Professional Focus Paper
Course: Classical Studies
1.
Level: National 4
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Classical Studies National 4.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning from 3-18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3-15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners consequently more engaged and enthused. To ensure continuity and
progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years which might involve learners bypassing qualifications at a given level, whereas others may enable learners to
work towards qualifications within one year. In both cases, the advice in this paper is relevant to the learning and
teaching approaches that learners will encounter. This paper, then, is intended to stimulate professional reflection
and dialogue about learning. It highlights important features of learning which are enhanced or different from
previous arrangements at this SCQF level.
 How will you plan for progression in learning and teaching, building on the Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
Classical Studies National 4 consists of four Units including an Added Value Unit, providing learners with the
opportunity to develop their reading skills, analysis of source evidence and an understanding of the ancient world
and its influence on modern culture and society.
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Life in Classical Greece
Life in the Roman World
Classical Literature
Added Value Unit
To achieve Classical Studies National 4, learners must pass all of the required Units including the Added Value
Unit.
CLASSICAL STUDIES
What are the key aspects of Classical Studies National 4?
Integrated approach to skills development
Life in Classical Greece will focus on analysis and evaluation by commenting on the usefulness of sources of
evidence.
Classical Literature will focus on the skills of reading and analysis through describing and commenting on universal
ideas, themes or values.
Life in the Roman World will focus on analysis, interpretation and evaluation using evidence (including
archaeological evidence) to compare the classical and modern worlds.
The Added Value Assignment challenges learners to apply the skills gained from studying the three Units. Learners
will present their final piece in a format selected by the individual, which could include electronic presentations,
podcasts, oral presentations or an extended piece of writing. The assignment will allow the learner to demonstrate
challenge and application through their research and selection of relevant source material.
Wider range of evidence of learning
Previous approaches to assessment were directed by the need to achieve end of unit NABs. There is a new
emphasis on naturally occurring evidence and combined assessments. Staff can make use of a wider range of
evidence including, for example, digital or spoken presentations, discussions, extended writing, notes, multi-modal
texts or podcasts.
Hierarchy of Units
Programmes of learning should be planned to encourage learners to aim for the highest level of achievement. The
hierarchical nature of the classical studies Units allows the delivery of Classical Studies National 4 and 5 to be
done together. The degree of choice ensures that learners are not repeating content from one level to the next.
Differentiation is achieved through the requirement of greater detail of knowledge and understanding.
What are the key features of learning in Classical Studies National 4?
Active learning
Learners will be expected to take an active role in the learning process, working individually and collectively to
study historical and archaeological sources of evidence and develop their analysis and evaluation skills. Learners
will reflect on cultural and literary themes, and compare them to the modern world and where possible relating
them to Scotland’s literary and cultural heritage. Learning activities may require learners to explore, to analyse, to
evaluate, to compare and to apply learning.
Learning independently
Learners undertaking Classical Studies National 4 will continue to develop as independent learners, making
decisions, collating materials and initiating their own learning. Learning activities can cover a wide range of themes
and texts, including those relating to Scottish culture and heritage.
Analytical and evaluative skills might be demonstrated in an essay, source annotation, oral or visual presentations,
or initiating debates through blogs or contributing to a wiki.
Creative tasks will allow learners to develop creative thinking skills and demonstrate their interpretation of evidence
and literary themes. For example, a learner may wish to use archaeological evidence from Pompeii to create a
CLASSICAL STUDIES
character who survived the eruption of Mount Vesuvius and then write about their experience in a diary entry, or
they may wish to devise a version of This Is Your Life to outline the life, family and achievements of Odysseus.
Learners will be responsible for selecting a topic for the Added Value Unit, completing individual research, selecting
relevant source material for their chosen topic. The structure and final presentation will be the choice of the
individual. Learners will develop a wealth of transferable skills from this individualised assignment.
Learners should keep their own records of learning to reflect on the skills they have developed and their individual
development needs.
Engaging with a broad range of historical sources and texts can help learners develop as independent thinkers,
who can recognise key themes and allow for comparison between the classical world and the modern world in
Scotland and elsewhere, deepening their cultural awareness and understanding of the impact classical culture has
had on the country that they live and work in.
How will you ensure that learners have opportunities to engage with a broad range of texts in different media,
including those relating to Scotland’s literary and linguistic heritage?
Responsibility for learning
Learners should be expected to take responsibility for their own learning and to develop an awareness of
themselves as learners. Learning activities could be planned in consultation with learners, taking account of
interests and aspirations. An individual or group might, for example, take responsibility for investigating an aspect
of Roman culture relating to specific sources or researching a particular topic. Findings could be shared face to
face and online.
