.

(vi) Gifted and Talented Policy including Extension in Classics

Dean Close keeps a register of Gifted and Talented pupils to ensure that our educational provision for them matches their particular needs. This register is maintained by the Director of Studies Team. Hard copies and electronic versions are readily available to the Common Room. Teachers should note the status of a Gifted and Talented pupil on their mark books (as they do for Purple or Yellow Book pupils).

In line with the DCSF guidelines, Gifted and Talented are defined as:

“Children and young people with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities).”

For our internal tracking process: ‘Gifted’ will refer to significant academic ability and potential. ‘Talented’ will refer to those with similar ability or potential in areas such as sport, creative

arts, performance etc.

Gifted Students

These pupils have MIDYIS scores of 130 or higher and are therefore placed in the top two percent nationally. This is the measure generally used to designate ‘mentally gifted’.

DCS reserves the right to place students in this category at the discretion of the DoS Team, where there may be a small element of discretion at the margins.

Pupils who are ‘clever’, but not necessarily ‘gifted’ as defined above, will become members of the Bowden Society and may also be academic scholarship or award holders.

Talented Students

Pupils in this category are the elite with the ability to work/perform/play professionally or at a national level. Talents in Art and Design, Music, Drama, Sport etc are identified by the Heads of Department. The names of pupils in this category are passed to the Director of Studies team and updated at least annually.

Pupils who are excellent, (for example county level at sport), but not necessarily ‘talented’ as defined above, may hold scholarships or exhibitions in their particular area of expertise.

(vii) Extracurricular opportunities for Classicists:

The department boasts a wide range of extracurricular activities designed to access the Classical past for as many of our scholars as possible. These activities are designed to extend all of our scholars. Some will be accessible to the most able only; however, we try hard to accommodate the less gifted and provide them with an opportunity to learn more about the Classical past and deepen their understanding of it.

DramaThe Actors of Dionysus have performed twice at DCS in recent years- Euripides’ Electra and Sophocles’ Oedipus Tyrannus. Otherwise we travel regularly to various venues where we have seen Bacchae, Choephoroi, Medea, Antigone and Hippolytus. We avail ourselves of every realistic opportunity to see Greek drama and have even travelled as far as London on a tempestuous night for a production of Aristophanes’ Frogs. Recently we have seen Euripides’ Orestes, Medea and Aeschlus’ Agamemnon, all productions in Greek. In 2014 we saw Aeschylus’ Prometheus Bound and Aristophanes’ Frogs at Cambridge and, in 2015, a production of Antigone at Warwick School. In 2016, we saw Aristophanes’ Lysistrata, performed by the Actors of Dionysus and Antigone and Lysistrata at Cambridge.

The Classical Tour

This is undeniably the best way in which to capture hearts and minds – we organise a classical tour every two years in the belief that the best way to appreciate the Parthenon, for example, is to actually see it in situ. We have toured Greece on three occasions (1997, 2003 and 2007), Rome and Pompeii in 1999, Turkey in 2001 and Sicily in 2005. In Spring 2009 we took 50 scholars (our most serious undertaking yet!) to the bay of Naples in order to visit Pompeii, Herculaneum and Paestum. February 2010 witnessed a new undertaking, a Lower 6th Classical Civilisation extended weekend in Athens. We returned to Greece in March 2012 and accompanied the sixth form Art students to Rome in April 2013. We visited Sicily again in March/April 2015 and Greece in 2017. Easter 2019 will see us join forces with the Art Department in another new venture: a grand cultural tour of Northern Italy to include Siena, Pisa, Assisi, Florence and Ravenna

Field TripsWe are very conscious of the fact that we live in an area of the UK which is particularly rich in Roman remains. We have visited all of the major archaeological sites in the vicinity and have attempted to integrate site visits with the studies of the lower school classicists whom we take on an annual summer field trip: The Roman Baths at Bath, Chedworth Roman Villa, Caerleon and Caerwent. Sixth form Classicists studying an aspect of Greek art or architecture are taken to the British Museum in the Lent term.

LecturesWe are active members of the local Classical Association and regularly host visiting lecturers from British universities. We work with other schools in Gloucestershire to produce a programme of four lectures per year. Last year’s programme was as follows:

Thursday 5th October: Dr Peter Stewart, Wolfson College, Oxford, Bricks and Marble: Augustan Monuments as Propaganda

Thursday 9th November: Professor Richard Rutherford, Christchurch, Oxford, Styles of Greek Tragedy

Thursday 25th January: Dr Clemence Schultze, Durham, Myths made new: Classical figures from antiquity to the Renaissance period and beyond

Thursday 26th April: Dr Alison Sharrock, Manchester, The Woman, the Poet, and the Reader in Ovid's Amores

Reading CompetitionsWe have an unshakeable belief in the validity of hearing Latin aloud and encourage our scholars to enter the school’s Latin and Greek reading competition. Stephen Whitford won the national competition in 2015.

The Sixth Form Classics SymposiumThis is simply one of the highlights of the academic year - our sixth form Classicists are invited to a top table supper after which we retire to the Residents’ CR. In an attempt to break the stranglehold

of the present examination system each member of the department talks about an aspect of the Classical world - literary, archaeological, historical - but one which is not examinable at A level. Symposium 2018 featured talks on, among others, Leda and the Swan in Renaissance and modern Art, Magic in the ancient World and Drugs and Hallucinogens in Greece and Rome.

The Lower School SymposiumMembers of the Remove and Form 5 are invited to a top table supper – the format is the same as for the sixth form symposium. This year the symposium featured talks of Pets in the Ancient World and The Prima Porta statue of Augustus.

The Wilson ChallengeThis is a school-wide Classics competition (junior and senior levels), designed to encourage independent research into the world of antiquity and to emphasise the legacy of the Graeco-Roman world. The scholars are set a task which they must address by means of a five minute powerpoint presentation. This year the scholars were asked to consider the representation of any classical myth in art from the Renaissance to the Modern era.

HeliconHelicon is the department’s Classics magazine which is published once a year. It contains articles on different aspects of the Graeco-Roman world written both by the scholars themselves and by members of the department. It provides an opportunity for the scholars to demonstrate their own independent research on aspects of the Classical World that they have found interesting.

