The World of the Hero
This is a compulsory component consisting of a study of one of Homer’s epics, either The Iliad or The Odyssey. (At AG6 we usually study The Iliad), and Virgil’s Aeneid
Culture and the Arts – The Imperial Image
The idea of a politician ‘spinning’ their public image is one which is very familiar from our contemporary media; and so this exploration of a Roman politician and his successful propaganda campaign is both highly relevant and engaging. This component is the study of the visual and material culture of Augustus Caesar.
Beliefs and Ideas – Greek Religion
Studying the practicalities of religious ritual, and the role it played in society, alongside the functions and layout of famous temple complexes, will help develop your sense of the central role religion played in the life of everyday people. You will also explore the nature of the gods and their relationship with mortals.
| Component | Assessment | Duration | Weighting |
|---|---|---|---|
| 1: The World of the Hero | TBC | TBC | 40% |
| 2: Culture and the Arts | TBC | TBC | 30% |
| 3: Beliefs and Ideas | TBC | TBC | 30% |
Year 12
Half Term 1 (Sept-Nov)
Half Term 2 (Nov – Dec)
Half Term 3 (Jan – Feb)
Half Term 4 (Feb – March)
Half Term 5 (April – May)
Half Term 6 (May – July)
Half Term 1 (Sept-Nov)
Focus and Topic
- Iliad: Foundations & Beginnings
- Imperial Image: Foundations & Beginnings
Core Knowledge
- Plot of Books 1, 3, 4. Key heroic values (Timē, Kleos, menis). Homeric language (speeches, formulae, similes). The “Homeric question” (oral tradition). Key characters (Achilles, Agamemnon, Paris, Menelaus, Thetis). Modern scholarship (Bill Allan).
- Reasons for Octavian’s association with JC (popularity, military, Julian ancestry), methods used (e.g., coinage), and the dangers/distancing strategies. Visual source: Aureus of Octavian/JC.
Core Skills
- Close reading of epic poetry, analyzing literary devices (vivid language, sympathy, characterisation, tension).
- Analysing visual sources (coinage) for propaganda, identifying strategies of image creation, answering short-answer and 10-mark questions.
Assessment
- Mother brushing away a fly extract book 4 – How does Homer’s use of language make this passage especially vivid? (10)
- “How similar do Octavian and JC seem based on their depiction on the coin?” (10)
Half Term 2 (Nov – Dec)
Focus and Topic
- Iliad: Relationships
- Imperial Image: Power Struggle
Core Knowledge
- Plot of Books 6, 9, 10. Hector & Andromache vs. Paris & Helen. Agamemnon’s character development. Function of speeches. The Greek camp. Modern scholarship (William Allan, Mark W Edwards).
- Octavian/Augustus’ methods for power consolidation (Imperator title, beneficence). Use of Apollo vs. Dionysus imagery (Zanker). Livia as matrona vs. Cleopatra (Horace, Propertius). Presentation of Actium as peace vs. military reality. Visual sources: Portrait of Livia, Denarius (Octavian/Pax).
Core Skills
- Character comparison, analyzing narrative structure and parallel scenes, interpreting speeches, integrating modern scholarship into analysis.
- Comparing and contrasting figures’ public images, analyzing multi-source evidence (literary & visual), structuring 20-mark questions using sources.
Assessment
- Explain how important you think the familial relationships are in The Iliad? Justify your response with evidence from the text. (20)
- Explain how far both Image 1 and Image 2 create a positive impression of Livia. (10)
Half Term 3 (Jan – Feb)
Focus and Topic
- Iliad: The escalation of conflict
- Imperial Image: Augustus’ Reign
Core Knowledge
- Plot of Books 16, 17 (Patroclus’ death). Themes of life in the Trojan camp, comparison of characters (Patroclus), and Homeric techniques in battle scenes. Modern scholarship (William Allan, B Fenik, Peter Jones, Mark Edwards).
- Augustus’ methods of distancing from JC. Detailed understanding of his presentation as military commander (Imperator), religious leader (restoring cults, temples, personal divinity), cultural innovator (Golden Age, building program, Secular Games), and “Father of the State” (Pater Patriae, morality promotion, family role models).
Core Skills
- Analysing cause and effect of major plot points (e.g., Patroclus’ death), evaluating poetic skill in portraying death and suffering, using specific textual evidence effectively.
- Comprehensive analysis of multiple, diverse sources (literary, archaeological, numismatic) to understand Augustus’ complex image. Preparing for 20- and 30-mark questions by planning arguments and integrating diverse evidence.
Assessment
- Half Term 3: 10 mark question How does Homer display his skills as a poet in this passage from book 17?
