Specification CLASSICAL CIVILISATION

QualificationAccredited

ocr.org.uk/gcseclassicalcivilisation

Oxford Cambridge and RSA

Version 1.3 (February 2021)

H418For first assessment 2022

CLASSICALCIVILISATIONJ199For first assessment in 2019

GCSE (9-1)

Specification

https://www.ocr.org.uk/qualifications/gcse/classical-civilisation-j199-from-2017/

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1© OCR 2021 GCSE (9–1) in Classical Civilisation

Contents

1 WhychooseanOCRGCSE(9–1)inClassicalCivilisation? 21a. WhychooseanOCRqualification? 21b. WhychooseanOCRGCSE(9–1)inClassicalCivilisation? 31c. Whatarethekeyfeaturesofthisspecification? 31d. WhatisnewinOCRGCSE(9–1)inClassicalCivilisation? 41e. HowdoIfindoutmoreinformation? 4

2 Thespecificationoverview 52a. OCR’sGCSE(9–1)inClassicalCivilisation(J199) 52b. ContentofGCSE(9–1)inClassicalCivilisation(J199) 62c. ContentofMythandReligion(J199/11) 72c. ContentofWomenintheAncientWorld(J199/12) 122c. ContentofTheHomericWorld(J199/21) 172c. ContentofRomanCityLife(J199/22) 212c. ContentofWarandWarfare(J199/23) 26

3 AssessmentofGCSE(9–1)inClassicalCivilisation 313a. Formsofassessment 313b. Assessmentobjectives(AO) 323c. Assessmentavailability 323d. Retakingthequalification 333e. Synopticassessment 333f. Calculatingqualificationresults 33

4 Admin:whatyouneedtoknow 344a. Pre-assessment 344b. Specialconsideration 354c. Externalassessmentarrangements 354d. Resultsandcertificates 364e. Post-results services 364f. Malpractice 36

5 Appendices 375a. Grade descriptors 375b. Overlapwithotherqualifications 385c. Accessibility 38

Summaryofupdates 39

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GCSE (9–1) in Classical Civilisation

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1 Why choose an OCR GCSE (9–1) in ClassicalCivilisation?

1a. WhychooseanOCRqualification?

Choose OCR and you’ve got the reassurance that you’reworkingwithoneoftheUK’sleadingexamboards. Our new OCR GCSE (9–1) in Classical Civilisationcoursehasbeendevelopedinconsultationwithteachers,employersandHigherEducationtoprovidelearnerswithaqualificationthat’srelevanttothemandmeetstheirneeds.

We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.

Weworkwitharangeofeducationproviders,including schools, colleges, workplaces and other institutionsinboththepublicandprivatesectors.Over13,000centreschooseourALevels,GCSEsandvocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.

OurSpecifications

Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourstudentstoachievemore.

We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardand accessible so that you can tailor the delivery of thecoursetosuityourneeds.Weaimtoencouragestudentstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovative and engaged.

We provide a range of support services designed to helpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:

• Awiderangeofhigh-qualitycreativeresourcesincluding:

•• Delivery Guides

•• TransitionGuides

•• TopicExplorationPacks

•• LessonElements

•• …andmuchmore.

• AccesstoSubjectAdvisorstosupportyouthroughthetransitionandthroughoutthelifetimeofthespecification.

• CPD/Trainingforteachersincludingeventstointroducethequalificationsandprepareyouforfirstteaching.

• ActiveResults–ourfreeresultsanalysis servicetohelpyoureviewtheperformance of individual learners or whole schools.

AllGCSE(9–1)qualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’sGCSE(9–1)inClassicalCivilisationisQN603/0768/7.


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1b. WhychooseanOCRGCSE(9–1)inClassicalCivilisation?

OCR’sGCSE(9–1)inClassicalCivilisationhasbeendesigned to provide learners with a broad, coherent and rewarding study of the culture of the classical world.Itofferslearnerstheopportunitytostudyelementsoftheliteratureandvisual/materialcultureof the classical world, and acquire an understanding of their social, historical and cultural contexts.

Thisqualificationhasbeendevelopedinconsultationwithteachersandstakeholdersfromavarietyofinstitutions,andallowsteacherstodesignapathwayof study for learners that is well suited both to

teachers’expertiseandlearners’needs.Familiar,populartopicsarejoinedbyinnovative,excitingnewideas,tocreateacreative,newapproachtothestudyof the classical world.

OCR’sGCSE(9–1)inClassicalCivilisationwillhelplearners to understand the legacy of the classical world, whilst developing their knowledge and skills inpreparationforfurthereducationalopportunities,includingALevelClassicalCivilisation.

Aimsandlearningoutcomes

OCR’sGCSE(9–1)inClassicalCivilisationwillencouragelearnersto:

• gain a broad knowledge and understanding of a rangeofliteraryandculturalmaterialsfromtheclassical world and the ability to use these to acquire knowledge and understanding of aspects of the classical world

• usetheirknowledge,inconjunctionwiththeiranalyticalandevaluativeskills,inordertogaininsightintotheclassicalworldfromtheliteraryandmaterialculturestudied

• demonstrateaninformedresponseto thematerialstudied,selectingarange ofappropriateevidencetosupportanargument

• develop awareness of how classical sources reflectissuesrelevanttoboth theclassicalworldandtoday,suchasquestionsofgender,belief,sexualityandcitizenship.

1c. Whatarethekeyfeaturesofthisspecification?

ThekeyfeaturesofOCR’sGCSE(9–1)inClassicalCivilisationforyouandyourlearnersare:

• thestudyoftwodistinctcomponents,eachwithclearandwell-definedcontent,andstrongsupportingmaterials

• the opportunity to study a wide range of topics andsources,includingbothliteratureandvisual/materialculture,whichwillinspireandmotivatelearners to engage further with the classical world

• the opportunity to explore both ancient Greece andRomethematically,creatingawiderangingand challenging course of study

• arangeofoptionsacrossthecomponentgroups,withnoprohibitedroutesandmaximumflexibilityincreatingyourcourseofstudy

• anemphasisonenablinglearnerstorespondtoand engage with a wealth of sources and ideas, equippingthemwithreadilytransferable,analyticalskills.

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1d. WhatisnewinOCRGCSE(9–1)inClassicalCivilisation?

ThissectionisintendedforteachersusingOCR’scurrentGCSEinClassicalCivilisation(J280/J080).IthighlightsthedifferencebetweenthecurrentGCSE

andthenewGCSE(9–1)inClassicalCivilisationforfirstteachinginSeptember2017:

Whatstaysthesame? What’schanging?

• Familiarandpopularareasofstudysuchasthe Odyssey andPompeiiarestillavailableasoptions.

• OpportunitytostudybothGreeceandRome.

• Opportunitytostudyvisual/materialcultureand literature.

• Assessmentsstillcontainamixtureofextended response and shorter answer questions.

• Stillusesastructuredexaminationpaperwithquestionsandanswersinonebooklet.

• Allassessmentwillbebywrittenexamination,nocontrolledassessment.

• Foreachcomponentthereisalistofprescribedvisual/materialcultureaswellasliterature.

• LearnersundertakeaThematicStudyinvolvingthecomparisonofGreeceandRome.

• TwoAssessmentObjectives,ratherthanthree.

• Widervarietyofquestionsintheassessments.

• Useofaninsertintheassessmentstoimproveaccessibilityofsource-basedquestions.

1e. HowdoIfindoutmoreinformation?

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2 Thespecificationoverview

2a. OCR’sGCSE(9–1)inClassicalCivilisation(J199)

TobeawardedOCR’sGCSE(9–1)inClassicalCivilisationlearnerstakeonefromcomponentsJ199/11andJ199/12,andone fromcomponentsJ199/21,J199/22andJ199/23.