Extension Reading List

Homer Iliad and Odyssey

Greek Tragedy Selected plays from Aeschylus, Sophocles and Euripides

Virgil Aeneid

All the above to be read in translation over the summer holiday; thereafter, I suggest we select passages/scenes in original so as to elucidate main themes and provide an overall understanding of the text/genre. There are excellent excerpts from tragedy in the JACT Greek Anthology and The Spirit of Greece.Time permitting and depending on interests of colleagues, it would be most welcome if our Oxbridge candidates were introduced to some aspects of:

Love elegyGreek/Roman HistoriographyCicero

Admissions tutors are looking for evidence of scholars’ exposure to fields outside the narrow confines of the A level syllabus and, to that end, we should encourage them to study some aspect of ancient history, philosophy and art/architecture.

Late Republican Rome/The PrincipatePlato’s RepublicThe Parthenon

ReceptionScholars must be able to demonstrate how Classical models have influenced cultural developments; it is important that our scholars have some appreciation of the connections between English literature and Classical literature, for example.

Some books that we think all Oxbridge scholars should read:

An Intelligent Person’s Guide to the Classics Peter JonesHomer on Life and Death Jasper GriffinAeneas and the Roman Hero R D Williams (still the best short introduction)The Art of the Aeneid W S AndersonClassics A Very Short Introduction Mary BeardRubicon Tom HollandPersian Fire Tom HollandClassical Mythology: A Very Short Introduction Helen MoralesGreek Religion and Society Ed. Pat Easterling and John MuirThe Parthenon Mary BeardAn introduction to Greek Art Susan Woodford

(viii) Departmental Resources

We have an extensive and wide ranging library of primary and secondary sources as well as a resources room in which we keep departmental text books. We have books to aid the independent learning of those on the Extension programme and books to assist less academic learners. We have recently invested in the acquisition of a number of movie and documentary DVDS (Troy, Alexander, Jason and the Argonauts, The Odyssey, In Search of the Trojan War, I Claudius, Hercules, Ben Hur) which are particularly useful at GCSE. We have the following courses produced by the Teaching Company: Classical Archaeology of Greece and Rome, Famous Greeks, Art Across the Ages, The Early Middle Ages, Ancient Greek Civilisation, Experiencing Rome, The History of Ancient Rome.

(ix) ITThe computer in the office is connected to the school network and can be used for access to the internet. There is also a colour printer. There are laptops and data projectors in all three Classics rooms. Scholars can use their laptops to access the internet via the airnet facility in the department’s classrooms. We are attempting to take advantage of the technology available to

transform our teaching and the ways in which we have disseminated information hitherto. We aim to use ICT in the following ways:

To present material in a visually stimulating and properly interactive manner that was simply not possible before. We have a range of software that enables us to project images of personalities, archaeological sites and works of art and bring to life texts that would oth-erwise remain opaque. We have used the following software:

PerseusAeneid 1 and the Trojan WarPompeii InteractiveOlympiaRoman BritainRoman SpainElectronic Oxford Latin DictionaryLatin Vocab Drill OCR AS LevelLatin Vocab Drill OCR GCSERomana Photo CDHellenika Photo CDRoman AfricaRoma Photo CDLatin Without TearsThe Horace TrailOCR Latin OxBox AS and A2OCR Classical Civilisation OxBox AS and A2Greek godsTwo Greek MythsZigzag: Latin Set Texts at A level and GCSE

To increase the profile of the department and subject through the creation of a website which enables parents to keep abreast of departmental developments.

To encourage the scholars to use Microsoft Powerpoint in order to present project work.

Internet: This is particularly useful for 6th form scholars to access information so that they can research coursework topics independently.

The production of paper based documents – the laying out of text and tabulated informa-tion.

Departmental Website: The website is an increasingly important means of promoting the department. It contains academic information, notices of events, reviews of plays and trips and features of general academic interest. The departmental blog delivers an account of what the department has been up to most recently!

(xii) Departmental Budget

Most of the budget is spent during the course of the year on text books, many of which have to be replaced on a yearly basis. Money is kept aside for the acquisition of teaching aids and resources – we are attempting to build up our Loeb collection, for example. We will always budget for at least one major extracurricular outing.

(xiii) Classics Department contribution to the spiritual, moral, social and cultural development of pupils.

(i)The study of Classical literature and history enables students to reflect on and to discuss universal human ideas and values by making comparisons between our own and ancient societies. These include war and conflict resolution, gender, revenge, character, religious and political beliefs.

(ii) Tolerance and mutual respect of the viewpoints of others is encouraged through class discussion. Collaboration between pupils is encouraged in the production powerpoint presentations and in carrying out tasks.

(iii) Engenders an awareness of how similar and different cultures can be through time and place. (iv) Developing an aesthetic awareness by studying art, architecture, sculpture as well as different genres of literature such as poetry, speeches, plays etc.

(v) Encouraging students to understand how the study of Latin and Classical Greek reflects the thoughts, morals and ideas of both civilisations. (vi) Educational visits promote awareness and excitement at engaging with the past and reflecting on what life was life for ancient peoples. Visits abroad have included Rome and Pompeii, Greece, Sicily and Turkey.

(vii) Developing an awareness of the rich cultural influence of Greece and Rome over the development of western civilisation through a familiarity with intertextual approaches to art literature and politics

LATIN4th Form Latin JMA (4) and FES (4)The following is based on a teaching allocation of four periods of 45 minutes a fortnight. This includes two preps. Scholars will work their way through John Taylor’s Latin to GCSE 1.

MICHAELMAS TERM

FortnightWeeks 1-2 Revision of Taylor Chapters 1-2Weeks 3-4 Chapter 3

Imperfect tense1st and 2nd declension adjectiveslaetus/miser/pulcher

Weeks 5-6 Chapter 3Direct commandVocative caseTime adverbs

Week 7 (Week A) Chapter 3Revision of chapter 3

HALF TERMWeek 8 (Week B) Chapter 4

Perfect tense

Weeks 9-10 November testWeeks11-12 Chapter four

Third declension nounsrex/navis/clamor/nomenDirect questions

Week 13 (Week A)

Mixed conjugation

LENT TERM

FortnightWeek 1 (Week B) Chapter 4

Time whenPersonal pronouns

Weeks 2-3 Chapter 4Possessive adjectivesChapter 5Future tense

Weeks 4-5 Chapter 5Time adverbsLinking sentencesMore persobal pronouns and possessive adjectives

Week 6 (Week A) Revision of chapters four and fiveHALF TERMWeek 7 (Week B) Chapter 5

3rd declension adjectivesfffortis/ingensFormation of adverbs

Weeks 8-9 Chapter 53rd person pronounsis/ea/idse3rd person possessives

Weeks 10 -11 Revision of Chapter 5

TRINITY TERM

FortnightWeeks 1-2 Chapter 6

Pluperfect tenseCausal and concessive clauses: quod/quamquamRelative pronouns

Weeks 3-4 Chapter 6Interrogative pronouns quis/quidnumeralstime within which

Week 5 (Week A) Chapter 6eoPrefixes and compounds

HALF TERMWeek 6 (Week B) Time clauses using ubi/postquam

Revision of chapter 6Weeks 7-8 Fourth form exams/go over exams/Fourth form campWeek 9 Fourth form Citizenship week

LATIN GCSEThe aim is to prepare scholars for OCR GCSE J282.

