Classics

Latin and Greek are currently taught up to Oxbridge entrance level.

All pupils (five forms in each year, totalling about 140 boys) study Latin as a compulsory element in the Second and Third Year (Years 8 and 9), and on average between 35-45 boys continue with the subject and take the OCR GCSE examination. Classical Greek is available as an option in the Third Year (Year 9). On average, between 20-30 boys study Greek in this year. Usually, at least one third of these pupils continues, sitting the OCR GCSE examination. Small but very able and highly motivated groups of boys study Latin and Greek at A-level (again, OCR specificationes are followed) and the department generally has one or more candidates for Oxbridge entrance each year. In addition, the department provides a language awareness course for boys in First Year (Year 7) which, among other purposes, serves as an introduction to Latin.

Examination results at both GCSE and A-evel are invariably excellent. The department has been highly commended in OFSTED inspections. According to the Good Schools’ Guide, LRGS achieved the best Latin A-evel results of any maintained boys’ school in the country in 2005; while in 2006 the school achieved the best A-evel Latin results anywhere in the country.

Adrian Spooner's Lingo is used in First Year for the language awareness course, Ecce Romani in Second, Third and Fourth Year for Latin and Wilding's Greek for Beginners in Third, Fourth and Fifth Year for Greek. The Department is housed in its own suite of rooms and is remarkably well equipped with televisions, video and DVD players, slide projectors, data projectors in our three classrooms, computers (with internet access via the school's network) and a laser printer. Generous funding has enabled the department to assemble a formidable collection of both textbooks and audio-visual material.

Classics - Staff Overview

There are currently two full-time and two part-time staff teaching in the department’s three specialist rooms.

Mr R S Hitchings BA, MA University of Southampton

Mr Hitchings came to LRGS in January 1988. As well as being Head of Department, Mr Hitchings is a teacher governor, is editor of the Lancastrian (the school magazine) and runs the school's quiz teams. Mr Hitchings is a member of the Joint Association of Classics Teachers and the Hellenic Society. He was also, until 2007, Chief Examiner for Classical Greek (AQA) at both GCSE and GCE level.

Mr M A Tracey BA University of Lancaster

Mr Tracey came to LRGS in April 1987. As well as teaching Latin throughout the school, Mr Tracey is in charge of both GCE and GCSE examinations, assists with boarding in Storey House and runs squash. Mr Tracey was, until 2007, Chief Examiner for Latin (AQA) at GCE level. He was also, until recently, Common Room secretary for many years.

Miss R H Pettit BA Cambridge University

Miss Pettit comes to LRGS direct from her degree and a PGCE. She teaches Latin and Greek throughout the school, as well as Language & Learning in the first year. Miss Pettit is also heavily involved in the school's extensive D of E programme.

Mr A M Nicholson MA University of Oxford (Merton College), MA University of Lancaster

Mr Nicholson is an OL and returned to his alma mater in September 2005 to teach, mainly, Religious Studies. Mr Nicholson teaches Latin and some extra-curricular Greek.

Email Classics Department staff

Classics - 11+

First Year Language & Learning

Aims

1  To increase pupils’ awareness of the grammatical structure of their own language, and so to improve their oral and written fluency.

2  To demonstrate the debt that the English language owes, particularly in vocabulary, to the languages of ancient Greece and Rome, and so to enlarge vocabulary and assist correct spelling.

3  To introduce pupils to some of the most famous and exciting myths and legends of ancient Greece.

4  To develop and encourage study skills.

5  To raise pupils’ awareness of the importance and value of Latin and Greek.

Objectives

1  To teach pupils the usage and meaning of the parts of speech and other key linguistic terms.

2  To teach, by means of the exercises in Lingo, some of the most important Greek and Latin influences on modern English vocabulary; and to stress the ‘cross- curricular’ relevance of this information.

3  To teach and practise the Greek alphabet.

4  To teach pupils how to use and how to get the most from an English dictionary.

5  To teach, by means of the stories in Lingo, about the gods and goddesses of ancient Greece.

6  To develop in pupils a personal emotional response to the stories in Lingo.

7  To stress the importance of setting work out properly; of putting dates and headings; of ruling off at the end of a piece of work; and of writing neatly and legibly.

Organisation

Two single periods per fortnight; one homework per week.

