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- Title: Classical Studies Learning Matrix
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- Classical Studies Learning Matrix.pdf
- Description: Classical Studies Learning Matrix
Classical Studies Learning Matrix
What is Classical Studies about?
Subject-specific terms can be found in the glossary.
Classical Studies is the study of ancient Greece and ancient Rome. In Classical Studies, ākonga will have opportunities to learn about iconic heroic and villainous figures, legends, ancient wars and rivalries, architecture and artworks, drama and literature, early Western democracy, religions and philosophy, and more. In doing so, ākonga in Classical Studies develop their research abilities and will find highly-engaging stories, works of art, and ancient thought that will allow them to bring their strengths and passions into the classroom.
Ākonga in Classical Studies consider the legacies of the communities and individuals of antiquity, as preserved in works of art, literature, drama, and architecture. Ākonga will develop ways of making meaning from material and literary culture, and engage with Indigenous and non-Indigenous frameworks for assessing evidence.
The core components of Classical Studies may be summarised by the way that the subject connects to the Learning Area whakatauākī; through the practical element of Classical Studies, that is, the act of investigating artefacts of ancient Greece and Rome, we can learn from, and about, the people.
Ultimately, Classical Studies is a multidisciplinary subject involving evaluating evidence and corroborating claims about the classical world by synthesising information from a variety of source types. Ākonga will develop skills for assessing the strengths and limitations of primary and secondary sources, as well as skills for understanding the context within which these sources are situated.
By connecting evidence across multiple types of source materials, learners gain familiarity with the lives and customs of ancient societies, and can make connections between other ancient and modern societies.
Subject-specific terms can be found in the glossary.
Classical Studies is the study of ancient Greece and ancient Rome. In Classical Studies, ākonga will have opportunities to learn about iconic heroic and villainous figures, legends, ancient wars and rivalries, architecture and artworks, drama and literature, early Western democracy, religions and philosophy, and more. In doing so, ākonga in Classical Studies develop their research abilities and will find highly-engaging stories, works of art, and ancient thought that will allow them to bring their strengths and passions into the classroom.
Ākonga in Classical Studies consider the legacies of the communities and individuals of antiquity, as preserved in works of art, literature, drama, and architecture. Ākonga will develop ways of making meaning from material and literary culture, and engage with Indigenous and non-Indigenous frameworks for assessing evidence.
The core components of Classical Studies may be summarised by the way that the subject connects to the Learning Area whakatauākī; through the practical element of Classical Studies, that is, the act of investigating artefacts of ancient Greece and Rome, we can learn from, and about, the people.
Ultimately, Classical Studies is a multidisciplinary subject involving evaluating evidence and corroborating claims about the classical world by synthesising information from a variety of source types. Ākonga will develop skills for assessing the strengths and limitations of primary and secondary sources, as well as skills for understanding the context within which these sources are situated.
By connecting evidence across multiple types of source materials, learners gain familiarity with the lives and customs of ancient societies, and can make connections between other ancient and modern societies.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each of the Classical Studies Big Ideas.
The Social Sciences Learning Area, including its whakatauākī , inform this subject’s Significant Learning – learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 7 learning. The Learning Area's whakatauakī is:
Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”Nā, Meri Ngāroto, Te Aupōuri (1830s)
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 7 and indicative learning for Level 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Classical Studies. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each of the Classical Studies Big Ideas.
The Social Sciences Learning Area, including its whakatauākī , inform this subject’s Significant Learning – learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 7 learning. The Learning Area's whakatauakī is:
Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”Nā, Meri Ngāroto, Te Aupōuri (1830s)
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 7 and indicative learning for Level 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Classical Studies. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
The phrase 'mōhiotanga and māramatanga of the classical world' is used in this Big Idea to ground the subject in an Aotearoa New Zealand context and further enable ākonga in their understanding of a world that is distant in time and place, through te ao Māori. Many terms and concepts from the classical world may be translated more organically into te reo Māori than into English.
Ancient Greek and Roman ways of making meaning of the world also share many common factors with te ao Māori, such as understanding through stories. Much of our current understanding of the worldview of classical societies requires us to first acknowledge the significance that narratives or narrative elements held in antiquity, in the same ways that metaphor and pūrakau have been, and are used in te ao Māori. Mōhiotanga and māramatanga of the classical world is what happens when ākonga consider pieces of evidence and connect the qualities and stories of each piece in order to learn about the world in which it was made.