- Half term 4: Explain who you think is the most to blame for the death of Patroclus. You may use passage A as a starting point in your answer. (20)
- Half term 3: How successfully did Augustus ‘rebrand’ himself after he assumed sole power? (20)
- Half Half term 4: ‘Only Literature could convey a positive image of Augustus’. Explain how far you agree. (30)
Half Term 4 (Feb – March)
Focus and Topic
- Iliad: The escalation of conflict
- Imperial Image: Augustus’ Reign
Core Knowledge
- Plot of Books 16, 17 (Patroclus’ death). Themes of life in the Trojan camp, comparison of characters (Patroclus), and Homeric techniques in battle scenes. Modern scholarship (William Allan, B Fenik, Peter Jones, Mark Edwards).
- Augustus’ methods of distancing from JC. Detailed understanding of his presentation as military commander (Imperator), religious leader (restoring cults, temples, personal divinity), cultural innovator (Golden Age, building program, Secular Games), and “Father of the State” (Pater Patriae, morality promotion, family role models).
Core Skills
- Analysing cause and effect of major plot points (e.g., Patroclus’ death), evaluating poetic skill in portraying death and suffering, using specific textual evidence effectively.
- Comprehensive analysis of multiple, diverse sources (literary, archaeological, numismatic) to understand Augustus’ complex image. Preparing for 20- and 30-mark questions by planning arguments and integrating diverse evidence.
Assessment
- Half Term 3: 10 mark question How does Homer display his skills as a poet in this passage from book 17?
- Half term 4: Explain who you think is the most to blame for the death of Patroclus. You may use passage A as a starting point in your answer. (20)
- Half term 3: How successfully did Augustus ‘rebrand’ himself after he assumed sole power? (20)
- Half Half term 4: ‘Only Literature could convey a positive image of Augustus’. Explain how far you agree. (30)
Half Term 5 (April – May)
Focus and Topic
- Iliad: Resolution
- Imperial Image: Augustus’ Legacy
Core Knowledge
- Achilles’ return to battle, the climactic duel, funerary rites, and the reconciliation between enemies (Books 18, 19, 22, 23, 24).
- Augustus’ overall legacy. Revisit key aspects of his image (Divi Filius, Imperator, religious leader, Culture Hero, Pater Patriae). Analysis of later sources (Suetonius, Sebasteion at Aphrodisias) to assess the enduring impact and evolution of his image.
Core Skills
- Analysing detailed descriptions (ekphrasis), understanding thematic development over the entire epic, synthesising knowledge to answer broad questions about the epic’s message.
- Evaluating the long-term impact of propaganda, comparing contemporary vs. later representations, synthesizing knowledge from across the topic to answer comprehensive exam questions.
Assessment
- Half term 5: 10 marks How effective is the description of the shield of Achilles?
- Half term 6: Mock Exam
- Half term 5: How close is Suetonius’ version of Augustus’ life to the version that Augustus presented during his own lifetime? What does this imply about the effectiveness of Augustus’ propaganda campaign
- Half term 6: Mock Exam
Half Term 6 (May – July)
Focus and Topic
- Iliad: Resolution
- Imperial Image: Augustus’ Legacy
Core Knowledge
- Achilles’ return to battle, the climactic duel, funerary rites, and the reconciliation between enemies (Books 18, 19, 22, 23, 24).
- Augustus’ overall legacy. Revisit key aspects of his image (Divi Filius, Imperator, religious leader, Culture Hero, Pater Patriae). Analysis of later sources (Suetonius, Sebasteion at Aphrodisias) to assess the enduring impact and evolution of his image.
Core Skills
- Analysing detailed descriptions (ekphrasis), understanding thematic development over the entire epic, synthesising knowledge to answer broad questions about the epic’s message.
- Evaluating the long-term impact of propaganda, comparing contemporary vs. later representations, synthesizing knowledge from across the topic to answer comprehensive exam questions.
Assessment
- Half term 5: 10 marks How effective is the description of the shield of Achilles?
- Half term 6: Mock Exam
- Half term 5: How close is Suetonius’ version of Augustus’ life to the version that Augustus presented during his own lifetime? What does this imply about the effectiveness of Augustus’ propaganda campaign
- Half term 6: Mock Exam
Year 13
Half Term 1 (Sept-Nov)
Half Term 2 (Nov – Dec)
Half Term 3 (Jan – Feb)
Half Term 4 (Feb – March)
Half Term 5 (April – May)
Half Term 6 (May – July)
Half Term 1 (Sept-Nov)
Focus and Topic
- Greek Religion: Nature of the Gods
- Books 1 & 2 Aeneid
Core Knowledge
- Portrayal of gods in Homer and Hesiod (anthropomorphism, divine intervention), concepts of fate, justice, and hubris.
