Classics · Curriculum Map
58 verified official outcomes stored in iLEARN.
Selected official outcome
3.13 · Classical language component · Analysing structures, patterns, values and ideologies
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 occur
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