Mōhiotanga of the classical world is the result of perceiving and connecting related pieces of evidence of Greek and Roman antiquity. In this context, mōhiotanga is about identifying qualities about the evidence which are immediately apparent, such as what form the evidence is, what it was made of, where and by whom it may have been made, and for what purpose.
Māramatanga of the classical world is a step further, as inferences from the evidence can be made and comprehension about the people of ancient Greece and Rome can be reached. In this context, māramatanga is about understanding what motivated the ancient Greeks and Romans, based on the evidence left for us to examine. Putting the pieces of evidence together allows us to draw conclusions about how these people may have behaved and why, what rituals and customs they performed, and who had the authority to perform them.
The multidisciplinary quality of Classical Studies provides a high level of engagement for learners as they explore a range of connections to their own areas of interest and across subjects. Learners can expect to engage with all types of evidence ranging from written and oral renditions of stories depicting figures both historic and mythological, to painted vases still preserved today, to the ruins of grand architectural undertakings. In addition to engaging with different types of evidence, learners are also encouraged to utilise different ways of thinking about evidence, such as through Indigenous and non-Indigenous frameworks for evaluating evidence.
Using a multidisciplinary approach ensures that learners will utilise a range of key competencies in critical thinking, communication, research, as well as targeted skills as they assess different forms of evidence.
Multidisciplinary approaches through primary source evidence underpin mōhiotanga and māramatanga of the classical world
The phrase 'mōhiotanga and māramatanga of the classical world' is used in this Big Idea to ground the subject in an Aotearoa New Zealand context and further enable ākonga in their understanding of a world that is distant in time and place, through te ao Māori. Many terms and concepts from the classical world may be translated more organically into te reo Māori than into English.
Ancient Greek and Roman ways of making meaning of the world also share many common factors with te ao Māori, such as understanding through stories. Much of our current understanding of the worldview of classical societies requires us to first acknowledge the significance that narratives or narrative elements held in antiquity, in the same ways that metaphor and pūrakau have been, and are used in te ao Māori. Mōhiotanga and māramatanga of the classical world is what happens when ākonga consider pieces of evidence and connect the qualities and stories of each piece in order to learn about the world in which it was made.
Mōhiotanga of the classical world is the result of perceiving and connecting related pieces of evidence of Greek and Roman antiquity. In this context, mōhiotanga is about identifying qualities about the evidence which are immediately apparent, such as what form the evidence is, what it was made of, where and by whom it may have been made, and for what purpose.
Māramatanga of the classical world is a step further, as inferences from the evidence can be made and comprehension about the people of ancient Greece and Rome can be reached. In this context, māramatanga is about understanding what motivated the ancient Greeks and Romans, based on the evidence left for us to examine. Putting the pieces of evidence together allows us to draw conclusions about how these people may have behaved and why, what rituals and customs they performed, and who had the authority to perform them.
The multidisciplinary quality of Classical Studies provides a high level of engagement for learners as they explore a range of connections to their own areas of interest and across subjects. Learners can expect to engage with all types of evidence ranging from written and oral renditions of stories depicting figures both historic and mythological, to painted vases still preserved today, to the ruins of grand architectural undertakings. In addition to engaging with different types of evidence, learners are also encouraged to utilise different ways of thinking about evidence, such as through Indigenous and non-Indigenous frameworks for evaluating evidence.
Using a multidisciplinary approach ensures that learners will utilise a range of key competencies in critical thinking, communication, research, as well as targeted skills as they assess different forms of evidence.
Big Idea Body:
This Big Idea connects with the Social Sciences Learning Big Ideas, “Social and structural organisation of people and the exercise of power shapes the recognition of rights, roles and responsibilities” and, “People’s relationship with place has meaning for them and influences the way they connect with the environment and value resources”. These connections are most clearly exemplified in the ways that customs, social structures, and significant locations informed a sense of identity, social roles, beliefs, ideologies, and values in the classical world.