Unit J282/01 (Latin Language)Candidates are expected to be familiar with:Accidence:

The forms of regular nouns of all declensions The forms of regular and deponent verbs in all moods, voices and tenses,

including imperatives, infinitives, participles and the gerundive (excluding the future perfect, present subjunctive, perfect subjunctive, future passive infinitive, supine and gerund)

The forms of regular adjectives of all standard types The forms of pronouns and pronominal adjectives contained in the

Defined Vocabulary List The comparative and superlative forms of adjectives and adverbs

contained in the Defined Vocabulary List The forms of the irregular nouns, verbs and adjectives contained in the

Defined Vocabulary List, including irregularly formed comparatives and superlatives

Syntax: Standard uses of the cases Expressions of time Comparison (including the ablative of comparison) The use of genitive, dative or ablative where these cases are taken by

verbs or adjectives contained in the vocabulary list The cases taken by prepositions contained in the Defined Vocabulary List Direct statements Direct commands Prohibitions with noli and nolite Direct questions Uses of participles (including the Ablative Absolute construction) Uses of the gerundive with ad to express purpose Simple indicative conditional clauses Relative clauses (excluding qui + subjunctive) Indirect statements Indirect commands Indirect questions Purpose clauses introduced by ut and ne Fearing clauses introduced by timeo + ne Result clauses Temporal clauses with the indicative or subjunctive Causal clauses introduced by quod and cum Concessive clauses introduced by quamquam

Unit J282/03 (Prose Literature)The texts for 2019 are selections from Cambridge Latin Anthology: Druides and tumultus et rebellio.

Unit J282/05 (Verse Literature)The texts for 2019 are selections from Virgil Aeneid 4 and 6: Book 4 Lines 279-319, 331-361, 381-396 and Book 6 lines 450-476.

Remove Latin GCA (7)The following is based on a teaching allocation of 7 periods of 45 minutes a fortnight. This includes three preps. There will be one vocabulary test each week. Scholars will work their way through John Taylor’s Latin to GCSE 2.

MICHAELMAS TERM

FortnightWeeks 1-2 Revision of Book 1 (Chapters 1-6)

Chapter 7Demonstratives: hic/illeComparative and superlative adjectivesIrregular comparatives etc.

Weeks 3-4 Chapter 7Comparative and superlative adverbsPassive voice: present tenseAgent and instrument

Weeks 5-6 Chapter 7Imperfect passiveFuture passiveRevise passive

Week 7 (Week A) Chapter 7Present participle


Perfect participleChapter 8Principal parts

Weeks 9-10 Chapter 8Perfect passivePluperfect passiveNovember test

Weeks 11-12 Chapter 8Simple conditionals

Week 13 (Week A) Revision of term’s work/end of term activities

LENT TERM

FortnightWeek 1 (Week B) Chapter 8

ipseidem

Weeks 2-3 Chapter 8Future active participleAblative absolute

Weeks 4-5 Chapter 8Ablative absoluteIrregular verbs (volo, fero, etc.)Irregular imperatives

Week 6 (Week A) Chapter 8ProhibitionsQuestion words


Passive infinitiveDeponent verbs

Weeks 8-9 Chapter 9Deponent verbsPerfect active participleSemi-deponent verbs

Weeks 10-11 Chapter 9Indirect statementPerfect active infinitive

TRINITY TERM

FortnightWeeks 1-2 Chapter 9

Indirect statementPerfect passive infinitiveFuture active infinitive

Weeks 3-4 Chapter 9PrepositionsLess common pronounsChapter 10Imperfect subjunctive

Week 5 (Week A) Chapter 10Purpose clauses4th and 5th declension nouns


4th and 5th declension nounsIndirect command

Weeks 7-8 Revision/school exams/go over papersWeek 9 (Week A) CCF Camp

5th Form Latin FES (7) and JMA (4)

The following is based on a teaching allocation of 7 periods of 45 minutes a fortnight. This includes four preps. There will be one vocabulary test each week. Scholars will finish working their way through John Taylor’s Latin to GCSE 2 and study their set texts.

MICHAELMAS TERM

Fortnight LatinWeeks 1-2 Revision of Book 2 so far (Chapters 7-10)

Chapter 10Result clauses

Weeks 3-4 Chapter 10Verbs of fearingPluperfect subjunctivecum clauses

Weeks 5-6 Chapter 10cum clausesIndirect questionsConnecting relative

Week 7 (Week A) Chapter 10Gerundive to express purposeUses of dumTranslating complex sentences

HALF TERMWeek 8 (Week B) Verse set textWeeks 9-10 Verse set textWeeks 11-12 Verse set textWeek 13 (Week A) Verse set text

LENT TERM

FortnightWeek 1 (Week B) Trial examinationsWeeks 2-3 Trial examinations/go through exams

Prose set textWeeks 4-5 Prose set textWeek 6 (Week A) Prose set textHALF TERMWeek 7 (Week B) Prose set textWeeks 8-9 Prose set text and revisionWeeks 10-11 Revision

TRINITY TERM

FortnightWeeks 1-2 Revision of set texts and language paper

practiceWeeks 3-4 Language paper practice and study leaveWeek 5 (Week A) Study leaveHALF TERMWeek 6 (Week B) Study leaveWeeks 7-8 Study leaveWeek 9 (Week A) Study leave

LATIN A LEVELThe aim is to prepare scholars for the OCR A Level examination H443 by consolidating language proficiency and by embarking upon the prescribed set texts.