ContentOverview AssessmentOverview

ComponentGroup1:ThematicStudy

Learnersmuststudyonecomponentinthiscomponentgroup,chosenfrom:

• MythandReligion(J199/11)• WomenintheAncientWorld(J199/12)

BothofthesecomponentsinvolveacomparativestudyofancientGreeceandRome,andcombineliteraryandvisual/materialsources.

ThematicStudy

(J199/11,J199/12)

90marks

1 hour 30minutes

writtenpaper

50%of total

GCSE (9–1)

ComponentGroup2:LiteratureandCulture

Learnersmuststudyonecomponentinthiscomponentgroup,chosenfrom:

• TheHomericWorld(J199/21)• RomanCityLife(J199/22)• WarandWarfare(J199/23)

Allofthesecomponentscontaintwoelements;onein-depthculturalstudyandone study of related literature.

LiteratureandCulture

(J199/21,J199/22,J199/23)

90marks

1 hour 30minutes

writtenpaper

50%of total

GCSE (9–1)

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2b. ContentofGCSE(9–1)inClassicalCivilisation(J199)

OCR’sGCSE(9–1)inClassicalCivilisationprovidesanexcellentintroductiontotheclassicalworldanditslegacy.Learnerswillstudytwocomponents,oneThematic Study(J199/11–J199/12)andoneoptionfromthecomponentgroupLiterature and Culture (J199/21–J199/23).Therearenoprohibitedcombinationsorroutesthroughthequalification.

AlllearnerswillstudymaterialfrombothancientGreeceandRome,andtheirsurroundingworlds,drawnfromthetimeperiod3000BCto500AD.Thismaterialwillencompassaspectsofliteratureandvisual/materialcultureintheirrespectivesocial,historical and cultural contexts.

The Thematic Study provides the opportunity to study bothGreeceandRome,literatureandvisual/materialculture.Thesecomponentsarewiderangingandencompassavarietyofinteresting,engagingmaterial.LearnerswilleitherstudyMyth and Religion (J199/11) or Women in the Ancient World(J199/12), themeswhicharepopularandfamiliartoteachers.

In Literature and Culture learners will be able to undertakeanelementofculturalstudy,andthencouple this with the study of a related body of literature. This approach enables a diverse course ofstudyandpreservesthevarietyofmaterialwhich has always been such a popular feature of Classical Civilisation.Learnerswillstudyonecomponent fromThe Homeric World(J199/21),Roman City Life (J199/22)orWar and Warfare(J199/23).

Knowledge,UnderstandingandSkills

In all components of OCR’s GCSE (9–1) in Classical Civilisationlearnerswillberequiredto:

• know and understand the surviving literary and materialremainsoftheclassicalworldintheirsocial, historical and cultural contexts

• understand, interpret and analyse a range of evidencefromclassicalsources

• evaluateandusethisevidencetoformtheirownjudgementsandresponses,andpresenttheseinaclear,conciseandlogicalmanner.

Wheretermsaregivenintheancientlanguagewithinthespecificationdocumenttheyareconsidered‘technicalterms’,anditisexpectedthatlearnerswillbefamiliarwiththemandtheiruse.Thereisnoexpectationthatlearnerswillknowtermsotherthanthoselistedwithinthisdocument,anduseofotherterminologyintheancientlanguagesisnotarequirementoftheassessment.Anyaccuratespellingorvariationofakeytermornamewillbeaccepted.


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2c. ContentofMythandReligion(J199/11)

Myth and religion have always been areas of study popularwithlearners,andsothisexplorationofreligionandmythologyintheancientGreekandRomanworldwillsurelyprovetobeengagingandappealing.‘Rome’hereisprimarilytakentomeanthecityofRome,althoughreferencemaybemadetoothertownsandcitieswhichdisplaytypical‘Roman’characteristics,e.g.Pompeii.

ManylearnerscometoClassicalCivilisationduetoaloveofthemythologyoftheancientworld,andsothisformsacentralpartofthisthematiccomponent.LearnerswillstudymythsregardingtheroleofthegodsandheroesinthefoundingofAthensandRomeandtheimportanceofHeracles/HerculestoboththeGreekandRomanworld.Thesearewellknownstoriesthatlearnerswillenjoyengagingwithandstudyinginincreaseddepth.Mythasasymbolofpower will also be explored, as will ever popular mythsabouttheunderworld.

LearnerswillalsolookattheroleofreligionintheeverydaylivesofancientGreeksandRomans.Thestudyoftemples,sacrifice,festivals,deathandbeliefsintheafterlifewillgiveabroadoverviewofreligioninthe ancient world, and provides opportunity for the studyofawidevarietyofmaterialremains,includingremarkabletemplesandworksofart.

LearnerswillberequiredtomakeinformedcomparisonsbetweenGreekandRomanideas,includingthecharacteristicsofthedifferentsocieties,andtheimpactofthedifferentculturalcontextsonthethemestudied.Theywillalsobeexpectedtouseliteratureandvisual/materialcultureinconjunctionwithoneanotherinordertoinformtheirjudgements,includingdiscussionofwhyorhowthesourcesmaypresentthingsdifferentlyfromeachother.

Key topics Learnersshouldhavestudiedthefollowing:

Gods

GreekandRomangods,theirresponsibilitiesandsymbolsandhowtheyaretypicallyrepresentedinancientGreekandRomanart.

Greece• Zeus,Hera,Demeter,Poseidon,Hephaistos,Apollo,Artemis,Athena,Aphrodite,

Ares,Dionysos,Hestia,Hermes,HadesRome• Jupiter,Neptune,Vulcan,Mercury,Mars,Pluto,Apollo,Juno,Venus,Minerva,

Diana, Bacchus, Vesta and Ceres

TheUniversalHero:Heracles/Hercules

ThemythsassociatedwithHeracles(knowntotheRomansasHercules)andhowheistypicallyrepresented:

Greece• HeraclesandOlympia:

•• HeraclesasfounderoftheOlympicgames•• The12LaboursofHeraclesasrepresentedonTheTempleofZeusat

Olympia•• HomericHymntoHeracles,theLionHearted

Rome• HerculesinOvidandVirgil:

•• themythofHerculesandCacus,andHerculesasprotectorofRome•• battleswithAchelousandNessus,andthedeathofHercules

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ReligionandtheCity: Temples

Templesandtheiruse,includingthepositionofthealtar;templelayout;thenaos /cellaandcultstatue;usebyworshippers;therolesandresponsibilitiesofpriestsinworshipandsacrifice;thepurposeofsacrifice;officials;animals.

Greece• TheParthenonandTempleofZeusatOlympia• The hiereus and hiereia (priestsandpriestesses);themantis (prophet)• AnimalsacrificeRome• TheTempleofFortunaVirilis(Portunus)andthePantheon• ThePontiffsandPontifexMaximus;theAugurs/Augures;theVestalVirgins• Animalsacrifice;theHaruspex

Myth and the City: FoundationStories

AncientGreekandRomanbeliefabouthowAthensandRomewerefoundedbytheirassociatedheroes,includinghowandwhythemythsaredepictedastheyare;whatthesemythsmeanttothecity;theroleofthehero;theroleofthegods.

Greece• ThenamingofAthens:PoseidonandAthena• TheadventuresofTheseus:asdisplayedontheTheseusKylixRome• ThefoundingoftheRomanRace:Aeneas’leadershipoftheTrojans;arrivaland

settlementinItaly;thefoundingofAlbaLongaandthelineofkings• ThefoundingofRome:RomulusandRemusBoth• ComparisonofTheseusandRomulus,withuseofPlutarch’sLives

Festivals

GreekandRomanfestivals,includingtheoriginsofthefestival;officials;sacrifice;theprogramme;theparticipants.