Learners of Classical Studies will engage with this Big Idea by identifying how the values, beliefs, and ideologies of a society are manifested in the words and actions of its people in a way that can enrich their understanding of the communities of antiquity, and of their own communities. Building comprehension of the ways that values, beliefs, and ideologies manifest themselves present opportunities to develop understanding of interactions in the classical world and the contemporary world of learners in Aotearoa New Zealand.
Tikanga are diverse across hapū and iwi, have a rich whakapapa and inform interactions within each group, as well as between groups of different people. In a similar fashion, Classical Societies all had unique customs, protocols, practices, rites, and rituals, which informed social and cultural interactions or events, such as funeral rites and marriage. Ākonga in Classical Studies may be able to make connections between tikanga Māori and the different customs and ways of doing things in the classical world, in a way that will help to generate insight into the classical world.
In addition to the organisation of people, power, and customs, this Big Idea also encapsulates the ways in which religious authority is invested in, and exercised by, members of social and cultural groups.
Interactions in the classical world can be understood with the help of tikanga Māori and social and cultural factors
This Big Idea connects with the Social Sciences Learning Big Ideas, “Social and structural organisation of people and the exercise of power shapes the recognition of rights, roles and responsibilities” and, “People’s relationship with place has meaning for them and influences the way they connect with the environment and value resources”. These connections are most clearly exemplified in the ways that customs, social structures, and significant locations informed a sense of identity, social roles, beliefs, ideologies, and values in the classical world.
Learners of Classical Studies will engage with this Big Idea by identifying how the values, beliefs, and ideologies of a society are manifested in the words and actions of its people in a way that can enrich their understanding of the communities of antiquity, and of their own communities. Building comprehension of the ways that values, beliefs, and ideologies manifest themselves present opportunities to develop understanding of interactions in the classical world and the contemporary world of learners in Aotearoa New Zealand.
Tikanga are diverse across hapū and iwi, have a rich whakapapa and inform interactions within each group, as well as between groups of different people. In a similar fashion, Classical Societies all had unique customs, protocols, practices, rites, and rituals, which informed social and cultural interactions or events, such as funeral rites and marriage. Ākonga in Classical Studies may be able to make connections between tikanga Māori and the different customs and ways of doing things in the classical world, in a way that will help to generate insight into the classical world.
In addition to the organisation of people, power, and customs, this Big Idea also encapsulates the ways in which religious authority is invested in, and exercised by, members of social and cultural groups.
Big Idea Body:
With this Big Idea, ākonga will consider that each observer looking through the evidence of the classical world applies their own knowledge and context, and colours their own interpretations. Different interpretations produce different insights into why and how locations, events, and individuals were the way that they were.
The classical world refers not just to a span of time, but also to places and the individuals who inhabited them, and in addition to artistic endeavours, evidence from the classical world includes places of significance, the events that happened there, and who the authors of those events were. As new evidence or insight is gained, interpretations of how a place was used, or what transpired there, or who was present, change over time.
As with other cultures, many cultural and religious practices are closely associated with certain places in the classical world, such as ritual locations, temples, or natural landscapes of particular significance. Often, only certain individuals were permitted to be at certain locations, or for certain events, which in turn reveals certain qualities about the society being studied.
Place, events, and individuals have shaped the classical world and interpretations of these change over time
With this Big Idea, ākonga will consider that each observer looking through the evidence of the classical world applies their own knowledge and context, and colours their own interpretations. Different interpretations produce different insights into why and how locations, events, and individuals were the way that they were.
The classical world refers not just to a span of time, but also to places and the individuals who inhabited them, and in addition to artistic endeavours, evidence from the classical world includes places of significance, the events that happened there, and who the authors of those events were. As new evidence or insight is gained, interpretations of how a place was used, or what transpired there, or who was present, change over time.
As with other cultures, many cultural and religious practices are closely associated with certain places in the classical world, such as ritual locations, temples, or natural landscapes of particular significance. Often, only certain individuals were permitted to be at certain locations, or for certain events, which in turn reveals certain qualities about the society being studied.
Big Idea Body:
Artistic endeavours are inherently infused with the stories, identities, values, beliefs, and ideas of their makers. Ākonga in Classical Studies will consider how the artistic endeavours of the classical world can tell us about those who made works of art, and the world around them, through primary source evidence. In an Aotearoa New Zealand context, this Big Idea allows ākonga to connect the pūrākau of a work of art to the life and world of the artist, and use this knowledge to enrich their understanding of the work's context, intent, and impact.
