In term 1, the students are taught the Imperial Image and the Odyssey concurrently. In the Imperial Image component, the students learn about the political sphere of the Late Roman Republic and the rise of Octavian Caesar. The students explore how Octavian used his adopted father's (Julius Caesar) fame to elevate himself to political power as senator and consul. They students then learn about the titanic civil war between Octavian and Mark Antony and how Octavian manages to turn the Roman people against Antony and his consort, Cleopatra. The students examine various coins, artefacts and literature to judge Octavian's approach to his image to the people.
In the Odyssey component, the students study books (chapters) 1, 5, 6 and 7 from Homer's epic poem. The students explore the overall narrative of the books, the key themes and the nature of the characters. The students also explore modern commentators' interpretations of the themes and use them to assist their own judgements.
Imperial Image: 10-mark essay question
Odyssey: 20-mark exam question.
Rule of three.
Government without a monarch.
A Roman leading magistrate.
The inheritance of the eastern Empire to Mark Antony's children with Cleopatra.
A Roman coin.
Military commander
Major victory of Octavian against Mark Antony.
An ancient Greek writer and poet.
Another name for someone.
The students develop their evaluative essay skills and their literature analysis techniques.
The students develop their understanding of political power and dicatorship and they precendence set that impacts today.
In term 2, the students are taught the Imperial Image and the Odyssey concurrently. In the Imperial Image component, the students learn about how Octavian transformed into the first Roman Emperor Augustus and how he consolidated his power through a series of propaganda, including buildings, poems and stories and coins. Furthermore, the students learn how Augustus was presented with the title 'Pater Patriae' and how this position was manifested throughout Augustus' reign.
In the Odyssey component, the students study books (chapters) 8, 9, 10 and 11 from Homer's epic poem. The students explore the overall narrative of the books, the key themes, and the nature of the characters. The students also explore modern commentators' interpretations of the themes and use them to assist their own judgements.
Athenian Democracy: 20-mark exam question
Odyssey: 10-mark essay question
Government of one man.
The first member of the Senate.
The second highest military honour a Roman can achieve.
Masculine virtue, including courage, strength and general excellence (derived from the Latin ‘vir’, ‘man’).
Clemency or mercy.
Justice, in particular, with regard to the law and courts.
Duty to the family, to the state and to the gods.
The title given to Octavian, meaning 'majestic'.
Augustus' wife.
The students develop their essay writing skills with a focus on concluding judgements. They also further develop their literature analysis skills.
The students develop their understanding of propaganda and how it was used in the ancient world and how it compares to modern political propaganda.
In term 3, the students are taught the Imperial Image and the Odyssey concurrently. In the Imperial Image component, the students study how Emperor Augustus initiated a Golden Age in Ancient Rome and the propaganda programme he and his friend, Maecenas, implemented throughout the Empire. Moreover, the students explore how Augustus approached the sensitive issue of the succession and how he promoted his two grandsons.
In the Odyssey component, the students study books (chapters) 12, 12, 16 and 17 from Homer's epic poem. The students explore the overall narrative of the books, the key themes, and the nature of the characters. The students also explore modern commentators' interpretations of the themes and use them to assist their own judgements.
Imperial Image: 10-mark essay question
Odyssey: 20-mark exam question.
A famous priestess of Apollo whose predictions were thought to be the most accurate in the world.
A collection of the prophecies of the Sibyl, kept by the quindecimviri, fifteen priests who would ‘translate’ the Greek verse into Latin.
An ancient ritual that involved young noblemen showing off their horsemanship with a series of complex manoeuvres.
A crooked wand used in religious rituals by the college of augurs
A altar to the goddess Pax (peace).
The students develop their skills in analysing historical sources and comparing them to the wider historical context.
The students develop their understanding of political propaganda on politics and society.
In term 4, the students are taught the Imperial Image and the Odyssey concurrently. In the Imperial Image, the students learn about how the Emperor Augustus has been portrayed in modern culture and how much they reflect the Augustus depicted in the primary sources.
In the Odyssey component, the students study books (chapters) 18, 19, 21, from Homer's epic poem. The students explore the overall narrative of the books, the key themes, and the nature of the characters. The students also explore modern commentators' interpretations of the themes and use them to assist their own judgements.
Imperial Image: 20-mark exam question
Odyssey: 10-mark essay question
The private burial ground for Augustus and the imperial family.
A piece of literature by Augustus himself, meaning "things done".
An ancient Roman politician and historian.
A temple in Turkey depicting Augustus after he died.
Goddess of love.
The students develop their understanding of ancient literature analysis in relation to ancient historical literature.
The students develop their understanding and the impact of propaganda and historical prose on society.
In term 5, the students are taught the Imperial Image and the Odyssey concurrently. In the Imperial Image, the students learn about about the long-term legacy of Augustus after he died through literature and art. The students also learn about how the Emperor Augustus has been portrayed in modern culture and how much they reflect the Augustus depicted in the primary sources.
In the Odyssey component, the students study books (chapters) 22 and 23 from Homer's epic poem. The students explore the overall narrative of the books, the key themes, and the nature of the characters. The students also explore modern commentators' interpretations of the themes and use them to assist their own judgements.
Athenian Democracy: 20-mark essay question
Aeneid: 10-mark exam question.
Ancient Roman writer.
A Trojan hero who made a journey to Italy to found a new race of people.
The goddess of love and beauty.
The queen of Carthage and lover of Aeneas.
The queen of the gods.
The ancient Greek word for city.
The Athenian aristocracy.
The archon in charge of military matters.
The students develop their analytical litaray skills.
The students develop their understanding of the social and political inequalities in the ancient world and how it compare to social and political inequalities today.
In term 6, the students will start their Athenian Democracy course. In the Athenian democracy component, the students learn about late archaic Athens and the inequalities the common Athenians experienced at the hands of the aristocrats. Moreover, the students then learn about the changes to the economy and the political and legal systems in Athens by both Solon and Cleisthenes.
In the Aeneid component, the students study books (chapters) 1, 2, and 4 from Virgil's epic poem. The students explore the overall narrative of the books, the key themes, and the nature of the characters. The students also explore modern commentators' interpretations of the themes and use them to assist their own judgements.
Aeneid: 20-mark essay question
Athenian Democracy: 10-mark exam question.
The people of central Italy.
An enemy of Aeneas in Italy.
A river in central Italy.
The god of the sea.
The council house in the agora where the Boule met.
The name for a month in the ten-month Athenian civil year.
The round house in the agora where the prythaneis lived.
The develop the evaluation skills within cause and consequence and significance focused essays.
The students develop their understanding of ancient representative and direct democracy and the impact it had on the development of contemporary democracy.
St Andrew the Apostle Greek Orthodox School - an inclusive Christian secondary school in North London with high academic standards.
© Russell Education Trust 2012-2024.
website designed by Knox