Greece• The City Dionysia and The Great PanathenaiaRome• TheLupercaliaandSaturnalia

Myth and Symbols ofPower

Linksbetweenmythandportrayalofpower,includinghowandwhymythmightbepresentedinarttodemonstratepower,andthesignificanceofwhereitwassited/displayed.

Greece• TheCentauromachy:asdepictedontheParthenon• TheAmazonomachy:asdepictedontheBassaefriezeRome• ThePrimaPortaofAugustus• TheAraPacisofAugustus


2DeathandBurial

Practicesandbeliefssurroundingdeathandburial.

Greece• thepreparationofthebody(includingprothesis)• funerary procession (including ekphora)• burial of the body (including use of stelai)• festivalsforthedeadandtheancestors(includingGenesia)Rome• thepreparationofthebody(includingfuneralclubs)• funerary procession• burial of the body• festivalsforthedeadandtheancestors(includingParentalia and Lemuria)

JourneyingtotheUnderworld

Mythsaboutjourneystotheunderworld,astoldbyGreekandRomanauthors,includingdetailsofthemythanditsplot;portrayalofcharacters;portrayaloftheunderworld;howthesettextsdepictandreflectancientculture.

Greece• PersephoneandDemeterastoldintheHomeric Hymn to Demeter 1–104,

301–474Rome• Orpheus and Eurydice as told by Ovid, Metamorphoses,10:1–64.

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Prescribed Sources

Thesourceslistedbelowareamandatorypartofthestudyofthiscomponent.Learnerswillbeexpectedtorespondtotheseintheassessment,anddemonstrateknowledge and understanding of the contexts of these sourcesandtheintentionbehindtheirproduction.They should also be prepared to discuss possible differentinterpretationsofsources,suchasthoseofferedbyanancientandmodernaudience.Questionsusingthesesourcesintheassessmentwillassumelearnersarefamiliarwiththesedetailsandwill expect learners to be prepared to discuss their content.

Theassessmentwillalsomakeuseofunseenliteraryandvisual/materialsourcesinsomequestions.Toprepareforthesequestions,learnersshouldstudyotherancientsourcesinadditiontothoseprescribedwhenexploringthetopicsinthiscomponenttogiveawider contextual background.

Inquestionsrequiringdiscussionofarangeofsourceslearners will be given credit for referring to any appropriate sources, not only those listed in the specificationdocument.

PrescribedLiterarySources • TheHomericHymns•• Hymn to Demeter:Lines1–104,301–474•• Hymn to Heracles the Lion Hearted

• Plutarch, The Parallel Lives: Comparison of Theseus and Romulus• Livy,The Early History of Rome,1.0–1.1,1.3.7–1.4,1.6.3–1.7.3• Ovid,Metamorphoses

•• 9: 1–272: Achelous and Hercules; Hercules and Nessus; The death of Hercules

•• 10: 1–64: Orpheus and Eurydice• Virgil,Aeneid,8.154–279

When studying literature learners will be required to:

• knowandunderstandaspectsofplot,characterisation,eventsandsettings

• knowandunderstandthemesandhowtodistinguishbetweenthem• knowandunderstandissuesofform,purposeandgenre• apply their knowledge of the cultural contexts in which the texts were

produced,toinformtheirjudgementsaboutthem• use the texts to develop an understanding of the social, historical and

cultural context of the classical world• knowandunderstandthepossibleresponsesofdifferentaudiences

Learners may use any translation of the texts. Where a translation is printed on the question paper it will be taken from the ‘OCR Literary Sources for Myth and Religion (J199/11)’ booklet, available for free on the OCR website.


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PrescribedVisual/MaterialSources

• TheTempleofZeusatOlympia• TheParthenon• TheBassaefrieze,intheBritishMuseum• TheseusKylix,BritishMuseum(1850,0302.3)• ThePantheon,Rome• TempleofFortunaVirilis(Portunus)• AugustusofPrimaPortastatue,intheVaticanMuseum• TheAraPacis

When studying visual/material culture learners will be required to:

• knowabouttheappearance,style,contentandoriginallocationoftheexamplesofvisual/materialremainstheystudy

• knowandunderstandtheoriginaluseorpurposeofthevisual/materialremainstheystudy,andtheimpactthishadonitscreation

• knowandunderstandthekeyissueswithworkingwithdifferenttypesofsourcematerial

• applytheirknowledgeoftheculturalcontextsinwhichthematerialremainswereproduced,toinformtheirjudgementsaboutthem

• usethesourcematerialstodevelopanunderstandingofthesocial,historicaland cultural context of the classical world

• knowandunderstandthepossibleinterpretationsofdifferentaudiences

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2c. ContentofWomenintheAncientWorld(J199/12)

Thisstudyofwomenintheancientworldhasbeendesigned to enable learners to explore the lives of womeninavarietyofcapacities,andwhatwecaninferaboutwomenasbothhistoricalandlegendary/mythologicalfigures.LearnerswilldevelopknowledgeandunderstandingoftherolesofwomenprimarilyinthesocietiesofAthensandRepublicanRome,althoughwidermaterial,suchasthatfromSpartaorPompeii,isalsoincluded.

Learnerswillexaminetherealitiesoflifeasawomaninthesesocieties;bothwomenwhoareportrayedasliving a respectable, ideal life of virtue, and those who createdmorescandal.Thisenablesdiscussionofhowsuchwomenarerepresentedandwhatthisrevealsaboutancientideasaboutgender.Theroleofwomeninreligionwillalsobeexaminedasaninterestingandimportantareawherewomenhavepossiblytheirgreatestdegreeofparitywithmen.Conversely,theirlackofvoiceinthestatedecision-makingprocesseswill be studied, as will the way in which this is portrayedandperceived.Forlearnersinasociety

whereissuesofequalityandpoliticalrightsarecentral,thisareaofstudywillbeinterestingandengagingastheyinevitablydrawcomparisonswiththeir own experiences.

Thereareawealthoffamouswomeninclassicalmythandlegend.FromHelenofTroytoCleopatra,learnerswillenjoylearningaboutthesefiguresinmoredepthandexploringhowtheancientworldthoughtaboutthesefigures,aboutwhomstoriesarestillwritten.

LearnerswillberequiredtomakeinformedcomparisonsbetweenGreekandRomanideas,includingthecharacteristicsofthedifferent societies,andtheimpactofthedifferentculturalcontextsonthethemestudied.Theywillalsobeexpectedtouseliteratureandvisual/materialcultureinconjunctionwithoneanotherinordertoinformtheirjudgements,includingdiscussionofwhyorhowthesourcesmaypresentthingsdifferentlyfromeachother.


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WomenofLegend

DepictionofwomeninmythsandlegendsofGreeceandRome,includingthepresentationofthesewomen,andwhatthissaysabouteachculture’sviewsonthenatureofwomenandfemalevirtue.

Greece• Pandora• Helen of TroyRome• TheSabineWomenandTarpeia• Lucretia

YoungWomen

TypicalexperiencesofyoungwomeninGreeceandRome,andwhattheseimplyaboutthestatusofwomenineachsociety.

GreeceAthens:• Educationinthehomeinpreparationformarriage• TypicalAthenianweddingritualsandarrangementsSparta:• SpartansystemofeducationandmarriageRome• Education:inthehomeinpreparationformarriage;evidenceofacademic

educationforsomeRomangirls• Varietiesofmarriage:

•• coemptio, confarreatio and by usus•• differencebetweencum manu and sine manumarriages

Women in the home

Therolesandresponsibilitiesoffemalemembersofthehousehold,includingdomesticduties;childbirth;legalrightsandpropertyownership;divorceandadultery;typicaldutiesoffemaleslaves.