With this Big Idea, learners will distinguish between primary source artistic works and secondary source portrayals of them. Ākonga will consider the ways in which secondary sources can affect interpretation of primary evidence and develop approaches to evaluating evidence.
Ākonga will be exposed to classical literature, art, and archaeology expressing classical thought and philosophy, within a variety of disciplines. Ākonga will then make inferences about the classical world from their evaluations of source material, enhancing their critical thinking and research faculties, as well as building an awareness of the strengths and limitations of evidence.
An understanding of artistic endeavour is integral to our appreciation of the classical world
Artistic endeavours are inherently infused with the stories, identities, values, beliefs, and ideas of their makers. Ākonga in Classical Studies will consider how the artistic endeavours of the classical world can tell us about those who made works of art, and the world around them, through primary source evidence. In an Aotearoa New Zealand context, this Big Idea allows ākonga to connect the pūrākau of a work of art to the life and world of the artist, and use this knowledge to enrich their understanding of the work's context, intent, and impact.
With this Big Idea, learners will distinguish between primary source artistic works and secondary source portrayals of them. Ākonga will consider the ways in which secondary sources can affect interpretation of primary evidence and develop approaches to evaluating evidence.
Ākonga will be exposed to classical literature, art, and archaeology expressing classical thought and philosophy, within a variety of disciplines. Ākonga will then make inferences about the classical world from their evaluations of source material, enhancing their critical thinking and research faculties, as well as building an awareness of the strengths and limitations of evidence.
Key Competencies in Classical Studies
Thinking
Students of Classical Studies will:
- engage with a range of primary source evidence in a variety of forms
- gain understanding of the classical world and classical societies, such as how values and social structures are expressed in artworks, architecture, and literature
- gain understanding of how there are multiple interpretations of the classical world.
Using Language, Symbols and Text
Students of Classical Studies will:
- engage with primary and secondary source material, making inferences, comparing and contrasting, discerning how reliable a source is and how it is coloured by its context, and what that means
- learn to assess the strengths of primary sources in relation to what it helps them to understand about an aspect of classical society
- consider the effect of translations of text, interpretations of written words, symbols in art works
- make meaning from information by synthesising analysis of different types of evidence.
Relating to others
Students of Classical Studies will:
- consider people that lived in a different time and place, whose lives were shaped by their beliefs, and social and political structures
- understand that there are reasons that people are the way that they are through exposure to totally different worldviews
- draw parallels to their own lives and how their lives, and our society, are shaped by the same factors as those influencing people in the past, such as power, religion, ethics, and social structures, albeit in different manifestations.
Managing self
Students of Classical Studies will:
- become capable learners as they develop self-efficacy and confidence to respond to, and use, feedback and critique
- develop increasing understanding and confidence around using appropriate processes and strategies for engaging with primary and secondary sources
- develop in areas of focus and acquiring new skills
- learn to make more informed selections regarding relevance and limitations of information
- develop meta-cognitive processes such as awareness of thought processes as they are exposed to new or alternative interpretations of information about the classical world.
Participating and contributing
Students of Classical Studies will:
- collaborate and synthesise interpretations of information
- take part in group work, and to draw on their own experiences and cultures.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Thinking
Students of Classical Studies will:
- engage with a range of primary source evidence in a variety of forms
- gain understanding of the classical world and classical societies, such as how values and social structures are expressed in artworks, architecture, and literature
- gain understanding of how there are multiple interpretations of the classical world.
Using Language, Symbols and Text
Students of Classical Studies will:
- engage with primary and secondary source material, making inferences, comparing and contrasting, discerning how reliable a source is and how it is coloured by its context, and what that means
- learn to assess the strengths of primary sources in relation to what it helps them to understand about an aspect of classical society
- consider the effect of translations of text, interpretations of written words, symbols in art works
- make meaning from information by synthesising analysis of different types of evidence.
Relating to others
Students of Classical Studies will:
- consider people that lived in a different time and place, whose lives were shaped by their beliefs, and social and political structures
- understand that there are reasons that people are the way that they are through exposure to totally different worldviews
- draw parallels to their own lives and how their lives, and our society, are shaped by the same factors as those influencing people in the past, such as power, religion, ethics, and social structures, albeit in different manifestations.
