Comparison of texts around similar themes (other Shakespearean tragedies such as Hamlet or Titus Andronicus; or historical non-fiction explorations of Ancient Rome).
Poetic structure (verse and prose, iambic pentameter).

The rise and fall of the Roman Empire.
Key influences in the ancient world – Julius Caesar and the Roman Empire.
Written sources – the value of art in understanding historical events.

Unit 1 – SHARE: Students will explore the importance of drama to tell stories and share understandings of human experience. A hybridity of conventions and forms as well as a linear approach to storytelling will be explored.
Unit 3 – CHALLENGE: Students will explore how drama can be used to challenge our understanding of humanity over time. Investigate how dramatic form can be used to express philosophical and political viewpoints in action in society.
Unit 4 – TRANSFORM: Students explore inherited theatrical traditions and key dramatic works of the past as a springboard. Influential inherited theatrical traditions that have shaped and informed current dramatic practices in conjunction with emerging dramatic practices will be re-imagined, adapted, and transformed.

Core Topic 1 – DRAMATIC PRINCIPLES:
These principles are realised in dramatic practices through the planning, creating, adapting, producing, performing, appreciating and evaluating of their own and others’ dramatic works and processes in authentic situations.
PURPOSES AND CONTEXTS: Purposes and contexts work together to provide intent and frame the dramatic action and meaning. Includes dramatic, real and general contexts.
PRODUCTION ELEMENTS AND TECHNOLOGIES: Dramatic action and meaning is created and enhanced by production elements and technologies. Includes the applied theatre technologies such as stage management, design, music, lighting, sound.
Electives: Acting (stage and screen), directing, technical design and production, theatre through the ages.

Unit 1 – PERSPECTIVES AND TEXTS: Students explore individual and/or collective experiences and perspectives of the world through engaging with a variety of texts in a range of contexts. In responding to texts, students analyse the perspectives and representations of concepts, identities and/or groups in texts and how these shape their own and others’ ideas and perspectives.
Unit 3 – TEXTUAL CONNECTIONS: Students explore connections between texts by examining representations of the same concepts and issues in different texts. By examining texts in relation to other texts, students are offered opportunities to explore how connections between texts contribute to meaning-making.
Unit 4 – CLOSE STUDY OF LITERARY TEXTS: Students explore the world and human experience by engaging with literary texts from diverse times and places. They explore how these texts build a shared understanding of the human experience and through this become part of a cultural heritage.

Unit 1 – INTRODUCTION TO LITERARY STUDIES: Students develop knowledge and understanding of the ways literary styles and structures shape how texts are received and responded to by individual readers and audiences. Students study a range of literary forms from various contexts and consider how textual choices engage readers imaginatively, emotionally and critically.
Unit 2 – INTERTEXTUALITY: Students develop knowledge and understanding of the ways literary texts connect with each other. Students study texts that are closely related in terms of genre, theme and/or context, or texts that are adaptations of other texts.
Unit 3 – LITERATURE AND IDENTITY: Students develop knowledge and understanding of the relationship between language, culture and identity in literary texts. Through critical analysis, students consider how texts endorse, challenge or question cultural assumptions.
Unit 4 – INDEPENDENT EXPLORATIONS: Students demonstrate increasing independence in exploring, interpreting, analysing, and appreciating the aesthetic appeal of literary texts and the insights they offer. Explore how the dynamic nature of literary explorations and interpretations, and how a close examination of structure, style and subject matter of literary texts supports various responses.

Unit 2 – PERSONALITIES IN THEIR TIMES: Students investigate key personalities of the Ancient World in the context of their times. Students examine the social, political and economic institutions in which the personality is positioned and focus on an analysis and evaluation of the differing ways in which they have been interpreted and represented from ancient to modern times.
Topic 14: ALTERNATIVE CHOICE OF PERSONALITY
Unit 3 – RECONSTRUCTING THE ANCIENT WORLD: Students investigate significant historical periods through an analysis of relevant archaeological and written sources. Students examine how these sources have been used to construct an understanding of relevant social, political, religious and economic institutions and practices, key events and individuals of a historical period.
Topic 9: THE ‘FALL’ OF THE WESTERN ROMAN EMPIRE
Unit 4 – PEOPLE, POWER AND AUTHORITY: Students investigate an ancient society in an important historical period, with a particular emphasis on the nature and exercise of power and authority in that society, and how it was challenged in times of conflict. Students also study an individual who had a significant impact on that society.
Topic 5: ANCIENT ROME – Civil War and the Breakdown of the Republic
Topic 11: JULIUS CAESAR

Critical and Creative Thinking: “seeing or making new links that generate a positive outcome” or “generating open- and far-mindedness” or “inquisitiveness.”
Ethical Understanding: Students learn to develop ethical understanding as they explore ethical issues and interactions with others, discuss ideas and learn to be accountable as members of a democratic community.