Candidates must sit four papers. Paper 1 (33% of the total A level) requires the translation of one prose passage into English and one verse passage into English. Over the course of two years, candidates study texts written by a range of authors in order to develop linguistic competence. Paper 2 is a prose composition or comprehension paper worth 17% of the total A level. This examination is designed to enable candidates to demonstrate their knowledge of Latin syntax and accidence either through translating a passage of English into Latin or by answering questions, both of a literary and grammatical nature, on an unseen passage of Latin prose. Paper 3 (25% of the total A level) is a prose literature paper for which candidates study two prose set texts in depth and some additional literature in translation. Paper 4 (25% of the total A level) is a verse literature paper which examines candidates’ knowledge and understanding of two verse set texts as well as some additional literature in translation in order to understand the context from which the set texts have been taken.

For examination from 2018 until 2023, the unseen passages for translation will be taken from Livy and Ovid.

For examination from 2018 until 2023, the passage for comprehension will be a piece of prose taken from an author not listed in either Group 1 or Group 2.

For examination in 2019, the prose set text is Tacitus Annals 1 Chapters 16-30 (Group 1) and Chapters 3-7, 11-14, 46-49 and, in English, 31-45 (Group 2).

For examination in 2019, the verse set text is Ovid Amores 1.1 and 2.5, Propertius 1.1 and Tibullus 1.1 (Group 3) and Ovid Amores 2.7 and 2.8, Propertius 1.3 and 2.14 and Tibullus 1.3 and, in English, Ovid Amores 2.19. Propertius 4.7 and Tibullus 2.4 (Group 4).

For examination in 2020, the prose set text is Tacitus Histories 1 Chapters 4 (from finis Neronis…), 5–7, 12–14, 17–23, 26 (Group 1) and Chapters 27–36, 39–44, 49 and, in English, 17–26, 37–38, 45–48 (Group 2).

For examination in 2020, the verse set text is Virgil Aeneid Book XI 1–224 (Group 3) and 498–521, 532–596, 648–689, 725–835 and, in English, Book XI as a whole (Group 4).

Unit H443/01 (Unprepared Translation) and Unit H443/02 (Comprehension)Candidates should:

be familiar with the language of authors of the 1st century BC and the 1st

century AD. be able to recognise, analyse and deploy as appropriate the accidence

and syntax outlined in the specification. be able to scan two lines of the verse passage (either hexameters or

elegiacs).

There is a defined vocabulary list for the AS but not for the A level examination. The passage for unprepared translation and comprehension will be taken from a named author or genre.

Accidence: Nouns of all standard types, together with bos, domus, Iuppiter and vis Adjectives of all standard types, from all three declensions, including

dives, pauper and vetus Adverbs Comparison of adjectives and adverbs Pronouns and pronominal adjectives and related forms Verbs of all standard types from all conjugations in all moods, voices and

tenses, together with deponent, semideponent, defective, irregular and impersonal verbs including the impersonal passive of intransitive verbs

Compound verbs of regular formation using all the common prefixes, including associated consonant and vowel changes, and where the prefix retains its normal meaning

Cardinal numbers 1–1000 and ordinal numbers 1st – 10th

Uses of prepositions

Syntax: Standard patterns of case usage Negation Direct statement, question (including deliberative) and

command Prohibitions, exhortations and wishes Uses of the infinitive (as subject, as complement, prolative, historic) Uses of the participle (including ablative absolute) Uses of the subjunctive (e.g. potential, generic) Comparison (including the ablative of comparison) Uses of the gerund and gerundive (including the gerundive of obligation) Constructions using quominus and quin Use of dum and dummodo to mean ‘provided that’ Subordinate clauses:

- Indirect statement (including extended oratio obliqua), question, command and prohibition

- Description (relative clauses, including common uses with the subjunctive)

- Purpose (including uses of the gerund and gerundive)- Result (including the use of the comparative with quam ut)- Conditional- Causal- Temporal- Subordinate clauses within indirect speech- Fearing, prevention and precaution- Concessive- Comparative

Unit H443/03 (Prose Literature) and Unit H443/04 (Verse Literature)Candidates should be able to:

demonstrate knowledge, an understanding and an appreciation of Latin texts within their literary, social and historical contexts as appropriate.

demonstrate an understanding of Latin literary technique. evaluate evidence and draw conclusions using appropriate reference or

quotation. produce personal responses to Latin literature showing the understanding

of the Latin text.The knowledge of accidence, syntax and vocabulary called for will be that required for the prescribed author.

Lower 6th Form Latin FES (4), GCA (4) and JMA (6)Set text work is begun in the second half of the Michaelmas term, allowing us to explore a number of different authors in the first half of the term; this approach gives us an opportunity to familiarise our scholars with different genres of literature. A number of periods a fortnight are allocated for language work which can consist of unseen translation, elementary prose composition and grammar/syntax.Prep consists of a combination of literary and language work. Scholars are asked to prepare set texts and to be ready to complete a context question in class. Scholars will also be asked to learn vocabulary and grammar for regular testing. Unseen translation of Latin prose and the translation of English sentences into Latin is a weekly feature.

MICHAELMAS TERM

Fortnight FES (Language) GCA (Prose) JMA (Verse)Week 1-2 Revise indirect

statementJT Chapter 1: pages 1-8 (uses of cases, verb tenses, adjectives, adverbs, comparative, superlatives, direct questions, relative clauses, more complex relative clauses, prepositions, prefixes and compounds, present subjunctive, jussive subjunctive)VOCAB: a/ab-augeo

Introduction to Catullus

Introduction to Cicero

Week 3-4 JT Chapter 1: pages 8-15 (wishes for the future, deliberative questions, purpose clauses and sequence of tenses, direct commands, indirect commands, verbs of fearing, perfect subjunctive)VOCAB: aut-corpus

Introduction to Virgil Introduction to Livy

Week 5-6 JT Chapter 1: pages 15-24 (result clauses, indirect questions, periphrastic future subjunctive, principal parts and the supine, indirect statement, future passive infinitive)VOCAB: corripio-eques

Introduction to Ovid Introduction to Caesar

Week 7 (Week A)

JT Chapter 1: pages 25-28 (participles, ablative absolute)Revision of grammar and practice translationVOCAB: equus-fio

Introduction to Horace

Introduction to Tacitus

HALF TERMWeek 8 (Week B)

JT Chapter 2: pages 28-33 (impersonal verbs and impersonal passive, time clauses, time clauses implying purpose)VOCAB: flamma-hic