Greece• The kyria;Athenianideasofwifelyvirtue• Atheniandomesticslaves• TheexperienceofaSpartanwifeandmotherRome• The matrona;Romanideasofwifelyvirtue• Romandomesticslaves

‘Improper’Women

Thelegalandsocialpositionofwomenwhowereunmarried,buthadrelationshipswithmen,includingattitudestowardssuchwomen,andideasabout‘proper’femalebehaviour.

Greece• The roles of, laws about, and typical portrayal of pornai and hetairai (including

at a symposium)• NeairaandAspasiaRome• The roles, laws about and typical portrayal of the meretrix and lena • Clodia(andherpossibleidentificationwith‘Lesbia’)andCytheris/Lycoris

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2Women and religion

Rolesofwomeninreligiousritesandwhattheserevealaboutthenatureandrolesofwomenintheirrespectivesocieties.

Greece• Priestesses and prophetesses, including the Pythia • Therolesofwomenplayedinstatecult,includingthePanathenaia,

ThesmophoriaandworshipofDionysus• Theroleofwomeninritualmourningandpreparationofthebodiesofthe

deceasedRome• Priestesses;includingtherights,responsibilitiesandpunishmentoftheVestal

Virgins,andtheFlaminicaDialisasthewifeoftheFlamenDialis• Prophetesses, including the Sibyl• Therolesofwomenplayedinstatecult,includingworshipoftheBonaDea,

PatriciaPudicitiaandPlebeiaPudicitia

Womenandpower

Thepoliticalinstitutionsofbothcultures,andtheextenttowhichwomenwereabletobeinvolvedinthepoliticalprocessoreffectpoliticalchange.

Greece• TheAthenianAssembly;theexclusionofwomen• The story of the AssemblywomenofAristophanes;presentationofwomen

involvedinpoliticsinthecontextoffarce• ThetrialofAgnodiceRome• ThestructureoftheRomanSenate;theexclusionofwomen• ThestoryoftherepealoftheOppianLaw• SemproniaandherinvolvementintheCatilinarianConspiracy

WarriorWomen

Thepresentationofmaidenwarriorsinartandliterature,andwhatthispresentationcantellusaboutthepositionofrealwomeninthesecultures.

Greece• PenthesileaandtheAmazonsRome• Camilla,asrepresentedinVirgil’sAeneid

Women to be Feared

Thepresentationofforeign,powerfulwomeninartandliterature,includinghowtheycompareto‘respectable’womenfromeachculture,andwhatmakesthemsodangerous and threatening to the ancient audience.

Greece• ThestoryandpresentationofMedeabytheAthenians;frommeetingJasonin

ColchistoherescapetoAthensRome• ThestoryandpresentationofCleopatraVIIbytheRomans,includingher

loveaffairswithRomangenerals(JuliusCaesarandMarkAntony),herrole inthedecisiveBattleofActium,andthepoliticalandmilitarythreatshewasseen to be.


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Prescribed Sources


Theassessmentwillalsomakeuseofunseensourcesinsomequestions.Toprepareforthesequestions,learners should study other ancient sources in additiontothoseprescribedwhenexploringthetopicsinthiscomponenttogiveawidercontextualbackground.


PrescribedLiterarySources

• Aristophanes,Assemblywomen,1–240• Euripides,Helen,1–67• Euripides,Medea,1–38;1293–1389• Hesiod,Works and Days,54–105• Homer,Iliad,3:121–180• Plutarch,Pericles,24• Catullus,7,8,83• Cicero,Pro Caelio,49–51• Laudatio Turiae• Livy,History of Rome,1.9–10;1.12–13;1.57–59;34.1• Sallust,The Conspiracy of Catiline,24.5–25• Virgil,Aeneid,8.671–713;11.532–835


• knowandunderstandaspectsofplot,characterisation,eventsandsettings• knowandunderstandthemesandhowtodistinguishbetweenthem• knowandunderstandissuesofform,purposeandgenre• apply their knowledge of the cultural contexts in which the texts were



Learners may use any translation of the texts. Where a translation is printed on the question paper it will be taken from the ‘OCR Literary Sources for Women in the Ancient World (J199/12)’ booklet, available for free on the OCR website.

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• HegesoStele,attributedtoCallimachus,inNationalArchaeologicalMuseum,Athens(3624)

• AmphareteStele,inKerameikosMuseum,Athens• ParthenonFrieze,intheBritishMuseum• MaenadCup,intheStaatlicheAntikensammlungen,Munich• TheBassaefriezeintheBritishMuseum• TheFlightofMedeakrater,intheClevelandMuseumofArt• HouseoftheVestalVirgins• “Sappho”FrescoofaneducatedupperclassPompeiianwoman• Pudicitia(Pudicizia)statueofawomanintheVaticanMuseum(Braccio

Nuovo 23)









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Culture


Key Sites

• ThedatingoftheMycenaeanage• Thelocation,andimportanceofkeysites,includingMycenae,Tiryns,andTroy• The layout and structures of the site of Mycenae and Tiryns• TheevidenceforandagainstTroyVIandTroyVIIabeingthesiteofHomer’sTroy

LifeintheMycenaeanage

• Palaces•• thetypicalpalacecomplexandmegaron (central hall)•• theirfunctionsanduse

• Everydaylife;evidencefor,andnatureof:•• hunting•• armourandweapons•• chariots•• clothing•• trade

• LinearBtablets•• how the tablets were preserved and what they record•• thesignificanceofthetablets

2c. ContentofTheHomericWorld(J199/21)

TheGreeksthemselvesrecognisedtheworldofHomer’spoemsasthecradleofGreekliteratureandcivilisation,andthiscomponentprovidestheopportunityforthestudyofafascinatingperiodofhistory and a work of literature with great enduring appeal.

TheCulturesectioninvolvesastudyoflifeinMycenaeantimes.Thisisaverydiversearea, allowingthestudyofparticularsites,theirarchaeology and the valuable role they play in our understandingoftheage.TheMycenaeanAgeis alsorichinsculpture,frescosandjewellery,aswellasthefamoustombsandtheiraccompanyingtreasure,meaningthatlearnerscanstudyawiderangeoffascinatingmaterials.EverydaylifeinMycenaeantimesisalsoexplored,allowinglearnerstoconsider

what life was like for real people in this period, rather thansimplyfocusingontheexploitsofepicheroes.

However, since the exploits of epic heroes are one ofthemostpopularareasofstudyforlearners,Homer’sOdyssey,hasbeenchosentoformtheLiteraturehalfofthiscomponent.TheselectionofbookschosenforstudyinthiscomponentcombinethefantasticalandenjoyabletalesofOdysseus’journey,withthosewhichgivelearnersapossibleinsightintoeverydaylife;includingaspectssuchaspalacelifeandthelivesofwomen.Thefinalbooks,whichfocusonthebattlebetweenOdysseusandthesuitors,areexcitinginthemselvesandalsoposeinterestingquestionsaboutrevengeandpunishment.

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Decorativearts

• Frescoes,including:•• techniques, colours and typical designs

• Jewellery•• techniquesanduseofmaterialsincludingmetalwork,amberandglass

• Decorativeobjectsandtheircreation•• typesofstoragevessels,drinkingvessels,animalfigures,humanfigures,

(including phi, psi and taufigurines),votiveofferings,ivorycarving

Tombs,gravesandburial

• Burialcustoms• Structureanduseofshaftgraves• Structure and use of cist graves• Structure and use of tholosandchambertombs• Theuseoffuneraryobjects• ThecontentsofGraveCircleAandGraveCircleBatMycenae.

