1. Approaches to the aligned curriculum Planning an overall approach in Classical Studies Megan Peterson

2. Classical studies and the NZC Classical Studies sits within the Social Sciences curriculum Learning objectives are stated in the Teaching and Learning Guidelines Principles, Values, Key Competencies

3. How the alignment affects Classical Studies Clear learning objectives at each level Teaching and learning not assessment Increased focus on Classical Studies and other cultures (particularly New Zealand)

4. Teaching as inquiry

5. A multiple level approach to curriculum design Should consider a three year / two year programme where students’ understanding and development of skill progress Key questions: What I do what my students to be know / be able to do after one / two / three years of Classical Studies Need to make links for students within a year and across year levels Four social science mechanisms – connection, alignment, community, interest

6. Key concepts in Classical Studies Citizenship and society Culture and identity Empire and power Conflict Art and aesthetics Heritage

7. Year planning Key questions: What I do what my students to be know / be able to do after one / two / three years of Classical Studies? What external pressures do I have to address within my programme? How and when are the students going to be assessed?

8. Unit planning Inquiry approach – have a clear focus for each unit Use of ICT strategies and tools and Classical Studies Formative and summative assessment

9. Approaches to key concepts – sample level 3 contexts Approaches to key concepts.docx

10. Assessment in Classical Studies 1 credit = 10 hours of teaching and learning time Draft standards are subject to change Assessment specifications may change during the year – check regularly Combine contexts for internal and external assessment to allow more teaching and learning time

11. Your turn!