DISTANCE LEARNING

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DISTANCE LEARNING

• GCSE AND AS

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HOW?

• VIDEO CONFERENCE
• INDEPENDENT LEARNERS COURSES
• e-mail

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VIDEO CONFERENCEWhat can we offer?

• PRE-GCSE (CLC BOOKS 1-3)
• GCSE (CLC BOOKS 4-5 SET TEXTS)
• AS
• A2
• LATIN
• ANCIENT GREEK
• CLASSICAL CIVILISATION

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IL COURSESWhat can we offer?

• GCSE LATIN
• AS LATIN
• AS CLASSICAL CIVILISATION ?
• AS CLASSICS (UNENDORSED)

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OCRS AS CC OPTIONS

• CC1 Archaeology Mycenae
• CC2 Homers Odyssey
• CC3 Roman Society and Thought
• CC4 Greek Tragedy
• CC5 Greek Historians
• CC6 City life in Roman Italy

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CSCP COURSES

• DEFINITE FOR 2008-9
• LATIN LI
• LATIN L2
• CLASSICS CC3
• SET TEXTS SEPARATELY IF WANTED

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AS CHOICESWHICH ARE POSSIBLE ON THESE MODULES

• LATIN L1L2
• CLASSICS L1CC3
• CLASSICS L2CC3

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CSCP POSSIBLE/FUTURE COURSES

• AS CC2 (HOMERS ODYSSEY) ?
• OR ANOTHER CC OPTION?
• A2 COURSES
• LATIN
• CLASSICS?

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CC2 WOULD MAKE POSSIBLE

• AS CLASSICAL CIVILISATION -CC2CC3
• MORE AS CLASSICS OPTIONS
• L1CC2 LANG HOMER
• L1CC3 LANG ROMAN THOUGHT
• L2CC2 LIT HOMER
• L2CC3 LIT ROMAN THOUGHT

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WHICH MIGHT LEAD TO

• A2 CLASSICS
• LATIN LIT VIRGIL IN TRANSLATION

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VC AND IL COURSES ADVANTAGES AND PROBLEMS
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GOOD THINGS ABOUT VC

• COMPARED WITH OTHER FORMS OF DISTANCE LEARNING
• LIKE A CLASSROOM
• IMMEDIATE FEEDBACK
• EASIER TO GIVE EXPLANATIONS
• FASTER LEARNING
• BETTER MOTIVATION

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PROBLEMS OF VC

• TIMING AND LOGISTICS
• (when and where and how often)
• TECHNICAL FAILURES
• TURN-TAKING ETIQUETTE
• SEATING ARRANGEMENTS
• COST
• SITTING? WHAT TO LOOK AT?
• GETTING HOMEWORK

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LOGISTICSMY TIMETABLE THIS YEAR
7.45-8.30 8.20-9.10 8.00-8.50

12.30-1.20 12.30-1.20 12.45-1.30 12.30-1.20 12.30-1.20

3.45-5.15 3.30-4.20 3.30-4.30 3.10-4.00
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ADVANTAGES OF INDEPENDENT LEARNER COURSES

• MAKES SUBJECT AVAILABLE
• STUDY AT OWN PACE
• FLEXIBILITY IN TIME AND PLACE
• FOSTERS STUDENTS TIME MANAGEMENT SKILLS ETC.

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PROBLEMS WITH IL COURSES

• STUDENT MOTIVATION AND TIME MANAGEMENT
• STUDENTS LACK COMMUNICATION WITH PEERS

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THE SOLUTIONS

• THE FACILITATOR
• THE TUTOR
• PARENTS?
• SCHOOL?

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ROLE OF THE FACILITATOR

• GETTING STUDENTS
• ARRANGING SESSIONS
• PREPARING STUDENTS
• ARRANGING SUPERVISION
• MOTIVATING
• GETTING HOMEWORK
• SUPPORTING STUDENTS
• LIASING WITH TUTOR
• REPORTING TO OTHERS

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ROLE OF THE TUTOR

• TEACHING!
• MARKING AND ASSESSMENT
• MOTIVATING
• FEEDBACK TO FACILITATOR
• SUPPORT FOR FACILITATOR
• REPORT WRITING
• VISITING?