Resources

We use Adrian Spooner’s Lingo and Chambers Pocket Dictionary, as well as some worksheets of our own devising. Video tapes and DVDs also play a part from time to time.

Second & Third Year Latin

Aims

1  To enable pupils to understand and/or translate competently and confidently simple passages of Latin.

2  To encourage the development of pupils’ critical faculties.

3  To develop an awareness of and interest in the world of ancient Rome.

4  To foster an understanding of the linguistic and cultural influence ancient Rome continues to have on modern Europe.

Objectives

1  To develop clarity of thought and precision in the use and understanding of language, whether Latin or English.

2  To teach the basics of Latin grammar and vocabulary.

3  To teach pupils the need to look critically and analytically at the material with which they are presented, whether linguistic, historical or cultural.

4  To instil an appreciation of the linguistic links between classical Latin and modern English.

5  To teach a number of topics covering a wide range of Roman social life and history.

6  To enable pupils to read Latin aloud with fluency, accuracy and confidence.

Organisation

Five single periods per fortnight; two homeworks per week in Second Year. Four single periods per fortnight, two homeworks per week in Third Year.

Resources

In Second Year, we use Books 1 and 2 of the Ecce Romani Latin Course. Our aim is to reach the end of chapter 21 in Book 2 (just under half-way) by the end of the year. In Third Year, we use Books 2 and 3 of the Ecce Romani Latin Course. Our aim is to reach Chapter 34 in Book 3 by the summer examination. This basic textbook is supplemented by other material which assists with the paralinguistic parts of the course. In addition we possess many slides, filmstrips, DVDs, audio and video tapes. The Ecce Romani Student’s Companion Book 1 is also a useful source of additional material, both linguistic and paralinguistic.

Third Year Greek

Aims

1  To enable pupils to understand and/or translate competently and confidently very simple sentences and passages of ancient Greek.

2  To develop an awareness of and interest in the world of ancient Greece.

3  To foster an understanding of the linguistic and cultural influence ancient Greece continues to have on modern Europe.

Objectives

1  To develop clarity of thought and precision in the use and understanding of language, whether Greek or English.

2  To teach some of the basics of Greek grammar and vocabulary.

3  To instil an appreciation of the linguistic links between classical Greek and modern English.

4  To teach some of the most famous Greek myths and legends.

5  To teach some of the most important elements of Greek history and architecture.

6  To read some works of Greek literature in translation.

Organisation

Five single periods per fortnight; two homeworks per week.

Resources

There is no ideal textbook for boys starting Classical Greek. The department has a number of different books, but generally Wilding’s Greek for Beginners, supplemented by other material, is used. Other materials include Penguin translations, slides, filmstrips, videos and DVDs.

Classics - 14+

Fourth Year Latin

Aims

1  To enable pupils to understand and/or translate competently and confidently more complex passages of Latin.

2  To encourage the development of pupils’ critical faculties at a more sophisticated level.

3  To instil an understanding of some of the important social and cultural aspects of ancient Rome.

4  To increase pupils’ understanding of the linguistic, cultural and historical importance of ancient Rome.

Objectives

1  To develop, at an increasingly high level, clarity of thought and precision in the use and understanding of language, whether Latin or English.

2  To teach more complex Latin accidence and syntax.

3  To continue to teach Latin vocabulary.

4  To continue to teach pupils the need to look critically and analytically at the material with which they are presented, whether linguistic, historical or cultural.

5  To continue to raise awareness of the debt English vocabulary owes to classical Latin.

6  To teach a number of topics covering a wide range of Roman social life and history.

7  To increase pupils’ oral competence in Latin.

Organisation

Two double period and two single periods per fortnight; two homeworks per week.

Resources

We use Book 4 of the Ecce Romani Latin Course. The aim is to reach the end of the book in time for the June examination. This basic textbook is supplemented by other material which assists with the paralinguistic parts of the course. The Ecce Romani Student’s Companion Book 2 is also a useful source of additional material, both linguistic and paralinguistic The department is fortunate in possessing a large and increasing stock of audio-visual materials- slides, filmstrips, DVDs, audio- and video-tapes (including the complete BBC production of I, Claudius). Teachers may also wish to use some of the material in Ecce Romani Book 5 (of which the department has a number of copies) towards the end of the year.

Fifth Year Latin

Aims

As Fourth Year

Objectives

1  To continue to develop clarity of thought and precision in the use and understanding of language, whether Latin or English.