Set Text Set Text

Week 9-10 JT Chapter 2: pages 34-39 (cum clauses, inverted cum clauses, concessive clauses, paired and co-ordinated words, conjunctions both connecting and subordinating)VOCAB: hic-iustus

Set Text Set TextUnseen practice

Week 11-12

JT Chapter 2: pages 40-46 (predicative dative , gerunds and gerundives)VOCAB: iuvenis-moveo

Set Text Set Text

Week 13 (Week A)

Language consolidationVOCAB: mox-nonnulli


LENT TERM

Fortnight FES (Language) GCA (Prose) JMA (Verse)Week 1 (Week B)

JT Chapter 3: pages 47-49 (conditionals)VOCAB: nos-oportet

Set Text Set Text

Weeks 2-3 JT Chapter 3: pages 49-51 (wishes and fears for present and past, use of quin and quominus)VOCAB: oppidum-postridie


Weeks 4-5 JT Chapter 3: pages 52-53 (conventions of extended narrative, extended indirect

Set Text Set Text

speech, subordinate clauses in indirect speech, conditional clauses in indirect statement) VOCAB: postulo-recens

Week 6 (Week A)

RevisionVOCAB: recipio-sapientia



Lower 6th trials Lower 6th trials Lower 6th trials

Weeks 8-9 Prose compVOCAB: satis-tantus

Set Text Set Text

Weeks 10-11

Unseen practiceVOCAB: tectum-vultus


TRINITY TERM

Fortnight FES (Language) GCA (Prose) JMA (Verse)Weeks 1-2 Revision of

grammar/past papersSet Text Set Text

Weeks 3-4 Revision of grammar/past papers and unseen practice for trial


Week 5 (Week A)

Unseen practice for trial

Set Text Set Text


Lower 6th trials Lower 6th trials Lower 6th trials

Weeks 7-8 Revision of language and unseen practice


Week 9 (Week A)

Pre-U week Pre-U week Pre-U week

Upper 6th Latin JMA (6), FES (4) and GCA (4)

The syllabus should be completed by the end of the Lent term. The weeks leading up to the public examination period in the Trinity term are reserved for revision and examination practice. A number of periods a cycle are allocated for language work which can consist of unseen translation, elementary prose composition and grammar/syntax.Prep consists of literary and language work. Scholars are asked to prepare set texts and to be ready to complete a context question in class. Scholars will also be asked to learn vocabulary and grammar for regular testing. Unseen translation of Latin prose and the translation of English sentences into Latin is a weekly feature.

MICHAELMAS TERM

Fortnight JMA (Language)

FES (Prose) GCA (Verse)

Week 1-2 LivyOvid Amores

Set Text Set Text

Weeks 3-4 LivyOvid Amores

Set Text Set Text

Weeks 5-6 LivyOvid Heroides

Set Text Set Text

Week 7 (Week A) LivyOvid Heroides

Set Text Set Text

HALF TERMWeek 8 (Week B) Livy

Ovid Ars Amatoria

Set Text Set Text

Weeks 9-10 LivyOvid Remedium Amoris

Set Text Set Text

Weeks 11-12 LivyOvid Metamorphoses

Set Text Set Text

Week 13 (Week A)

LivyOvid Metamorphoses

Set Text Set Text

LENT TERM



Week 1 (Week B) LivyOvid Metamorphoses

Set Text Set Text


Set Text Set Text


Set Text Set Text

Week 6 (Week A) LivyOvid Metamorphoses

Set Text Set Text

HALF TERMWeek 7 (Week B) Livy

Ovid FastiSet Text Set Text

Weeks 8-9 Upper 6th trials Upper 6th trials Upper 6th trialsWeeks 10-11 Livy

Ovid FastiSet Text Set Text

TRINITY TERM



Weeks 1-2 LivyOvid Tristia

Past papers/practice questions


Weeks 3-4 LivyOvid TristiaPast papers/practice questions



Week 5 (Week A) Past papers/practice questions



HALF TERMWeek 6 (Week B) Study leave Study leave Study leaveWeeks 7-8 Study leave Study leave Study leaveWeek 9 (Week A) Study leave Study leave Study leave

GREEK4th Form Greek GCA (4)The following is based on a teaching allocation of four periods of 45 minutes a fortnight. This includes two preps. Scholars will work their way through John Taylor’s Greek to GCSE 1.

MICHAELMAS TERM

FortnightWeeks 1-2 Introduction to the Greek alphabet (lower and upper case)

Greek to GCSE Book 1 chapter 1 ex 1.1 – 1.6Weeks 3-4 The present tense; nominative and accusative; definite article;

the negativeGreek to GCSE Book 1 chapter 1 ex 1.7 – 1.14Vocab chapter 1

Weeks 5-6 Nominative and accusative plural ; the verb to be; connecting wordsGreek to GCSE Book 1 chapter 2 ex 2.1 – 2.10Vocab chapter 2

Week 7 (Week A) First declension feminine nouns: variant pattern; translation of the definite article; expressing timeGreek to GCSE Book 1 chapter 2 ex 2.11 – 2.18Vocab chapter 2

HALF TERM

Week 8 (Week B) Nouns: all cases; prepositions; Sandwich constructionGreek to GCSE Book 1 chapter 3 ex 3.1 – 3.6Vocab chapter 3

Weeks 9-10 The imperative; adverbs; cases taken by verbs; infinitive; adjectives; adverbs 2; particlesGreek to GCSE Book 1 chapter 3 ex. 3.7 – 3.17Vocab chapter 3(NOTE: no November test)

Weeks 11-12 Future tense; imperfect tense; imperfect tense of verb to be;questionsGreek to GCSE Book 1 chapter 3 ex 3.18 – 3.31Vocab chapter 3

Week 13 (Week A) Revision of term’s work and end of term activities

LENT TERM

FortnightWeek 1 (Week B) Weak aorist tense

Greek to GCSE Book 1 chapter 4 ex 4.1 – 4.7Vocab chapter 4

Weeks 2-3 Strong aorist; gender and declension (1 and 2)Greek to GCSE Book 1 chapter 4 ex 4.8 – 4.25Vocab chapter 4

Weeks 4-5 Gender and declension (3); compound verbsGreek to GCSE Book 1 chapter 4 ex 4.26 – 4.29Vocab chapter 4

