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Classical Studies

Classical Studies . Level 2 and 3 NCEA Workshop. Trudy Harvey trudy.harvey@whs.school.nz. Purpose and intentions. Explore and develop useful literacy practices to meet the needs of all students Reflect on L2 Classical Studies so far

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Classical Studies

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

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

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

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

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

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

  7. Responding to the Data • Relationships with students • Programme design • Approaches to teaching and learning • Raising engagement and achievement Example from WHS…

  8. 2012 -2013 Level 2 • What worked well? Not so well? • New ideas/topics/teaching/learning Level 3 • Excited about? • Concerned about? General queries??

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

  10. Level 3 • Learning Objectives • Indicators • Concepts • Achievement Standards

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

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

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

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

  15. Success? • Explore and develop useful literacy practices to meet the needs of all students • Reflect on L2 Classical Studies so far • Understand what is expected in the new L3 and Scholarship Classical Studies • Design an effective L3 Classical Studies programme catering for your student needs Where to from here?

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