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Suggested systems and routines that support programmes

These guidelines are designed to support the management of classical studies programmes.


  • Develop systems for keeping tasks, assessment schedules, and exemplar materials for moderation.
  • Use previously moderated student work for assessment schedules.
  • Work with other classical studies teachers to plan, moderate assessment material, and share ideas and resources.
  • Plan for gathering evidence of individual contributions to group work in a practical situation, for example, using written or online logs, voice recordings, video logs, and recordings of teacher observation and conferencing.

Procedures for the beginning of the year

  • Find out what your students know and enjoy about classics and their key concepts. Find out about their skills and knowledge and the experiences they’ve had. Continue this throughout the year as part of the formative assessment process.
  • At the start of the year, make sure students have opportunities to learn the key concepts, as well as the language and vocabulary of classical studies. Return to these often and make links to them across subsequent units of work.
  • Ensure the students understand the course structure, achievement standards, and school procedures for NCEA relevant to your course.
  • Let your students know about classical studies opportunities, including competitions, places to access information about classics, and local activities.

Source material in classical studies

In classical studies, sources include primary and secondary evidence.

Primary sources are defined as pieces of evidence surviving from the classical world, including written material in translations and artefacts of all kinds.

Secondary sources are defined as pieces of evidence drawn from later commentaries or works of art and architecture.

Managing resources

  • Do you have sufficient resources that are appropriate to your students’ needs and interests, as well as the learning objectives? (See the Resources section)
  • Do you need to supplement key texts, such as plays, with further resources to help students make connections (for example, posters, maps, images, and so on)?
  • Can you develop links to the wider community, for example, by using local museums and galleries or involving tertiary personnel?
  • How can you provide opportunities for a wide range of teaching and learning experiences, including visits to museums, galleries, and historical sites? Ensure you address any risk management issues when the learning occurs outside the classroom.

Last updated August 11, 2010