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GCSE IL COURSE DETAILS
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GCSE IL COURSE STRUCTURE

• 28 study sessions.
• A balance of material on language and literature.
• Sessions require approximately 2.5 - 3 hours
  study
• Assignments to send to e-tutor for assessment and
  feedback.
• Materials for study a topic of Roman Life
  requiring about 15 hours study in all.
• The total study time for the whole Course is in
  the region of 100 hours.

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GCSE IL COURSE COSTAND BENEFITS

• The cost of the GCSE course is 250.
• For this you receive
• e-tutor support until the examination
• Independent Study Guide
• Study support materials
• Access to the e-board
• Support from the Cambridge School Classics
  Project office

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GCSE LANGUAGE SUPORT MATERIALS

• VOCABULARY LIST (PRINTED)
• VOCABULARY LIST ONLINE TESTER
• INFORMATION (ONLINE)
• ASSIGNMENTS (ONLINE)

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EXAMPLE OF GCSE BACKGROUND INFO

• Page 1 Picture
• Look at the picture. It shows a model of the
  city of Rome in the time of Constantine, 4th
  century AD, with a population of a million.
  Notice the apparently unplanned layout of the
  city, the River Tiber, the Colosseum and the
  Circus Maximus (chariot-racing track). The little
  hill near the river is the Capitol, with the
  temple of Jupiter on it, and below and to the
  right is the Roman Forum. You may wish to refer
  to the labelled drawing of the city on page 43 to
  help you identify the sites.

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EXAMPLE OF GCSE LANGUAGE INFO PRACTICE

• Pages 2-3 Model Sentences
• The images and model sentences describe the Roman
  Forum and introduce the new grammatical feature
  the Present Passive. Look at the pictures and
  read all the sentences in Latin to get some idea
  of what they are about. Then answer the following
  questions and check your answers against those
  given at the end of this session. If you have any
  queries, please do not hesitate to contact your
  tutor.
• 1a. What is in the middle of Rome? 2
• 1b. What is it called? 1
• 1c. Who is worshipped in the temple? 1
• 1d. Where is the temple? 1
• 2a. Where is the Roman Forum? 1
• 2b. Complete this translation The Forum is
  ................by a huge crowd of
  ......................... every day. 2

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EXAMPLE OF SYNOPSIS OF STORIES

• Pages 6-7 Masada I et II
• Storyline
• The Jewish woman tells Simon, her eldest son,
  about Titus destruction of Jerusalem, the Jews
  resistance to the Romans, and their final stand
  at Masada under Eleazar. Simon hears how most
  Jews, including his father, committed mass
  suicide rather than submit to the Romans, while
  his mother and grandmother hid underground with
  the children. He is inspired by his fathers
  example.
• Read the English translation of Masada I and II.

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EXAMPLE OF GCSE ASSIGNMENTS AND ADVICE

• Page 8 About the language 1 passive verbs
• Study paragraphs 1, 2 and 3 carefully. You may
  wish to make your own notes on the information.
  If you have any questions about the information
  or examples given, email your tutor straightaway.
  If you are happy with the form and translation of
  passive verbs in the present and imperfect
  tenses, translate sentences a to f and send your
  translations to your tutor. Make sure you write
  complete sentences for each of the verbs given in
  c and f.
• E.g. laudantur they are praised (rather than
  simply praised)

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EXAMPLE OF GCSE OPTIONAL ASSIGNMENT

• Page 14 Practising the language exercise 1
• This is an optional exercise, as its quite
  challenging. If you feel very confident with your
  grammar, have a go, but if youd rather leave
  this out please feel free to do so.
• Exercise 1 revises the formation of the imperfect
  subjunctive (formed from the present infinitive
  (-re) followed by the relevant personal ending)
  and its use in purpose clauses (also known as
  final clauses). In such clauses, ut is translated
  as in order to or simply to. As the exercise
  says, all the forms of the imperfect subjunctive
  are given on page 128, and you may

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GCSE LITERATURE SUPPORT MATERIALS

• TRANSLATIONS PRINTED
• NOTES ONLINE
• ASSIGNMENTS - ONLINE

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GCSE LITERATURE METHOD OF STUDY

• Study the passage and the notes.
• Use the translations provided, as and when you
  need.
• Once you understand the Latin, answer the
  questions at the end of this assignment, and send
  your answers to your tutor.