Prescribed Visual/Material Sources


Forthe‘Culture’sectionofthiscomponenttheassessmentwillalsomakeuseofunseensourcesinsomequestions.Theunseensourcescouldbeliterarysourcesaswellasvisual/materialsources.Toprepareforthesequestions,learnersshouldstudyotherancientsourcesinadditiontothoseprescribedwhenexploringthetopicsinthiscomponenttogiveawidercontextual background.

Inquestionsrequiringdiscussionofarangeofsourceslearners will be given credit for referring to any appropriate sources, not only those listed in the specificationdocument


• ThesiteofMycenaeincluding:

o thepalace;sallyport;thepassagetotheundergroundcistern;theundergroundcistern;theCyclopeanwalls;theLionGate;GraveCircleA;GraveCircleB;TombofClytemnestra;TombofAegisthus;TreasuryofAtreus

• ThesiteofTirynsincluding:

o themainentrance;theCyclopeanramp;thegalleries;thepalace;defences;tholostomb(outsidethecitywalls)

• DaggerbladeshowinghuntingscenefromGraveCircleA,Mycenae• FrescoofMycenaeanladyholdinganecklace,HouseoftheChiefPriest,Mycenae• GolddeathmaskofAgamemnonfromShaftGraveV,Mycenae• GoldpyxisfromGraveCircleA,ShaftGraveV,Mycenae• GoldRhytonfromGraveCircleA,Mycenae• Mycenaeanwarriorvase,HouseoftheWarrior,Mycenae• LinearBtabletshowingtheword“tripod”insyllabicandideogramforms,Pylos


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• usethesourcematerialstodevelopanunderstandingofthesocial,historicalandcultural context of the classical world


Literature


Literarytechniquesandcomposition

• Homerasastory-tellerandtheideaofepic,including:•• how the Odysseymighthavebeencomposedandperformed•• whatmakestheOdysseyanepicpoem

• Narrativeanddescriptivetechniquesincludingtheuseandimportanceof:•• similes•• epithets•• formulae

Themes

• Theconceptandimportanceofxenia (guest-friendship)• Deceit and trickery• Thecivilisationandbarbarismofplacesandcharacters• Theroleofrevengeandjustice• Theconceptandimportanceofnostos(thedesiretoreturnhome)• The role of fate

ThecharacterofOdysseus

• ThequalitiesofOdysseusasaleader,husbandandfather• Thepresentationofhimasawarriorandhero• His intelligence and oratorical skills• HisrelationshipwithhisprotectorgoddessAthena

Theportrayalofkeycharacters

• The role of the gods • The portrayal of the suitors• The portrayal of the crew of Odysseus• TheportrayalofPolyphemusasamonsterandkeeperoflivestock• The portrayal of Circe as a witch and host• The portrayal of Penelope as a host, wife and queen• TheportrayalofTelemachusasasonandhero• The loyalty or disloyalty of Odysseus’ slaves.

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• Homer,Odyssey,Books9,10,19,21,22





Learners may use any translation of the text. Where a translation is printed on the question paper two versions will be provided, these will be taken from:

• Homer, ‘Odyssey’ translated by E V Rieu, revised translation by D. C. H. Rieu (Penguin)

• ‘Homer: Odyssey – The Wanderings of Odysseus’, translated by A.S. Kline, online at http://www.poetryintranslation.com

Prescribed Literary Sources


Forthe‘Literature’section,sourcesusedintheassessmentwillbefromtheprescribedlistonly.

Inquestionsrequiringdiscussionofarangeofsourceslearners will be given credit for referring to any appropriate sources, not only those listed in the specificationdocument.Howeverquestionswillbefullyaccessibletolearnerswhoareonlyfamiliarwiththe prescribed sources.

http://www.poetryintranslation.com


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2c. ContentofRomanCityLife(J199/22)

InthiscomponentlearnerswillexploreeverydaylifeinRomancities,withaparticularfocusontheImperialperiodandpopularsitesandartefactsfromRome,Ostia,PompeiiandHerculaneum.

TheCulturesectionofthiscomponentcomprisesastudyofavarietyofaspectsofRomansociety.ExaminingtypicalRomanhousingcanbeanexcellentwaytomakelearningtangibleandrelatableforlearners,ascanthestudyofeducationandthelivesofyoungpeopleintheRomanworld.TheRomansocialsystemwasnotoriousforitsintriguesandpoliticsand

this, coupled with the study of the spectacle provided byRomanentertainment,providesanexcitingandenjoyablecourseforlearners.

TheLiteraturetopicsexaminepoetryandprose,fictionandnon-fictiontextstoprovidelearnerswithanintroductiontoavarietyofliterature.TheSatiresofHoraceandJuvenal,fictionofPetroniusandlettersofPlinywillgivelearnersaninsightintodifferentliterary styles and techniques, as well as into interestingareasofRomanlifeandsociety.

Culture


RomanHousing

• Thedesignofapartments/blocksofflats(insula/insulae)• ThelayoutanddecorationoftypicalPompeian,atrium-styledomus• Evidenceforlivingconditionsoftherichandthepoor• Comparisonofthedifferentlivingconditionsineachsetting

The Roman Home and Family

• Paterfamilias, hisrightsandduties• Patrons and clients• Theeducationofchildren,including:

•• the role of the litterator, grammaticus and rhetor•• subjectstaughtateachstage•• preparationforparticipationinsociety•• schoolequipment(stilus,waxtablet,pen,ink,papyrus)

• The dinner party (cena),includingorganisation,guests,entertainment,purposes

Society

• Citizensandcitizenship• Senators and equites

•• propertyqualifications•• privileges •• dutiesandroles

• Slavesandfreedmen•• becomingaslaveandthelegalposition•• skilledandunskilledjobsperformedbydomesticandpublicslaves•• waysofobtainingfreedomandthelimitsplacedonfreedmen/women

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2 LeisureandEntertainment

• Theamphitheatre,including:•• designofamphitheatrebuildings,includingtheColosseum •• types of shows•• sponsorshipofgamesbytheEmperororpoliticians•• gladiators;theirstatus,trainingandtypes•• audienceinvolvement

• Thechariotraces,including:•• design of the Circus Maximus•• teams,colours,charioteers,horsesandtheirstatus•• publicattitudesandaudienceinvolvement

• Thetheatre,including:•• thedesignoftheatrebuildingsanduseofsets,costumes,masks•• Romancomedyanditsstockcharacters;mimeandpantomime•• actorsandactresses;theirreputationandsocialstanding

• Thebaths,including:•• thereasonspeopleusedbathcomplexes•• designofbathbuildings,andthedifferenttypesofbath•• activitiesatthebaths,includingtheuseofthepalaestra.


Thesourceslistedbelowareamandatorypartofthestudyofthiscomponent.Learnerswillbeexpectedtorespondtotheseintheassessment,anddemonstrateknowledge and understanding of the contexts of thesesourcesandtheintentionbehindtheirproduction.Theyshouldalsobepreparedtodiscusspossibledifferentinterpretationsofsources,suchasthoseofferedbyanancientandmodernaudience.Questionsusingthesesourcesintheassessmentwillassumelearnersarefamiliarwiththesedetailsandwill expect learners to be prepared to discuss their content.

Forthe‘Culture’sectionofthiscomponenttheassessmentwillalsomakeuseofunseensources insomequestions.Theunseensourcescouldbeliterarysourcesaswellasvisual/materialsources. Toprepareforthesequestions,learnersshouldstudyotherancientsourcesinadditiontothoseprescribedwhenexploringthetopicsinthiscomponenttogiveawider contextual background.