- Literary techniques; initial characterisation and themes; context; historical and political background
Core Skills
- Analysing literary sources, identifying authorial perspective, forming thesis statements, structuring argumentative essays.
- Analysing the literary and thematic content of the Aeneid while critically evaluating its complex social, cultural, religious, and political contexts.
Assessment
- Explain what the Panathenaic Amphora suggests about the religiosity of the Panathenaia or what the source tells us about the way in which this goddess was thought about by her polis (10)
- 10 Mark Question – analysis of a passage
Half Term 2 (Nov – Dec)
Focus and Topic
- Personal Experience of the Divine
- Virgil’s Aeneid Books 4,6 and 7
Core Knowledge
- Functioning of the Oracle at Delphi (Pythia, process, ambiguity), characteristics of mystery cults (e.g., Eleusinian Mysteries, initiation, afterlife promises), reasons for and types of hero cults (e.g., Asclepius), and primary sources for these practices.
- Plot, literary techniques, key characters and themes
Core Skills
- Interpreting archaeological and textual evidence for personal religious experiences, distinguishing between public and private religion, structured discussion and debate.
- Analysing the literary and thematic content of the books 4, 6 & 7. Critically evaluating the themes, techniques and contexts.
Assessment
- Greek religion never allowed the individual to experience the divine on a personal level.’ Using what you know SO FAR, evaluate how far you agree with this statement. (20)
- 20 Mark Question – analysis of a passage and relating it to the wider text
Half Term 3 (Jan – Feb)
Focus and Topic
- Religion and Society
- Virgil’s Aeneid Books 8 & 9
Core Knowledge
- The intertwining of religion with Athenian political institutions and civic identity, major festivals (Panathenaia, City Dionysia), the definition and examples of impiety and its consequences, and philosophical critiques of religion (e.g., Socrates, Xenophanes).
- Plot, literary techniques, key characters and themes
Core Skills
- Analysing historical and philosophical texts, understanding social and political context, formulating arguments about religious influence, source-based analysis.
- Analysing the literary and thematic content of the books 8 & 9. Critically evaluating the themes, techniques and contexts.
Assessment
- Mock Exam They will answer a series of questions. This includes short-answer questions (identifying details, explaining significance) and a short essay (e.g., “To what extent did impiety pose a threat to Athenian society?”).
- Mock Exam (Y13) Assessment
Half Term 4 (Feb – March)
Focus and Topic
- Places of Worship
- Virgil’s Aeneid Books 10 – 12
Core Knowledge
- The concept of temenos, types of sanctuaries (urban, rural, Panhellenic), key architectural elements of temples and sacred precincts, detailed case studies of Olympia, Delphi, and the Athenian Acropolis (Parthenon, Erechtheion, Propylaea).
- Plot, literary techniques, key characters and themes
Core Skills
- Interpreting archaeological evidence (plans, images, sculpture), visual literacy, spatial reasoning, connecting physical structures to religious function.
- Analysis of books 10-12. Exploration of modern scholarship so as to critically explore and explain the possibility of different responses to a text from different audiences.
Assessment
- ‘The Athenian Acropolis and the sanctuary at Olympia celebrated human achievements more than they celebrated the gods.’ Assess to what extent you agree with this statement. Justify your response. (30 marks)
- 30 Mark Essay Question with introduction of modern scholarship.
Half Term 5 (April – May)
Focus and Topic
- Rituals and Priests & Religion and Philosophy
- Revision of all content.
Core Knowledge
- Detailed understanding of core rituals (prayer, libations, votive offerings, animal sacrifice – thusia), the roles and appointment of priests and religious officials, and the specific criticisms of religion by Xenophanes, Socrates, and Plato.
- All Content
Core Skills
- In-depth source analysis of ritual descriptions and philosophical arguments, synthesizing knowledge from across all terms, advanced essay writing, and exam practice for various question types (including those with secondary source snippets).
- Revising Key Skills
Assessment
- ‘‘Homer and Hesiod had more influence on Greek religious beliefs than any Greek philosophers’. Assess to what extent you think this is true. Justify your response. You may use your knowledge of Xenophanes as a starting point in your answer. [20]
- The A Level Exam! Papers 1 & 2
Half Term 6 (May – July)
Focus and Topic
- Revision
Core Knowledge
- Revision
Core Skills
- Revision
Assessment
- The A Level Exam! Paper 3
Key Info
- Start Date: September 2026
- Awarding Body: TBC
- Study Mode: Full Time
- Course Length: 2 Years
Entry Requirements
TBC
Complementary Subjects
Career Opportunities