Managing self
Students of Classical Studies will:
- become capable learners as they develop self-efficacy and confidence to respond to, and use, feedback and critique
- develop increasing understanding and confidence around using appropriate processes and strategies for engaging with primary and secondary sources
- develop in areas of focus and acquiring new skills
- learn to make more informed selections regarding relevance and limitations of information
- develop meta-cognitive processes such as awareness of thought processes as they are exposed to new or alternative interpretations of information about the classical world.
Participating and contributing
Students of Classical Studies will:
- collaborate and synthesise interpretations of information
- take part in group work, and to draw on their own experiences and cultures.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Classical Studies is a multi-disciplinary subject that connects with other subjects, particularly those with emphasis on close reading, narratives, research, politics, and all forms of art.
In short, Classical Studies allows ākonga to learn from every aspect of ancient Greek and Roman life, from scientific and technological achievements such as aqueducts and the Colosseum, to classical thought, such as the Socratic method, the sophists, and the Pythagorean theorem.
Some examples of links to other subjects are:
English
- Interpreting subtext.
- Understanding how narratives are formulated.
- Connecting abstract concepts like themes across source material.
- Gaining familiarity with some of the most well-known stories, characters, objects, places, and archetypes used or directly referenced in English-language media.
Learning Languages
- Understanding the connection between language and identity.
- Understanding the nuance of translations.
Social Sciences
- Art History
- Learning about the artistic endeavour, how works of art can express culture and how those expressions can be interpreted.
- Learning about the ways in which artistic and cultural traditions can form a legacy of connected ideas in response to one-another.
- Learning about the creation of artistic works including artistic techniques and materials.
- History
- Learning about the contested nature of histories.
- Gaining awareness of how interpretations of the past can change.
- Learning effective research strategies and use of evidence.
- Writing concisely.
- Religious Studies
- Understanding the connection between religious values and social or cultural practices and events.
- Gaining awareness of factors that influence religious beliefs and traditions.
- Media Studies
- Analysing media to determine the conveyed message and subtext.
- Learning about the power of media and spreading a message.
The Arts
- Drama
- Gaining familiarity with archetypal classical theatre scripts, narratives, writing and performance techniques, architectural structures for performances.
- Learning about the social roles that live performances can fulfil.
- Learning about how social, cultural, or religious concepts can be conveyed through performance.
Science
- Learning about the tradition of early Western science and the development into modern Western science.
- Gaining familiarity with Latin terms commonly used in biology and the study of medicine.
Classical Studies is a multi-disciplinary subject that connects with other subjects, particularly those with emphasis on close reading, narratives, research, politics, and all forms of art.
In short, Classical Studies allows ākonga to learn from every aspect of ancient Greek and Roman life, from scientific and technological achievements such as aqueducts and the Colosseum, to classical thought, such as the Socratic method, the sophists, and the Pythagorean theorem.
Some examples of links to other subjects are:
English
- Interpreting subtext.
- Understanding how narratives are formulated.
- Connecting abstract concepts like themes across source material.
- Gaining familiarity with some of the most well-known stories, characters, objects, places, and archetypes used or directly referenced in English-language media.
Learning Languages
- Understanding the connection between language and identity.
- Understanding the nuance of translations.
Social Sciences
- Art History
- Learning about the artistic endeavour, how works of art can express culture and how those expressions can be interpreted.
- Learning about the ways in which artistic and cultural traditions can form a legacy of connected ideas in response to one-another.
- Learning about the creation of artistic works including artistic techniques and materials.
- History
- Learning about the contested nature of histories.
- Gaining awareness of how interpretations of the past can change.
- Learning effective research strategies and use of evidence.
- Writing concisely.
- Religious Studies
- Understanding the connection between religious values and social or cultural practices and events.
- Gaining awareness of factors that influence religious beliefs and traditions.
- Media Studies
- Analysing media to determine the conveyed message and subtext.
- Learning about the power of media and spreading a message.
The Arts
- Drama
- Gaining familiarity with archetypal classical theatre scripts, narratives, writing and performance techniques, architectural structures for performances.
- Learning about the social roles that live performances can fulfil.
- Learning about how social, cultural, or religious concepts can be conveyed through performance.
Science
- Learning about the tradition of early Western science and the development into modern Western science.