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Pompeii• HouseofMenander• HouseofOctaviusQuartio• TombofNaevoleiaTyche

includinginscription• Thelargetheatre

Inscription

From Cooley and Cooley Pompeii: A Sourcebook:

• F14(CIL1IV933)• F15(CILIV910)• D80(CILIV7698a–c)• D51(CILX833,834)• H45(CILIV8562)• D16(CILIV1189)

Herculaneum• HouseoftheWoodenPartition• Central(Forum)Baths

Ostia• InsulaofDiana

Rome• TheColosseum• TheCircusMaximus

Wherehousesformpartoftheprescriptionitisexpectedthatlearnerswillbefamiliarwiththedecorationofthese,includingexamplesoffrescoesandmosaics.








1CIL: Corpus Inscriptionum Latinarum

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Literature


SatireandFiction

• Theoriginsandpurposesofsatire• Thestyleandcharacteristicapproachofeachoftheauthors

•• Horaceasthesmilingsatirist•• Juvenalastheangrysatirist•• the nature and purpose of Petronius’ Satyricon

• Narrativeanddescriptivetechniques• Useofhumourandexaggeration• Choiceofthemesandexamples

Pliny and his Letters

• Pliny’slettersasapersonalcommentaryonRomanlife• Pliny’suseoflanguage,andthepurposeofhisletters• HowPlinyreflectshispositioninRomansocietyandtheimageheprojects

ExperiencingRoman city life

HowtheauthorsdepictaspectsofRomancitylifeandtheattitudesofRomansregardingthem,including:• The dangers of city life• Lifeinthecityforrichandpoor• Leisureandentertainment• Foodanddinnerparties

Relationshipsand Roman society

HowtheauthorsdepictrelationshipsbetweenmembersofRomansociety,andtheattitudesofRomansregardingthem,including:• Slavesandmasters• Patrons and clients• Womenandmen.


Thesourceslistedbelowareamandatorypartofthestudyofthiscomponent.Learnerswillbeexpectedtorespondtotheseintheassessment,anddemonstrateknowledge and understanding of the contexts of thesesourcesandtheintentionbehindtheirproduction.Theyshouldalsobepreparedtodiscusspossibledifferentinterpretationsofsources,suchasthoseofferedbyanancientandmodernaudience.Questionsusingthesesourcesintheassessmentwillassumelearnersarefamiliarwiththesedetailsandwill expect learners to be prepared to discuss their content.




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• Horace,Satires2.2,2.6,2.8• Juvenal,Satire 3.190–322• Petronius,Satyricon: Dinner with Trimalchio,29–33;37–38;49–50• Pliny,Letters,1.9,2.6,3.14,4.19,5.19,9.6



produced,toinformtheirjudgementsaboutthem• use the texts to develop an understanding of the social, historical and cultural

context of the classical world• knowandunderstandthepossibleresponsesofdifferentaudiences

Learners may use any translation of the texts. Where a translation is printed on the question paper it will be taken from the ‘OCR Literary Sources for Roman City Life (J199/22)’ booklet, available for free on the OCR website.

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2c. ContentofWarandWarfare(J199/23)

Warisoneofthemostsignificantaspectsofhumanbehaviour, and war and warfare in the classical world holdsanendlessandcompellingfascination.Thiscomponenthighlightsdifferentaspectsofwarfareinthe ancient world, including the purposes, conduct andeffectsofwar,aswellashowthemilitaryinteractedwith,andimpactedupon,widersociety.

ThiscomponentcoversbothGreekandRomancivilisation,focusingonAthensandSpartainthe5thcenturyBC,andonRomeintheImperialperiod.Inthe‘Culture’sectionthemilitarysystemsandtacticsof each society will be studied, as will the interplay betweenwar,politicsandsociety.Learnerswillalsostudykeybattles,notonlywhathappened,butwhy,andhowthisimpactedonthesocietiesinvolved.The

way in which warfare is viewed and the cultural impactofconflicts,includingthehumancostof war,makethiscomponentamovingareaofstudy for learners which has clear relevance to the modernworld.

Theliteraturetobestudiedisacombinationofepicandshorterverse;itpresentsarangeofresponsestowarfare,fromglorificationtodepictionsofhorrorandtragedy.Theseworkshaveinfluencedmanylaterpoetsrightuptothemodernday,fromthevariedresponsestothe1stWorldWarofferedbypoetssuchasRupertBrookeandWilfredOwen,toAliceOswald’srecentexplorationofthetragedyofwar;theirmessageswillsurelyprovetobeequallyresonant with today’s learners.

Culture


SpartaatWarinthe5thcentury

• ThestructureofSpartansocietyandhowthisinfluencedthemilitary• TrainingandrecruitmentoftheSpartanarmy,includingtheagoge and the syssitia• Theequipment,tacticsandformationusedinbattle• Thestructure,organisationandcommandofthearmy,includingtheroleofthe

perioeci and the helots • TheidealisationofwarandwarfareinSpartansociety• ThebattleofThermopylae,including:

•• keyeventsandindividuals:Xerxes;Demaratus;Leonidas;Ephialtes;Dienekes•• thesignificanceofthebattleandhowitwascommemorated

AthensatWarin the 5th century

• Howthearmyandnavywerepaidfor,recruitedandtrained• Theequipment,tacticsandformationsusedinbattleonlandandsea.• Thestructure,organisationandcommandofthearmyandnavy• TheimpactoftheAthenianmilitaryonAthenianpoliticsandsociety• ThebattleofSalamis,including:

•• keyeventsandindividuals:Themistocles;Xerxes;Artemisia•• thesignificanceofthebattleandhowitwascommemorated

The Roman MilitaryintheImperialPeriod

• HowtheRomanarmyandnavywerepaidfor,recruitedandtrainedintheImperialperiod

• Thestructure,organisationandcommandofthearmyandnavy,including:•• how a legion was organised and the layout of a legionary fortress

• Theequipmentofthearmyandnavyandhowitwasusedinbattle•• thetacticsandformationusedbythearmyandnavy


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The Romans atWar

• ThebattleofActium,including:•• keyeventsandindividuals:Octavian;MarcusAgrippa;MarkAntony;

Cleopatra•• thesignificanceofthebattleandhowtheRomanscommemoratedit.

• Trajan’scampaignagainsttheDacians,including:•• reasons for the war•• presentationofwarfareinthematerialsources•• theimageofTrajanasemperor•• thepursuitofmilitaryglory•• victimsofwarfare


Thesourceslistedbelowareamandatorypartofthestudyofthiscomponent.Learnerswillbeexpectedtorespondtotheseintheassessment,anddemonstrateknowledge and understanding of the contexts of thesesourcesandtheintentionbehindtheirproduction.They should also be prepared to discuss possibledifferentinterpretationsofsources,suchasthoseofferedbyanancientandmodernaudience.Questionsusingthesesourcesintheassessmentwillassumelearnersarefamiliarwiththesedetailsandwill expect learners to be prepared to discuss their content.

Forthe‘Culture’sectionofthiscomponenttheassessmentwillalsomakeuseofunseensourcesinsomequestions.Theunseensourcescouldbeliterarysourcesaswellasvisual/materialsources. Toprepareforthesequestions,learnersshouldstudyotherancientsourcesinadditiontothoseprescribedwhenexploringthetopicsinthiscomponenttogiveawider contextual background.