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EXAMPLE OF GCSE LITERATURE NOTES

• religiones interpretantur They interpret
  religious questions. This includes the
  doctrines, beliefs, divination of omens and
  signs, and the feelings of the worshippers.

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ANOTHER EXAMPLE OF GCSE LITERATURE NOTE

• magnoque hi sunt apud eos honore They the
  Druids are held in great honour among them the
  Gauls. Caesar indicates the high status of the
  Druids in the words magno honore.

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EXAMPLE OF GCSE LITERATURE QUESTIONS

• Druides interpretantur, ll. 1-2 what three
  things are we told about the Druids in lines
  1-2? 3
• ad hos honore, ll 2-4
• a. Which people does Caesar say come to the
  Druids and why? 2
• b. Quote two Latin words from lines 2-4 which
  show the status of the Druids. 1

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GCSE WHAT ELSE?

• PAST PAPERS
• EXAM ADVICE
• HELP ARRANGING CENTRE TO SIT THE EXAM

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AS INDEPENDENT LEARNING COURSES
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AS MODULES COST

• 600 FULL COURSE (2 MODULES)
• 350 LATIN LITERATURE
• 350 LATIN LANGUAGE
• 350 CC3
• 200 HALF LITERATURE

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AS LATIN LANGUAGECOURSE STRUCTURE

• GRAMMAR AND SYNTAX
• UNSEEN
• VOCABULARY
• EXTRA READING
• (FOR CICERO UNSEEN)
• IN 26 SESSIONS

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AS LATIN ASSIGNMENTS

• GUIDED VOCABULARY LEARNING
• GRAMMAR AND SYNTAX TRANSLATION
• TWO OR THREE UNSEENS PER SESSION ONE TO BE SENT
  TO TUTOR FOR ASSESSMENT
• UNSEEN TRANSLATION FROM TEXTBOOK - INTRODUCING
  CICERO
• PAST PAPERS OCCASIONALLY

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EXAMPLE OF AS LATIN GRAMMAR INFO ASSIGNMENT

• Next turn to Section 12 and study direct
  commands. Notice that when the subjunctive is
  used on its own (i.e. when not introduced by cum,
  ut or the like) it can be translated "let ...".
  This form is known as the jussive subjunctive
  ("jussive" comes from the Latin verb "iubeo, ere,
  iussi, iussus", meaning "I order") since it is
  ordering someone to do something. Once you have
  studied Section 12, translate the commands in
  paragraph 4 and send them to your tutor.

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AS LATIN LANGUAGE MATERIALS PROVIDED

• VOCABUARY TESTER
• NOTES ONLINE
• TRANSLATIONS OF UNSEENS FOR CHECKING OWN WORK
• TRANSLATIONS PARTS OF INTRODUCTION TO CICERO

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AS LITERATURECOURSE MATERIALS PROVIDED

• TRANSLATIONS OF ALL THE SET TEXT
• NOTES ONLINE
• SOME MODEL ANSWERS

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AS LATIN LITERATUREASSIGNMENTS

• COMPREHENSION AND ANALYSIS QUESTIONS
• PAST PAPERS OCCASIONALLY

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AS CC3 INDEPENDENT LEARNER COURSE

• STUDY OF LETTERS BY PLINY AND SATIRES BY HORACE,
  JUVENAL AND PETRONIUS
• 26 SESSIONS
• NOTES ONLINE
• COMMENTARY QUESTIONS
• ESSAY PRACTICE

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HOW CAN WE HELP YOU?