- Gaining familiarity with Latin terms commonly used in biology and the study of medicine.
Learning Pathway
Taking Classical Studies allows ākonga to develop a variety of specialised skills, such as researching, and art and literature analysis, as well as highly-transferable capabilities and knowledge such as abstract thinking, corroborating claims, and constructing narratives.
The capabilities learned in Classical Studies lend themselves well to both tertiary and non-tertiary pathways.
Within tertiary pathways, continued study in Classical Studies may take ākonga to specialised vocations directly related to Classical Studies, but may also support ākonga in a diverse range of fields, such as law, politics, and medicine. Across multiple years of learning in Classical Studies, ākonga will consider the connections between narratives, customs, politics, and laws, as well as develop skills to critically analyse and corroborate claims about past events.
Students will also gain familiarity with key terms and concepts used across learning areas, many of which stretch back to ancient Greek and Roman times, such as the Hippocratic Oath, early Western democracy, and an abundance of Latin terms used in legal, medical, and biological fields.
Classical Studies also fits naturally with the study of philosophy, either in, or out of tertiary education. Many of the questions which will naturally arise from exposure to classical thought experiments, art, politics, and ethical questions are explored in further depth in philosophy. Philosophy is an enormous field which may intrigue ākonga particularly interested in abstract thinking, and who are interested in responses to questions about how and why things are the way that they are.
In non-tertiary pathways, ākonga who have taken Classical Studies are endowed with numerous transferable capabilities, such as research and communications skills, and especially social and cultural competencies. In Classical Studies, ākonga learn to better analyse how narratives are constructed and perceived, and to what ends they may be used. Ākonga also gain familiarity with many different artistic techniques and materials, and develop skills discerning meaning from artworks, as well as researching.
Ākonga in Classical Studies also explore the connections between society, identity, culture, and values, as well as place, which helps learners to identify and connect symbols, actions, language, and events to broader abstract concepts, as may be useful in communications or journalism, marketing, and data analysis.
Example pathways supported by taking Classical Studies
Tertiary/further study:
- Classical Studies (Bachelor of Arts/Diploma)
- Philosophy (Bachelor of Arts/Diploma)
- Law
- Politics and International Relations
- Medicine
- English Literature
- Art History
- Media Studies
Education:
- Classical Studies teacher
- Classical Studies lecturer
Communications:
- Writer
- Editor
- Content creator
- Journalist
Government sector:
- Researcher
- Policy Analyst
- Data Analyst
Entertainment:
- Actor
- Writer (Television, playwright, print media)
Taking Classical Studies allows ākonga to develop a variety of specialised skills, such as researching, and art and literature analysis, as well as highly-transferable capabilities and knowledge such as abstract thinking, corroborating claims, and constructing narratives.
The capabilities learned in Classical Studies lend themselves well to both tertiary and non-tertiary pathways.
Within tertiary pathways, continued study in Classical Studies may take ākonga to specialised vocations directly related to Classical Studies, but may also support ākonga in a diverse range of fields, such as law, politics, and medicine. Across multiple years of learning in Classical Studies, ākonga will consider the connections between narratives, customs, politics, and laws, as well as develop skills to critically analyse and corroborate claims about past events.
Students will also gain familiarity with key terms and concepts used across learning areas, many of which stretch back to ancient Greek and Roman times, such as the Hippocratic Oath, early Western democracy, and an abundance of Latin terms used in legal, medical, and biological fields.
Classical Studies also fits naturally with the study of philosophy, either in, or out of tertiary education. Many of the questions which will naturally arise from exposure to classical thought experiments, art, politics, and ethical questions are explored in further depth in philosophy. Philosophy is an enormous field which may intrigue ākonga particularly interested in abstract thinking, and who are interested in responses to questions about how and why things are the way that they are.
In non-tertiary pathways, ākonga who have taken Classical Studies are endowed with numerous transferable capabilities, such as research and communications skills, and especially social and cultural competencies. In Classical Studies, ākonga learn to better analyse how narratives are constructed and perceived, and to what ends they may be used. Ākonga also gain familiarity with many different artistic techniques and materials, and develop skills discerning meaning from artworks, as well as researching.