Week 6 (Week A) Third declensionGreek to GCSE Book 1 chapter 5 ex 5.1 – 5.3Vocab chapter 5

HALF TERMWeek 7 (Week B) The uses of tij; more third declension nouns

Greek to GCSE Book 1 chapter 5 ex 5.4 – 5.9Vocab chapter 5

Weeks 8-9 Cases taken by prepositions; personal pronouns and adjectives; present participles (1)Greek to GCSE Book 1 chapter 5 ex 5.10 – 5.20Vocab chapter 5

Weeks 10-11 Present participles (2)Greek to GCSE Book 1 chapter 6 ex 6.1 – 6.3Vocab chapter 6

TRINITY TERM

FortnightWeeks 1-2 More uses of the Definite article (1 and 2)

Greek to GCSE Book 1 chapter 6 ex 6.4-6.11Vocab chapter 6

Weeks 3-4 The uses of au)toj(1 and 2)Greek to GCSE Book 1 chapter 6 ex 6.12 – 6.14

Vocab chapter 6Week 5 (Week A) Revision

Vocab chapter 6HALF TERMWeek 6 (Week B) RevisionWeeks 7-8 Examination week/go over examination/fourth form campWeek 9 (Week A) Fourth form Citizenship week

GREEK GCSEThe aim is to prepare scholars for OCR GCSE J292.

Unit J292/01 (Greek Language)Candidates are expected to be familiar with:Accidence:

Verbs (NB. Dual forms are excluded throughout and for all types of verb listed below, knowledge is required of the following forms where they exist):- Present, future, imperfect and aorist tenses (all persons, singular and plural), in the active, middle and passive voices- Second person imperatives, present and aorist (singular and plural), in the active voice (with middle forms for deponent verbs)- Present, future and aorist participles (all genders and cases, singular and plural) and infinitives, in the active, middle and passive voices- Present and aorist subjunctive and optative (all persons, singular and plural), in the active, middle and passive voices- Regular verbs with vowel and consonantal stems and contracted verbs (-αω and –εω)- Irregular verbs in the vocabulary list: εἰμί (I am) φημί (I say) and the specified parts of the following: εἶμι (I go, shall go; present tense, participle ἰών, ἰοῦσα, ἰόν and infinitive ἰέναι only) οἶδα (I know; present tense, participle εἰδώς, εἰδυῖα, εἰδός and infinitive εἰδέναι only)δίδωμι (I give; future and aorist indicative active and infinitives only)- Knowledge of other -μι and defective verbs is not expected. Such verbs appearing on the paper will be glossedwith a full translation.- Candidates will be expected to work out the meanings of compound verbs where basic prepositions are used asprefixes e.g. ἐκβάλλω (I throw out)

Nouns and Pronouns:- All cases, singular and plural, of the nouns of the following types: χώρα, θάλασσα, φωνή, πολίτης, νεανίας, ἵππος, ἔργον, φύλαξ, βασιλεύς, πόλις, σῶμα, τεῖχος- The declensions of the irregular nouns in the Defined Vocabulary List- The declensions of the pronouns in the Defined Vocabulary List

Adjectives and Adverbs:- All genders and cases, singular and plural, of the adjectives of the following types: σοφός, ἀληθής, εὐρύς, καλλίων- The declensions of the irregular adjectives in the Defined Vocabulary List- The formation and declension of the comparatives and superlatives of adjectives and adverbs in the Defined Vocabulary List.

Syntax: Standard uses of the cases

Expressions of time and place The genitive of comparison The cases taken by verbs and prepositions in the Defined Vocabulary List Direct commands and prohibitions (second person only of both) Direct questions Indirect statements (constructions with ὅτι, the infinitive, the participle) Indirect commands Indirect questions Purpose clauses (with ἵνα and with ὡς + the future participle) Relative clauses with ὅς Result clauses Conditional clauses (future open and past unfulfilled only) Temporal clauses with the indicative Participles

- Genitive absolute- Concessive (with καίπερ)- The article and participle- Normal temporal usage

Unit J292/02 (Prose Literature)The texts for 2019 are selections from Tales from Herodotus: Sections IX (Solon and Croesus) and XIVa (How Alcmaeon was enriched by Croesus).Unit J292/04 (Verse Literature)The texts for 2019 are selections from Homer Odyssey: Book 6 lines 48–159.

Remove Greek FES (5)

The following is based on a teaching allocation of five periods of 45 minutes a fortnight. This includes three preps. There will be one vocabulary test each week. Scholars will finish John Taylor’s Greek to GCSE 1 and work their way through John Taylor’s Greek to GCSE 2.

MICHAELMAS TERM

FortnightWeeks 1-2 Revision of Book 1 (Chapters 1-6)

aorist participles ex 6.15 + 6.20paj pasa pan ex 6.17Alexander and the Gordian knot 1 + 2

Weeks 3-4 numeralsExpressing time 6.23The use of ou0deij ex. 6.26Alexander’s Trust (6.28)Personal pronouns and adjectivesPossessive dative

Weeks 5-6 Alexander’s Kindness (6.33)Future participles ex 6.34ex 6.36definite article ex 6.37Alexander’s ambition ex 6.39

Week 7 (Week A)

Greek To GCSE Part 2Passive Voice ex 7.1 – 7.9


ou9toj, au9th, toutoo9de h9de todee0keinoj,h,oex 7.13 – 7.17Imperfect passive ex 7.22

Weeks 9-10 Comparison of adjectives ex 7.26 – 7.28Comparisons of adverbs ex 7.30 – 7.33Relative clauses ex. 7.35November test

Weeks 11-12 Irregular third declension nouns (1)Root aorists ex 7.38Result clauses ex 7.40

Week 13 (Week A)

Revision of term’s work/end of term activities

LENT TERM

FortnightWeek 1 (Week B)

Greek to GCSE Part 2 chapter 8Middle voice and deponent verbs ex 8.1 – 8.4Aorist middle ex 8.8 – 8.9

Weeks 2-3 Aorist passive ex 8.12 – 8.14Future middle and passive ex 8.16 – 8.17, 8.20 – 8.21

Weeks 4-5 Genitive absolute ex 8.23Future tense of to beActive verbs with middle-form futuresDeponent verbs with passive-form aorists ex 8.25The ‘other’ ei)mi: I shall go ex. 8.27

Week 6 (Week A)

