Classics · Curriculum Map
58 verified official outcomes stored in iLEARN.
Selected official outcome
2.18 · Classical studies component: Rome, centre of an empire · Analysing structures, patterns, values and ideologies
investigate the careers and political goals of the historical figures who commissioned the chosen buildings, structures or spaces
Common level · Junior Cycle Classics current specification
Official strands
- Core component: Myth
- Core component: Daily life
- Classical studies component: The world of Achilles
- Classical studies component: Rome, centre of an empire
- Classical language component
Teacher action
Choose an outcome, then open Create Learning Experience. iLEARN uses the official outcome as the starting point and creates an original plan.
1.1 · Core component: Myth — create a visual representation of a myth that captures their favourite theme, motif or message and share this with their classmates1.10 · Core component: Myth — recognise and explain expressions associated with Greek and Roman myths and use these appropriately in other contexts (for example, Achilles heel, Pandora’s box)1.11 · Core component: Daily life — examine the daily life of a young person living in the ancient world and compare this with the life of a young person today (for example, education, recreational activities, friendships)1.12 · Core component: Daily life — examine what we can learn from archaeological and visual evidence about daily life in the ancient world1.13 · Core component: Daily life — create a visual representation of a Greek or Roman home describing the functions of the various rooms and areas1.14 · Core component: Daily life — collaborate with their classmates to examine a selected occupation in the ancient world (for example a farmer, priestess, teacher, soldier, sailor or midwife)1.15 · Core component: Daily life — explore the experience of individuals of different social status in Greek and Roman society (for example male and female, citizen and non-citizen, free and slave, wealthy and poor)1.16 · Core component: Daily life — investigate common religious beliefs, practices and daily rituals, considering their purpose and how they were experienced1.17 · Core component: Daily life — explore the rules, duties and relationships in Greek, Roman and modern households1.18 · Core component: Daily life — collaborate with their classmates to recreate an aspect of daily life in the ancient world (for example, dining, playing, praying, attending an event or going to school)1.19 · Core component: Daily life — discuss the difference between the relationships and behaviour of gods/goddesses and humans in myths and the norms and expectations of daily life in the ancient world1.2 · Core component: Myth — investigate how gods/goddesses and heroes/heroines are represented in visual sources1.20 · Core component: Daily life — recognise and explain common Greek and Latin terms associated with daily life and their modern derivations (for example, domus, familia, oikos, paterfamilias)1.3 · Core component: Myth — examine the storytelling techniques and conventions of plot and character development used in mythical stories1.4 · Core component: Myth — act as a storyteller by retelling myths in their own words using appropriate vocabulary and style1.5 · Core component: Myth — collaborate with their classmates to create a myth or story, considering the appropriate conventions and the messages to be conveyed1.6 · Core component: Myth — explore the motifs, themes, values and messages of myths1.7 · Core component: Myth — discuss the attitudes towards gender and sexual norms that myths reflect1.8 · Core component: Myth — select central and favourite moments from myths, and evaluate characters’ decisions and actions at those moments1.9 · Core component: Myth — recognise that there are different versions of myths and explore the reasons for these differences2.1 · Classical studies component: The world of Achilles — explain the mythological background to the Trojan War2.10 · Classical studies component: The world of Achilles — create a code of honour for modern day heroes/heroines with reference to the Homeric code2.11 · Classical studies component: The world of Achilles — discuss other ancient sources that deal with anger (for example, Aristotle, Plutarch, Seneca) in relation to the Iliad’s engagement with this emotion2.12 · Classical studies component: Rome, centre of an empire — identify types of Roman public architecture (for example, aqueduct, triumphal arch, amphitheatre, baths)2.13 · Classical studies component: Rome, centre of an empire — examine the functions and uses of three chosen buildings, structures or public spaces2.14 · Classical studies component: Rome, centre of an empire — imagine themselves at an event or activity associated with each of the three selected locations, commenting on what is happening and why, and who is present2.15 · Classical studies component: Rome, centre of an empire — collaborate with their classmates to create a representation of their favourite Roman building, structure or site2.16 · Classical studies component: Rome, centre of an empire — recognise and explain common terms associated with Roman architecture (for example, thermae, portico, capital, aqueduct, dome)2.17 · Classical studies component: Rome, centre of an empire — explore Roman history, society and public life through public buildings, structures and spaces2.18 · Classical studies component: Rome, centre of an empire — investigate the careers and political goals of the historical figures who commissioned the chosen buildings, structures or spaces2.19 · Classical studies component: Rome, centre of an empire — compare a building in their local area with a building in Rome2.2 · Classical studies component: The world of Achilles — illustrate, with examples, poetic devices and techniques that are characteristic of epic poetry (for example, epithets, similes, digressions, repetition)2.20 · Classical studies component: Rome, centre of an empire — debate the usefulness and limitations of different types of historical sources (for example, art, architecture, inscriptions and literature)2.3 · Classical studies component: The world of Achilles — identify key sites associated with the Iliad and its historical background on a map2.4 · Classical studies component: The world of Achilles — create a portfolio of key characters in the Iliad in collaboration with their classmates2.5 · Classical studies component: The world of Achilles — investigate how characters from the Iliad are represented in visual sources (for example ancient vases and sculpture, modern paintings and films)2.6 · Classical studies component: The world of Achilles — compare the Iliad’s depiction of heroes with the depiction of non-combatants affected by the Trojan War (for example, parents, women and servants)2.7 · Classical studies component: The world of Achilles — evaluate Achilles’ decisions and actions in comparison with the decisions and actions of other heroes in the Iliad2.8 · Classical studies component: The world of Achilles — recognise and explain common Greek concepts and words associated with Homeric epic (for example, timé, kleos, aidós, areté, pathos)2.9 · Classical studies component: The world of Achilles — examine the relationship between gods/goddesses and mortals in the Iliad3.1 · Classical language component — recognise the meaning of frequently-used words and phrases3.10 · Classical language component — identify and explore with their classmates the language resources available through a range of media3.11 · Classical language component — recognise, describe and use language patterns such as word types, inflection, grammatical functions, word order, spelling and punctuation conventions3.12 · Classical language component — explain the logical reasoning that led them to a specific interpretation of a phrase or sentence3.13 · Classical language component — deduce the meaning of unfamiliar words and word forms by relating them to words and word forms they know and the context in which they occur3.14 · Classical language component — recognise how word choice, syntax, grammar and text structure may vary with genre, purpose and context, and may also change over time3.15 · Classical language component — compare the vocabulary and grammar of the target language with that of other languages they know, making connections and distinctions as appropriate3.16 · Classical language component — investigate the etymology of words in modern languages which are derived from Latin or Ancient Greek3.17 · Classical language component — monitor and assess their own language confidence and language-learning strategies, using feedback to reflect on what they need to improve and to set goals for improvement3.18 · Classical language component — collaborate with their classmates to create language learning resources and share these3.2 · Classical language component — interpret the general sense of a text on familiar topics3.3 · Classical language component — identify specific information in texts on familiar topics3.4 · Classical language component — discuss original literary texts with their classmates3.5 · Classical language component — independently create accurate translations of sentences and passages of limited complexity on familiar topics, annotated and adapted as appropriate3.6 · Classical language component — pronounce words, phrases and simple sentences accurately enough to be understood, with appropriate intonation3.7 · Classical language component — recognise (in listening), frequently-used words and phrases related to areas of immediate relevance and experience3.8 · Classical language component — explore vocabulary and grammatical rules by writing, completing and transforming phrases and simple sentences3.9 · Classical language component — examine what we can learn from the language about the social roles, conventions and values of daily life