2  To teach and revise the accidence and syntax prescribed by the OCR GCSE Latin specifications.

3  To teach and revise the vocabulary prescribed by the GCSE specification.

4  To practise comprehensions and translations of the sort required by the GCSE examination.

5  To study and prepare thoroughly the GCSE set texts.

6  To continue to encourage the need for critical and analytical skills when dealing with linguistic, historical and cultural material.

7  To continue to increase awareness of the links between English and Latin vocabulary.

8  To continue to increase awareness of the cultural differences and similarities between the ancient and modern world.

9  To continue to encourage pupils’ oral competence in Latin.

Organisation

Two double periods and one single period per fortnight; two homeworks per week.

Resources

For language work we use Ecce Romani The Latin Language - A Handbook for Students, Gradatim and, of course, past papers. The accidence in the back of The Latin Language is adequate for pupils’ needs. For the literature we use the prescribed editions, supplemented by our own material and our extensive audio-visual collection. Maps are an important adjunct to set text teaching.

Fourth Year Greek

Aims

1  To enable pupils to understand and/or translate competently and confidently more complex passages of ancient Greek.

2  To encourage the development of pupils’ critical faculties at a more sophisticated level.

3  To instil an understanding of some of the important social and cultural aspects of ancient Greece.

4  To increase pupils’ understanding of the linguistic, cultural and historical importance of ancient Greece.

Objectives

1  To develop, at an increasingly high level, clarity of thought and precision in the use and understanding of language, whether Greek or English.

2  To teach more complex Greek accidence and syntax.

3  To continue to teach Greek vocabulary.

4  To encourage in pupils the ability to look critically and analytically at the material with which they are presented, whether linguistic, historical or cultural.

5  To continue to raise awareness of the debt English vocabulary owes to ancient Greek.

6  To increase pupils’ knowledge and understanding of the world of ancient Greece.

7  To increase pupils’ oral competence in ancient Greek.

8  To read some works of ancient Greek literature in translation, if time allows.

Organisation

One double period and one single period per week; two homeworks per week.

Resources

Wilding’s Greek for Beginners has been, and is likely to remain, the standard textbook. North and Hillard is used for those constructions not dealt with by Wilding. ‘Freeman & Lowe’ (or any similar book) may be used, if time allows, as a reader. Penguin translations, slides, filmstrips, videos and DVDs are also used extensively.

Fifth Year Greek

Aims

As Fourth Year.

Objectives

1  To continue to develop clarity of thought and precision in the use and understanding of language, whether Greek or English.

2  To teach and revise the accidence and syntax prescribed by the OCR GCSE Greek specifications.

3  To teach and revise the vocabulary prescribed by the GCSE specification.

4  To practise comprehensions and translations of the sort required by the GCSE examination.

5  To study and prepare thoroughly the GCSE set texts.

6  To continue to encourage the need for critical and analytical skills when dealing with linguistic, historical and cultural material.

7  To continue to increase awareness of the links between English and ancient Greek vocabulary.

8  To continue to increase awareness of the cultural differences and similarities between the ancient and modern world.

9  To continue to encourage pupils’ oral competence in ancient Greek.

Organisation

Two double periods and two single periods per fortnight; two homeworks per week.

Resources

For language work we use ‘Wilding’, ‘North and Hillard’, The Oxford Grammar of Classical Greek and, of course, past papers. For the literature we use the prescribed editions, supplemented by our own material and our extensive audio-visual collection. Maps are an important adjunct to set text teaching.

Classics - Sixth Form

Aims

1  To achieve fluency in reading and facility in translating the major authors.

2  To achieve an understanding and appreciation of Latin/Greek literature.

3  To establish an historical and social context within which this literature may be assessed.

Objectives

1  To ensure a thorough knowledge of vocabulary, accidence and syntax to the appropriate standard.

2  To read as quickly and as widely as possible as the constraints of preparing the AS texts allow; and to study set texts comprehensively in the U6 in preparation for the A2 examination.

3  To achieve, by regular practice, facility at unseen prose and verse translation.

4  To teach Latin/Greek grammar by means of translation from English into Latin/Greek; and, if appropriate, to teach the skills required for prose composition.