Reflexive pronounsThird person possessives ex 8.29Future infinitivesCompound negatives (1)


Greek to GCSE part 2 Chapter 9Irregular third declension nounsThird declension adjectives

Mixed declension adjectivesWeeks 8-9 Greek to GCSE part 2 Chapter 9

Verbs with epsilon contractionThe augment and verbs beginning with a vowelArticle marking change of subject

Weeks 10-11 Greek to GCSE part 2 Chapter 9Adjectives with epsilon contractionCompound adjectives and privative alphaNouns with epsilon contractionIrregular epsilon verbs

TRINITY TERM

FortnightWeeks 1-2 Greek to GCSE part 2 Chapter 9

Futures with epsilon contractionIrregular third declension nounsTense and aspect: aorist imperativeMore imperatives

Weeks 3-4 Greek to GCSE part 2 Chapter 9Compound negativesTense and aspect: aorist infinitiveIndirect commandMore infinitives

Week 5 (Week A)

Impersonal verbsInfinitives after verbs


Revision

Weeks 7-8 School exams/go over papersWeek 9 (Week A)

Remove CCF camp

5th Form Greek JMA (6)The following is based on a teaching allocation of six periods of 45 minutes a fortnight. This includes three preps. There will be one vocabulary test each

week. Scholars will finish working their way through John Taylor’s Greek to GCSE 2 and study their set texts.

MICHAELMAS TERM

FortnightWeeks 1-2 Revision of Chapters 1-9

Chapter 10Indirect statement

Weeks 3-4 Chapter 10The verb ‘to give’Result clauses with infinitiveVerbs with alpha contraction

Weeks 5-6 Chapter 10Irregular comparatives and superlativesPrepositionsCompound verbs

Week 7 (Week A)

Chapter 10Direct and indirect questionsChapter 11Present and aorist subjunctiveUses of the subjunctive: prohibition


Chapter 11Uses of the subjunctive: purpose

Weeks 9-10 Chapter 11Conditional sentencesPresent, aorist and future optativeUses of the optative

Weeks 11-12 Chapter 11Uses of the optativeVerse set text

Week 13 (Week A)

Verse set text

LENT TERM

FortnightWeek 1 (Week B)

Trial examinations

Weeks 2-3 Trial examinations/go through examsVerse set text

Weeks 4-5 Verse set textWeek 6 (Week Prose set text

A)HALF TERMWeek 7 (Week B)

Prose set text

Weeks 8-9 Prose set textWeeks 10-11 Revision

TRINITY TERM

FortnightWeeks 1-2 Revision of set texts and language paper practiceWeeks 3-4 Language paper practice and study leaveWeek 5 (Week A)

Study leave


Study leave

Weeks 7-8 Study leaveWeek 9 (Week A)

Study leave

CLASSICAL CIVILISATION4th Form Classical Civilisation GCA (4), DRE (4) and JMS (4)

The following is based upon a teaching allocation of four periods of 45 minutes per fortnight. This should include two preps. The aim of the syllabus is to introduce scholars to some important aspects of Classical Greece and Rome and to develop the skills of analysis, evaluation and understanding required at GCSE. This will be achieved by beginning to study the GCSE course. The aim is to encourage writing at length, writing which is creative and which reflects an informed and personal response to the subject material.

MICHAELMAS TERM

FortnightWeeks 1-2 An introduction to the Greek/Roman Pantheon and the

respective religionsDefine and discuss: polytheism, anthropomorphism, epithetsIntroduction to the gods’ roles, iconography and mythology(Do not read Homeric Hymn to Demeter until Remove)

Weeks 3-4 Zeus/Jupiter and Hera/JunoWeeks 5-6 Poseidon/Neptune and Athena/MinervaWeek 7 (Week A)

Hermes/Mercury


Demeter/Ceres and Hades/Pluto

Weeks 9-10 Apollo/Apollo and Artemis/DianaNovember test

Weeks 11-12 Ares/Mars, Aphrodite/Venus and Hephaestus/VulcanWeek 13 (Week A)

Hestia/Vesta and Dionysus/Bacchus

LENT TERM

Fortnight

Week 1 (Week B)

Recap the Greek/Roman PantheonIntroduction to Heracles/HerculesBirth/early life of Heracles

Weeks 2-3 Twelve labours: 1-6Weeks 4-5 Twelve labours: 7-12Week 6 (Week A)

Heracles in Olympia and metopes


Hercules and Cacus (read Aeneid)

Weeks 8-9 Hercules and Cacus (read Aeneid)Weeks 10-11 Hercules and Achelous (read Ovid’s Metamorphoses)

TRINITY TERM

FortnightWeeks 1-2 Hercules and Nessus (read Ovid’s Metamorphoses)Weeks 3-4 Hercules and Nessus (read Ovid’s Metamorphoses)

Death of HerculesWeek 5 (Week A)

Death of Hercules (read Homeric Hymn to Heracles)


Revision

Weeks 7-8 Examination week/go over examination/fourth form campWeek 9 (Week A)

Fourth form Citizenship week

GCSE CLASSICAL CIVILISATIONThe aim is to prepare scholars for the OCR JI99 GCSE.The following is based upon a teaching allocation of seven periods of 45 minutes a fortnight. There are three preps per fortnight which can be combined for essay work or used individually for context questions or learning.

J199/11: Myth and Religion

J199/22: Roman City Life

Remove Classical Civilisation GCA (7) and FES (7)MICHAELMAS TERM

FortnightWeeks 1-2 Revision of Greek/Roman Pantheon and Life of

Heracles/Hercules

TemplesGreece: The SanctuaryPriestsSacrifices

Weeks 3-4 The ParthenonThe Temple of Zeus at OlympiaRome: The SanctuaryPriestsSacrificesThe Temple of Pontunus (Fortuna Virilis)The Pantheon

Weeks 5-6 Foundation StoriesThe Naming of AthensTheseus: birthLabours of TheseusDeath of Theseus

Week 7 (Week A) Life of LivyBirth of Aeneas

HALF TERMWeek 8 (Week B) Troy

Aeneas and RomeFounding of RomeLife of Plutarch

Weeks 9-10 Theseus v Romulus

FestivalsGreece: Panathenaia

November testWeeks 11-12 City Dionysia

Rome: LupercaliaSaturnalia

Week 13 (Week A) Myth and Symbols of PowerCentauromachyAmazonomachy

LENT TERM

Fortnight Week 1 (week B) Amazonomachy

Augustus’ LifeBuildings of Augustan Rome

Weeks 2-3 Prima PortaAra Pacis

Death and BurialGreek BurialFestivals for the dead

Weeks 4-5 Roman BurialFestivals for the dead

Journeying to the UnderworldHomeric Hymn to DemeterOrpheus (read Metamorphoses)