Learners should be encouraged to monitor their own progress and set targets, aiming to make effective use of
feedback to improve. By planning regular opportunities to discuss and review learning, including self- and peerassessment activities, staff will help learners engage with this process and to set meaningful targets for
improvement.
Staff could discuss and model strategies for learning to encourage a reflective approach. This might include a bank
of questions that pupils can refer to when approaching sources for information and assessing their usefulness,
actively analysing sources of evidence and literature according to a theme or topic, breaking down the research
process, and selecting appropriate evidence and methods for recording the knowledge gained from sources or
literary texts.
How might you develop a more flexible approach that embeds personalisation and choice and encourages learners
to take responsibility for their own learning?
Collaborative learning
Classical Studies National 4 builds on collaborative approaches to learning from the BGE. Reading, talking and
listening skills are fundamental to the course and learners need to verbalise and explain their thinking to explore,
develop and reinforce themes initiated from source material or literary analysis. Collaborative working helps to
develop essential social and interpersonal skills. Effective collaboration makes the learning process visible and
encourages deeper and more reflective learning. Sharing learning methods for tackling different types of source
evidence can be effective and encourages learners to support one another in their learning.
CLASSICAL STUDIES
Learners could work together to analyse, evaluate and compare sources of evidence, explore themes, draw
modern comparisons and challenge unusual aspects of Roman culture. Learners could debate topics or create
news reports based on the subject matter they are studying.
Learners should compare their individual interpretations of literary characters to explore different points of view.
Learners could compare characters to modern book or film characters to express their individual interpretation.
The Classical Literature Unit does not specify set texts at National 4 level so teachers can select materials based
on the capability or interests of the learners in their class. If staff are facilitating a bi-level teaching class they will
have to concentrate on the themes specified for study of classical literature at National 5, creating an inclusive
atmosphere for all learners in the class who can then work collaboratively on the literary material.
Effective use of technology can facilitate collaboration. Learners might, for example, contribute to a wiki focusing on
a particular text or theme. Learners could create Twitter feeds and responses based on the characters, for example
Oedipus to his subjects or Odysseus and Athene. Collaborative blogs can form the basis for powerful discussion
where the less confident learner can express their views. As learners become more confident, they could begin to
collaborate, not just with their own classmates, but also with learners from other establishments.
How might you develop collaborative approaches to learning that, when appropriate, make effective use of
technology?
Applying learning
Learners can utilise the skills they have developed on source analysis in the Greece and Rome Units to assist with
their research and selection of sources for the Added Value Unit.
Learners will have the opportunity to develop and apply skills met in English National 4 when analysing and
evaluating characters and themes in the literary Unit.
Learners can draw on their knowledge from other academic subjects when discussing Greek and Roman culture.
For example, geographical knowledge might be used when discussing the eruption of Mount Vesuvius in AD 79, or
knowledge of democracy from modern studies might be applied when analysing Athenian democracy and society.
Learners will select a topic of their choice for the Added Value Unit and be expected to complete individual
research and selection of relevant source material. This will require more independent study where higher-order
skills, such as planning and application, are required.
Learners will have the opportunity to develop and apply their language skills in the Added Value Unit by presenting
evidence in an oral presentation, visual presentation or in an extended piece of writing.
The more general literary and analytical skills developed in Classical Studies National 4 will be applied in learning
across curriculum areas and in future study and employment. Learners should also have a range of opportunities to
developing their reading, listening, writing, talking and analytical skills in a variety of forms relevant for learning, life
and work.
How are you developing skills for learning, life and work, as outlined in the course specification?
CLASSICAL STUDIES
Links with a range of curriculum areas, such as English, sciences and social studies subjects, are essential to help
learners apply and make connections in their learning. This will help to ensure their skills are reinforced and
transferrable.
How can you ensure that learners can access opportunities to apply their learning in different curriculum areas?
3.
Qualification information
The SQA website provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Packages
Full information on arrangements for this qualification is available at the SQA website:
Classical Studies National 4: http://www.sqa.org.uk/sqa/47440.html
4.
What other materials are available on the Education Scotland website which staff
could use?
Classics:
http://www.educationscotland.gov.uk/nationalqualifications/subjects/classics.asp
Studying Scotland:
http://www.educationscotland.gov.uk/studyingscotland/
Scotland’s History:
http://www.educationscotland.gov.uk/scotlandshistory/
Support materials have been produced over the last year to support Curriculum for Excellence and further support
materials and events are planned. This downloadable list is updated quarterly with the most up-to-date details
available from the page below.
Published and planned support for Curriculum for Excellence:
http://www.educationscotland.gov.uk/publishedandplannedsupport
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
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