5  To improve students’ skills of literary criticism.

6  To ensure, by guided reading of modern textbooks, a good knowledge of Roman/Greek civilisation and culture.

7  To maintain and improve students’ knowledge of metre.

Organisation

Latin usually receives thirteen periods per fortnight. Greek is frequently given fewer. Members of the department make up for this shortfall by teaching additional lessons in their free periods. Homework is set as and when is appropriate.

It is ideal, though rarely practicable, for two members of the department to teach any given year group in any given subject. But the complexities of timetabling Classics Department lessons make this a difficult goal to achieve. In these circumstances, the first priority is to ensure that the strengths of individual teachers are best employed for the pupils’ benefit. The second, but lower priority, is to try to minimise unnecessary duplication of teaching effort (eg by preventing two different teachers from teaching the same thing in different years).

The advent of AS level and the modular examination in the summer of the Lower Sixth Year is responsible for a re-ordering of priorities in the Lower Sixth scheme of work.

Lower Sixth

One period per week is given to unprepared translation.

Four periods are given to the prose set text (2) and the verse set text (2). The Michaelmas term is devoted to studying the texts prescribed for the AS level examination. These texts are then tested in the January ‘mock’ examination. After these examinations, the general aim is to read, if possible, further prose and verse authors during the rest of the year. Approximately eight to nine weeks should be allotted to any given author. Choices may be made with due regard for A2 level set texts in the following year. In Latin the following authors are regarded as appropriate: Caesar, Sallust, Cicero, Livy, Pliny, Tacitus, Catullus, Ovid, Vergil, Horace, Lucretius, Propertius. Rigorous testing of the AS set texts occurs in the summer term.

In Greek, the following: Xenophon, Thucydides, Plato, Herodotus, Demosthenes, Lysias, Antiphon, Euripides, Sophocles, Aristophanes, Homer, Aeschylus. It may be possible to combine authors under a single topic e.g. ‘The Catilinarian Conspiracy’ (Cicero/Sallust) and so achieve an even more extensive coverage, albeit in less depth. L6 reading need not be geared towards the A2 level set texts, but teachers may wish to consider the advantages of such a link.

Three periods per fortnight are given to grammar work - mainly English into Latin/Greek sentences.

The OCR AS level specification precisely defines the accidence and syntax required for its examinations.

Upper Sixth

One period per week is given to unprepared translation.

Four periods are given to set texts (two each).

Three periods per fortnight are given to grammar/background/vocabulary/prose composition.

The OCR A2 level specification precisely defines the accidence and syntax required for its examinations.

Every effort will be made to enable boys, who have the interest and ability to benefit from lessons in prose composition, to do so. Potential Oxbridge classicists should have the opportunity to develop this skill before going to university.

Resources

The department is very well provided with a wide range of standard editions and text books, and there is usually no difficulty in finding the money to purchase anything extra that may be required.

Classics - Examinations

Lower Sixth

There will be a new AS level, to be examined first in 2009.

In January the mock examinations are in line with and in the style of the appropriate AS units.

The June examination will be an external assessment of the two AS modules prescribed by the OCR: L1/G1 Latin/Greek unprepared prose translation, with an optional element of English into Latin/Greek sentences (1 hour 30 minutes); L2/G2 Prescribed verse and prose texts (1 hour 30 minutes).

Upper Sixth

There will be a new A-level, to be examined first in 2010. Current lower sixth students will be the last to take three modules at A2 level.

In January the mock examinations are in line with and in the style of the appropriate A2 units.

The June 2010 examination will be an external assessment of the two A2 modules prescribed by the OCR: L3/G4 Prescribed verse texts and unprepared verse translation and comprehension (2 hours); L4/G4 Prescribed prose texts and unprepared prose translation and comprehension, with an option to offer prose composition (2 hours).

Classics - Trips and Visits

The department organises many educational visits both within the UK - Hadrian's Wall, Newcastle Classics Conference, Cambridge, Oxford and London - and abroad: frequent visits to Rome, the Bay of Naples or Greece are organised, and we have recently returned from our first, very successful, visit to Sicily during the Easter holiday 2008.

Sicily - Easter 2008

The department took 38 boys from third year to the upper sixth for an eight day visit to ancient Sicily. The visit was very successful and extremely enjoyable.

Hadrian’s Wall - July 2008

The annual visit to Hadrian’s Wall for third years will take place in the last week of term. More details to follow.