Week 6 (Week A) Orpheus (read Metamorphoses)HALF TERMWeek 7 (Week B) (Begin Roman City Life)

Roman HousingThe insulaThe domusHousing examples

Weeks 8-9 Housing examples

The Roman Home and FamilyPatrons and ClientsEducation

Weeks 10-11 Dinner Parties

Roman SocietyCitizenshipSenatorsEquitesSlavesFreedmen

TRINITY TERM

FortnightWeeks 1-2 Leisure and Entertainment

AmphitheatreChariot Racing

Weeks 3-4 TheatreBaths

Week 5 (Week A) RevisionHALF TERMWeek 6 (Week B) RevisionWeeks 7-8 School exams/go over papersWeek 9 (Week A) Remove CCF camp

5th Form Classical Civilisation GCA (7)The following is based upon a teaching allocation of 7 periods of 45 minutes per fortnight. There are four preps per fortnight which can be combined for essay work or used individually for context questions or learning. The OCR GCSE will be completed during this academic year.

MICHAELMAS TERM

FortnightWeeks 1-2 Satire and Fiction

HoraceWeeks 3-4 Horace

JuvenalWeeks 5-6 JuvenalWeek 7 (Week A) PetroniusHALF TERMWeek 8 (Week B) Pliny and His Letters

Life of PlinyLetters

Weeks 9-10 LettersWeeks 11-12 Experiencing Roman City Life

(revision of topics 3.1-3.4)Week 13 (Week A) Relationships and Roman Society

(revision of topics 3.1-3.4)

LENT TERM

FortnightWeek 1 (Week B) Trial examsWeeks 2-3 Trial exams and revision of topics 1.1-1.2Weeks 4-5 Revision of topics 1.2-1.4Week 6 (Week A) Revision of topics 1.5-1.7HALF TERMWeek 7 (Week B) Revision of topics 1.8, 3.1-3.2Weeks 8-9 Revision of topics 3.3-3.5Weeks 10-11 Revision of topics 3.5-3.8

TRINITY TERM

FortnightWeeks 1-2 Revision and past papersWeeks 3-4 Revision and study leaveWeek 5 (Week A) Study leaveHALF TERMWeek 6 (Week B) Study leaveWeeks 7-8 Study leaveWeek 9 (Week A) Study leaveA LEVEL CLASSICAL CIVILISATION6th Form Classical Civilisation FES (6), JMA (4) and GCA (4)Throughout the two years of study, the aim is to prepare scholars for the OCR examination H408. There are three modules.The world of the hero is a compulsory component worth 100 marks and lasts 2 hours 20 minutes; it represents 40% of the total A Level. Section A focuses solely on Homer while Section B focuses solely on Virgil’s Aeneid. Section C contains a stimulus question in which students draw on both a passage from Homer and one from Virgil. There is a choice of essays.Greek art is worth 75 marks and lasts 1 hour 45 minutes; it represents 30% of the total A Level. The questions in Section A are commentary questions while Section B contains a choice from one of two essays.Greek religion is worth 75 marks and lasts 1 hour 45 minutes; it represents 30% of the total A Level. The questions in Section A are commentary questions while Section B contains a choice from one of two essays.

Homer’s Iliad:

Key topics Learners should have studied the following: Literary techniques and composition

• structure and plot of the epic • language of the epic including the use of speeches, formulae, similes and other narrative and descriptive techniques and their effects • literary context in which the Iliad was created and handed down including: • oral tradition and context • transmission of the text • whether it was the work of one or more poets

The heroic world: characterisation and themes

• concept, values and behaviour of a hero including the ideas of timē (honour) and kleos (reputation) • life in Troy and the Greek war camp • characterisation of major and minor characters • the portrayal of war • death and mortality • menis (wrath, anger)

• reconciliation The social, cultural and religious context

• power of fate • role of the immortals and relationship between immortals and mortals • family and friendship • hospitality and guest friendship (xenia) • relationships between men and women, parents and children • part played by women in the epic and their position in society • role of slaves

Virgil’s Aeneid:

Greek Art:

Key Topics Learners should have studied the following: Function • functions of free-standing sculpture including:

• cult statue, votive, grave marker, memorial • purpose and positioning of different types of architectural sculpture including: • metopes, Ionic friezes and pediments • shapes and uses of pots, including: • storage vessels, mixing pots, water pots, jugs and drinking cups, cosmetic and athletic

equipment Materials • effects of different types of materials, including:

• marble and bronze in free-standing sculpture • limestone and marble in architectural sculpture • clay, added colour and slip • advantages and limitations of different materials and shapes • usefulness and limitations of damaged and/or reconstructed pieces • usefulness and limitations of copies of free-standing sculpture

Techniques • block method of carving statues

• lost-wax method of casting bronze statues • black figure technique in vase-painting, the use of added colour and incision • red-figure technique in vase-painting, the use of different sized brushes and diluted slip to

create effectsStylistic features and development

• stylistic features and development of the kouros and the kore, including: • pose, archaic smile, hair, adornment, geometric anatomy, elaborate drapery • stylistic features and development of the bronze statue, including: • action pose, chased detail; added detail in different metals • unity of theme and scale in architectural sculpture • stylistic features and development of the black-figure technique, including: • added white paint for female flesh, use of profile, frontal eye in profile head, long fingers

and feet, decorative motifs • stylistic features and development of the red-figure technique, including: • bi-lingual pots, use of black-figure decorative motifs, development of profile eye • Pioneer and Mannerist movements

Composition • dominant verticals, horizontals and diagonals • chiastic composition • pose • contrapposto • portrayal of anatomy and physical form • foreshortening and torsion • portrayal of movement • portrayal of emotion

Subject matter

• mythology, including reflection of everyday life in mythological scenes • themes in free-standing sculpture, including: • mortals and gods • concepts in 4th century BC sculpture • themes in architectural sculpture, including: • Medusa, Centauromachy, Trojan War • themes in vase-painting, including: • Achilles, Athena, Dionysus, Herakles, Trojan War

Greek Religion:

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