• BronzeWarriorfigure,Spartan,BritishMuseum(1929,1016.6)• HelmetofCorinthiantype,dedicatedtoZeusatOlympia,c.460BC,British

Museum(1824,0407.32)• LenormantTriremerelief,Acropolisrelief• RedfigurekylixofaPersianandaGreekfighting,TheTriptolemosPainter• Southfrieze(theGreeksfightingthePersians),TempleofAthenaNike,Acropolis

AthensnowintheBritishMuseum• ReliefcommemoratingthebattleofActium,VaticanMuseum• Bronzestatuetteofalegionary,BritishMuseum(1867,0510.4)• RomanfortressatChester• MarkAntonyLegionarydenarius,Obv:galleywithbanners,Rev:eaglebetween

twostandards,likelymintedinPatrae32BC(exampleBMC197,RSC33,Sear356)• Trajan’sColumn• ArchofTrajan,Benevento

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Literature


LiteraryContext

• The genres and authors of the set texts• Theircompositionandaims• Narrativeanddescriptivetechniques,including:

•• speeches•• similesandimagery•• epithets•• useofemotivelanguage•• the role of the divine

Characterisation

• Theactionsofthecharactersineachtext• Thetraitsofeachofthemaincharactersandhowthesearedepicted• Interactionsandrelationshipsbetweencharacters• Thedepictionof:

•• leaders and soldiers•• comradesandenemies•• non-combatants•• women

Themes

• glory,honourandshame• comradeship• freedom• hubris and arrogance• loveandpatriotism• thehorrorandglorificationofwarfare• fear and courage• familyandancestors• militaryandcivilianvictimsofwar






• usethesourcematerialstodevelopanunderstandingofthesocial,historicalandcultural context of the classical world



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HeroesandWarfare

• Howthecontentofthetextsreflectstheirpoliticalorculturalcontext,including:•• details of the historical context•• whatconstitutesa‘hero’•• attitudestowardswarandwarfare

• Thepossibleresponsestothetextsfromdifferentaudiences.


• Homer,Iliad,5.84–469;6.118–529;22.21–409;24.468–620• Tyrtaeus,Fragment10–The Fallen Warrior • VirgilAeneid,Book2.268–804• HoraceOdes 3.2



produced,toinformtheirjudgementsaboutthem• use the texts to develop an understanding of the social, historical and cultural

context of the classical world• knowandunderstandthepossibleresponsesofdifferentaudiences

Learners may use any translation of the texts. Where a translation is printed on the question paper it will be taken from the ‘OCR Literary Sources for War and Warfare (J199/23)’ booklet, available for free on the OCR website.


Thesourceslistedbelowareamandatorypartofthestudyofthiscomponent.Learnerswillbeexpectedtorespondtotheseintheassessment,anddemonstrateknowledge and understanding of the contexts of thesesourcesandtheintentionbehindtheirproduction.They should also be prepared to discuss possibledifferentinterpretationsofsources,suchasthoseofferedbyanancientandmodernaudience.Questionsusingthesesourcesintheassessmentwillassumelearnersarefamiliarwiththesedetailsandwill expect learners to be prepared to discuss their content.



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2d. Priorknowledge,learningandprogression

Nopriorknowledgeorlearningrelatedtothissubjectis required before beginning the GCSE (9–1) in ClassicalCivilisation.

GCSEs (9–1) enable learners to progress to further qualificationseitherVocationalorGeneral.

ThisqualificationprovidestheidealfoundationforlearnerstoprogresstoOCR’sASLevelandALevelinClassicalCivilisation.

Findoutmoreatwww.ocr.org.uk



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3 AssessmentofGCSE(9–1)inClassicalCivilisation

3a. Formsofassessment

OCR’sGCSE(9–1)inClassicalCivilisationconsistsoftwocomponentsthatareexternallyassessed.

ThematicStudy(J199/11,J199/12)

Thesecomponentsareexternallyassessed,writtenexaminationstestingAO1andAO2.Learnersmuststudy onecomponentfromthisgroup.

Theexaminationisworth90marks and lasts 1hourand30minutes.Thisrepresents50%ofthetotalmarksfortheGCSE(9–1).

There are threesectionstothepaper,oneonGreece,oneonRomeandthethirdonGreeceandRome.Eachsectionisworth30marks.

Thequestionpaperwillconsistofbothshortanswerandextendedresponsequestions.Learnerswillberequiredtorespondtobothliteraryandvisual/materialsources,someofwhichwillbeunseenandsomefromtheprescribedmaterial.

Inthethirdsectionofthepaperlearnerswillberequiredtocomparetwoancientsources,oneofwhichwillbeliterary,theothervisual/material;oneGreek,oneRoman.

LiteratureandCulture(J199/21,J199/22,J199/23)

Thesecomponentsareexternallyassessed,writtenexaminationstestingAO1andAO2.Learnersmuststudy onecomponentfromthisgroup.

Theexaminationisworth90marks and lasts 1hourand30minutes.Thisrepresents50%ofthetotalmarksfortheGCSE(9–1).

There are twosectionstothepaper,onefocusingonthe “Culture” topics and sources, the other on the “Literature”.Eachsectionisworth45marks.

Thequestionpaperwillconsistofbothshortanswerandextendedresponsequestions.Forthe“Culture”section,learnerswillberequiredtorespondtosources,someofwhichwillbeunseenandsomefromtheprescribedmaterial.Sourcesforthe“Literature”sectionwillbefromtheprescribedmaterialonly.

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3b. Assessmentobjectives(AO)

TherearetwoAssessmentObjectivesinOCRGCSE(9–1)inClassicalCivilisation.Thesearedetailedinthe table below.

Learnersareexpectedtodemonstratetheirabilityto:

AssessmentObjective

AO1

Demonstrateknowledgeandunderstandingof:

• literatureandvisual/materialculturefromtheclassicalworld• howsourcesreflecttheirculturalcontexts• possibleinterpretationsofsourcesbydifferentaudiencesandindividuals.

AO2Analyse,interpretandevaluateliteratureandvisual/materialculturefromtheclassicalworld,usingevidenceandproducingcoherentandreasonedarguments.

AOweightingsinOCRGCSE(9–1)ClassicalCivilisation

TherelationshipbetweentheAssessmentObjectivesandthecomponentsareshowninthefollowingtable:

Component %ofoverallGCSE(9–1)

AO1 AO2

MythandReligion(J199/11)WomenintheAncientWorld(J199/12)

32.2 17.8

TheHomericWorld(J199/21)RomanCityLife(J199/22)WarandWarfare(J199/23)

27.8 22.2

Total 60 40

3c. Assessment availability

TherewillbeoneexaminationseriesavailableeachyearinMay/Junetoall learners.

Allexaminedcomponentsmustbetakeninthesameexaminationseriesattheendofthecourse.

ThisspecificationwillbecertificatedfromtheJune2019examinationseriesonwards.


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3d. Retakingthequalification

Learnerscanretakethequalificationasmany timesastheywish.Theyretakeonefrom

componentsJ199/11andJ199/12,andone fromcomponentsJ199/21,J199/22,andJ199/23.

3e. Synopticassessment

Synopticassessmentconsidersthelearners’understandingoftheconnectionsbetweendifferentelementsofthesubject.Thisqualificationenableslearnerstodemonstratetheirabilitytodrawtogetherdifferentareasofknowledge,skillsand/orunderstanding, encouraging the understanding of ClassicalCivilisationasadiscipline.

Studentsarerequiredtostudyoptionscontainingmaterialfrombothliteratureandvisual/materialcultureandanswerquestionsintheassessmentusingmaterialfromboththeseareasofstudy.

Extendedresponsequestionstargetmaterialfromacross topics and expect the use of a wide range of sources.TheseandsomeoftheshortanswerquestionsalsotargetbothAssessmentObjectivestogether.

Thisapproachmeansthatlearnerswillbeabletodemonstratesynthesisofknowledge,skillsandunderstanding.