Ākonga in Classical Studies also explore the connections between society, identity, culture, and values, as well as place, which helps learners to identify and connect symbols, actions, language, and events to broader abstract concepts, as may be useful in communications or journalism, marketing, and data analysis.
Example pathways supported by taking Classical Studies
Tertiary/further study:
- Classical Studies (Bachelor of Arts/Diploma)
- Philosophy (Bachelor of Arts/Diploma)
- Law
- Politics and International Relations
- Medicine
- English Literature
- Art History
- Media Studies
Education:
- Classical Studies teacher
- Classical Studies lecturer
Communications:
- Writer
- Editor
- Content creator
- Journalist
Government sector:
- Researcher
- Policy Analyst
- Data Analyst
Entertainment:
- Actor
- Writer (Television, playwright, print media)
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Introduction to Sample Course Outlines
The Sample Course Outlines provide a clear overview of learning across one year and link to the Learning and Assessment Matrices. They are indicative only and do not mandate any particular context or approach. Course Outlines should be developed using the appropriate template.
The Sample Course Outlines provide a clear overview of learning across one year and link to the Learning and Assessment Matrices. They are indicative only and do not mandate any particular context or approach. Course Outlines should be developed using the appropriate template.
Assessment Matrix
Recommended approach
It is recommend that a focussing question is used, this question could be written either by the teacher, or by the student and approved by teacher.
The focussing question must allow the student to reach all achievement criteria within the Standard. The focussing question can be changed with teacher approval if it becomes apparent that the initial question may prevent the student reaching any of the Standard criteria.
For examples of appropriate questions, please see the assessment activities.
It is recommended that a teacher provides sources for this internal. If students are required to find their own sources, this may disadvantage some learners and is discouraged. The focus of this Achievement Standard is engaging with primary sources, and is not a research assessment.
Appropriate contexts
Teachers should use their discretion when considering the appropriateness of the context and subject matter for assessment, and whether there are any cultural or personal safety issues that could arise during the assessment.
Authenticity
Authenticity may be verified in the following ways:
- discussions between teacher and student through the portfolio process
- comparison between the final product and initial drafts
- use of online software to detect plagiarism
- comparison with other work submitted by the student
- comparison with work submitted by other students
Work for this standard can occur both in class and at home. The final presentation of evidence must be completed with appropriate teacher supervision to ensure authenticity.
When students are be working on portfolios with similar focus questions, they may collaborate with each other in the selection of sources, and some general discussion of the portfolio is acceptable. All annotations should be a student's individual work.
Scaffolding/feedback
Teachers may offer generic verbal or written feedback to support students with their progress. Advice to students on how to improve a piece of work, before it is submitted for assessment, should avoid teacher correction of specific details of the assessment. Rather, broad guiding statements/questions should be used, for example, “What further connections can you make between the primary source and your focus question?” Feedback should support students in clarifying their understanding.
Word/time limitations
Word and time limits in the Assessment Activities are indicative only. It is expected that students should be able to meet the standard within these limits, but professional judgement should apply.
Format
Students may present their work in any format deemed appropriate by teacher, so long as key behaviours, and reliable judgements can be ascertained from the student evidence, and format choice will not prevent the student reaching any level of achievement criteria.
Format presentation choice should not require significant work beyond the requirements to meet the achievement criteria of the Standard.
Appropriate contexts
Teachers should use their discretion when considering the appropriateness of the context and subject matter for assessment, and whether there are any cultural or personal safety issues that could arise during the assessment.
Attribution
Students must attribute source evidence in their work appropriately. Teachers must provide guidance on methods of attribution.
Scaffolding/feedback
Teachers may offer generic verbal or written feedback to support students with their progress. Advice to students on how to improve a piece of work, before it is submitted for assessment, should avoid teacher correction of specific details of the assessment. Rather, broad guiding statements/questions should be used, for example, “What further primary source evidence could you use to support your ideas, and where is the best place for them?”
Word/time limitations
Word and time limits in the Assessment Activities are indicative only. It is expected that students should be able to meet the standard within these limits, but professional judgement should apply.
Format
Students may present their work in any format deemed appropriate by teacher, so long as key behaviours, and reliable judgements can be ascertained from the student evidence, and format choice will not prevent the student reaching any level of achievement criteria.
Format presentation choice should not require significant work beyond the requirements to meet the achievement criteria of the Standard.