3f. Calculatingqualificationresults

Alearner’soverallqualificationgradeforOCRGCSE(9–1)inClassicalCivilisationwillbecalculatedbyaddingtogethertheirmarksfromthetwocomponentstakentogivetheirtotalweightedmark.

Thismarkwillthenbecomparedtothequalificationlevelgradeboundariesfortheentryoptiontakenbythelearnerandfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.

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Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.

MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.

OCR’s Admin overview is available on the OCR website at www.ocr.org.uk/administration.

4a. Pre-assessment

Estimatedentries

Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.Estimatedentries

shouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityourcentre in any way.

Finalentries

FinalentriesprovideOCRwithdetaileddataforeachlearner,showingeachassessmenttobetaken.Itisessentialthatyouusethecorrectentrycode,considering the relevant entry rules.

FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.

AlllearnerstakingaGCSE(9–1)inClassical Civilisationmustbeenteredforoneofthefollowingentryoptions:

4 Admin:whatyouneedtoknow

Entryoption Components

Entrycode Title Code Title Assessment type

J199AClassicalCivilisation

OptionA

11 Myth and Religion ExternalAssessment

21 TheHomericWorld ExternalAssessment

J199BClassicalCivilisation

OptionB11 Myth and Religion ExternalAssessment

22 RomanCityLife ExternalAssessment

J199CClassicalCivilisation

OptionC11 Myth and Religion ExternalAssessment

23 War and Warfare ExternalAssessment

J199DClassicalCivilisation

OptionD12 WomenintheAncientWorld ExternalAssessment

21 TheHomericWorld ExternalAssessment

J199EClassicalCivilisation

OptionE12 WomenintheAncientWorld ExternalAssessment

22 RomanCityLife ExternalAssessment

J199FClassicalCivilisation

OptionF12 WomenintheAncientWorld ExternalAssessment

23 War and Warfare ExternalAssessment

www.ocr.org.uk/administration


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4b. Specialconsideration

Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.

DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication A guide to the special consideration process.

PrivateCandidates

PrivatecandidatesmayenterforOCRassessments.

Aprivatecandidateissomeonewhopursuesa course of study independently but takes an examinationorassessmentatanapprovedexaminationcentre.Aprivatecandidatemay beapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.TheymustbebasedintheUK.

Private candidates need to contact OCR approved centres to establish whether they are prepared to hostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthat thearrangementismadeearlyinthecourse.

FurtherguidanceforprivatecandidatesmaybefoundontheOCRwebsite:http://www.ocr.org.uk

4c. Externalassessmentarrangements

RegulationsgoverningexaminationarrangementsarecontainedintheJCQInstructions for conducting examinations.

Headofcentreannualdeclaration

The Head of Centre is required to provide a declarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatthecentreismeetingalloftherequirementsdetailedinthespecification.

AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentrestatusbeing suspended and could lead to the withdrawal of our approval for you to operate as a centre.


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4d. Resultsandcertificates

GradeScale

GCSE(9–1)qualificationsaregradedonthescale:9–1,where9isthehighest.Learnerswhofailtoreachtheminimumstandardof1willbeUnclassified(U).

Onlysubjectsinwhichgrades9to1areattainedwillberecordedoncertificates.

Results

Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centres will have access to the following results’ informationforeachlearner:• thegradeforthequalification• therawmarkforeachcomponent• the total weighted markforthequalification.

Thefollowingsupportinginformationwillbeavailable:• rawmarkgradeboundariesforeach

component• weightedmarkgradeboundariesforeachentry

option.

Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.

Alearner’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRGCSE(9–1)Level1/Level2inClassicalCivilisation’.

4e. Post-resultsservices

Anumberofpost-resultsservicesareavailable:

• Reviewofmarking – If you are not happy with theoutcomeofalearner’sresults,centresmayrequestareviewofmarking.Fulldetailsofthepost-results services are provided on the OCR website.

• Missingandincompleteresults – This service shouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied.

• Accesstoscripts – Centres can request access tomarkedscripts.

4f. Malpractice

Anybreachoftheregulationsfortheconduct ofexaminationsandnon-examassessment mayconstitutemalpractice(whichincludesmaladministration)andmustbereportedtoOCR

assoonasitisdetected.DetailedinformationonmalpracticecanbefoundintheJCQpublicationSuspected Malpractice in Examinations and Assessments: Policies and Procedures.


5

5 Appendices

5a. Gradedescriptors

Grade8

Toachievegrade8,candidateswillbeableto:

• demonstraterelevantandcomprehensiveknowledgeandsophisticatedunderstandingofclassicaltextsandmaterialsfromtheclassicalworld,includinghowsourcesreflecttheirculturalcontexts

• demonstrateasophisticatedawarenessofarangeofpossibleinterpretations• engageinperceptiveanalysis,sensitiveinterpretationandcriticalevaluationofclassicaltextsand

materials• effectivelyusearangeofevidencetoconstructcoherentandreasonedarguments.

Grade5


• demonstratemostlyaccurateandappropriateknowledgeandunderstandingofclassicaltextsandmaterialsfromtheclassicalworld,includinghowsourcesreflecttheirculturalcontexts

• demonstrateanawarenessofsomepossibleinterpretations• engageingenerallycoherentanalysisandinterpretation,andsomeevaluationofclassicaltextsand

materials• useevidencetoconstructmostlywell-organised,plausiblearguments.

Grade2


• demonstratebasicknowledgeandunderstandingofclassicaltextsandmaterialsfromtheclassicalworld,withlimitedregardfortheirculturalcontextsorpossibleinterpretations

• useabasiclineofreasoningtodescribeandcommentonclassicaltextsandmaterials• expressopinionsandconstructsimpleandstraightforwardarguments.

38© OCR 2021


5

5c. Accessibility

Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,withoutchangingthedemandsoftheassessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.Detailedinformationabouteligibilityforaccessarrangementscanbefoundin theJCQAccess Arrangements and Reasonable Adjustments.

TheGCSE(9–1)qualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcould disadvantage learners who share a protected CharacteristicasdefinedbytheEqualityAct2010. Allreasonablestepshavebeentakentominimiseanysuch disadvantage.

5b. Overlapwithotherqualifications

ThereisasmalldegreeofoverlapbetweenthecontentofthisspecificationandthoseforGCSE(9–1)inLatin,ClassicalGreekandAncientHistory.


Summaryofupdates

Date Version Section Titleofsection Change

April2018 1.1 4d Resultandcertificates Amendtocertificationtitling

December2019

1.2 1e HowdoIfindoutmoreinformation?

RemovelinktoSocialforumand replace with link for Online Support Centre

February2021 1.3 Updatetospecificationcoverstomeetdigitalaccessibilitystandards

40© OCR 2021


Our aim is to provide you with all the information and support you need to deliver our specifications.

o Bookmark OCR website for all the latest resources, information and news on GCSE (9-1) Classical Civilisation

o Be among the first to hear about support materials and resources as they become available – register for Classics updates

o Find out about our professional development

o View our range of skills guides for use across subjects and qualifications

o Learn more about Active Results

o Visit our Online Support Centre

YOUR CHECKLIST


https://www.ocr.org.uk/updates

https://www.ocr.org.uk/qualifications/professional-development/

https://www.ocr.org.uk/qualifications/skills-guides/

https://www.ocr.org.uk/activeresults


Download high-quality, exciting and innovative GCSE (9-1) Classical Civilisation resources from ocr.org.uk/gcseclassicalcivilisationResources and support for our GCSE (9-1) Classical Civilisation qualification, developed through collaboration between our Classics Subject Advisor, teachers and other subject experts, are available from our website. You can also contact our Classics Subject Advisor who can give you specialist advice, guidance and support.

Contact the team at:

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Specification CLASSICAL CIVILISATION