Outline

Overview

This unit consolidates the knowledge of Greek acquired in GRKA1601, GRKA2621 or by advanced study of Greek at school. It involves both formal language study, including practice in unseen translation and prose composition, and the close reading of extended extracts from Greek prose and/or verse texts. Increasing attention will be paid to the literary qualities, style, generic and socio-historical background of the texts, as well as to their grammar and syntax.

Unit details and rules

Academic unit	Classics and Ancient History
Credit points	6
Prerequisites ?	HSC Classical Greek or IB Greek or GRKA1601 or GRKA2621
Corequisites ?	None
Prohibitions ?	GRKA2603
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Tamara Neal, t.neal@sydney.edu.au
Lecturer(s)	Tamara Neal, t.neal@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Presentation See Canvas for details	7.5%	Multiple weeks	750 words
Outcomes assessed:
Small continuous assessment	Weekly quizzes See Canvas for details	20%	Please select a valid week from the list below	750 words equivalent
Outcomes assessed:
Small continuous assessment	Weekly exercises See Canvas for details	30%	Please select a valid week from the list below	1250 words equivalent
Outcomes assessed:
Online task	Final exam / exercise Final exam / exercise attempt is required in order to be eligible to pass.	30%	Please select a valid week from the list below	n/a
Outcomes assessed:
Small test	Vocabulary building See Canvas for details	2.5%	Please select a valid week from the list below	n/a
Outcomes assessed:
Participation	Participation, Collaboration & Reflection See Canvas for details	10%	Progressive	750 wrds
Outcomes assessed:
= hurdle task ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Work of exceptional standard. Demonstrates exceptional proficiency in the translation of the Classical Greek or Latin of the prescribed texts into English with unfailing precision and accuracy Shows a profound knowledge and understanding of the content and the cultural and historical background of the prescribed texts Demonstrates an exceptionally deep understanding and appreciation of the literary qualities and stylistic features of the literature being studied Shows a complete mastery of grammatical forms and demonstrates a precise understanding of their functions Presents a precise and accurate translation into English of unprepared passages of Classical Greek or Latin prose and verse, perfectly reproducing the meaning and tone of the original.
Distinction	75 - 84	Work of a superior standard. Demonstrates a superior ability to translate the Classical Greek or Latin of the prescribed texts into English in a manner which closely reflects the meaning and tone of the original Shows extensive knowledge and understanding of the content and the cultural and historical background of the prescribed texts Demonstrates a thorough understanding and an appreciation of the literary qualities and stylistic features of the literature being studied Shows a thorough control of grammatical forms and demonstrates a comprehensive understanding of their functions Presents an accurate translation into English of unprepared passages of Classical Greek or Latin prose and verse, reflecting the meaning and tone of the original.
Credit	65 - 74	High Credit (70-74%) Highly competent work, demonstrating clear capacity to complete Honours successfully. Demonstrates an ability to translate the Classical Greek or Latin of the prescribed texts into English in a manner which reflects the meaning and tone of the original with accuracy Shows knowledge and understanding of the content and the cultural and historical background of the prescribed texts Demonstrates a good understanding of the literary qualities and stylistic features of the literature being studied Recognises all grammatical forms and demonstrates a thorough understanding of their function Presents a generally accurate translation into English of unprepared passages of Classical Greek or Latin prose and verse conveying the overall sense of the original. Low Credit (65-69%) Competent work of considerable merit, demonstrating potential to complete Honours work, though further development needed to do so successfully. Demonstrates an ability to translate the Classical Greek or Latin of the prescribed texts into English in a manner which reflects the meaning and tone of the original with accuracy Shows knowledge and understanding of the content and the cultural and historical background of the prescribed texts Demonstrates a good understanding of the literary qualities and stylistic features of the literature being studied Recognises all grammatical forms and demonstrates a thorough understanding of their function Presents a generally accurate translation into English of unprepared passages of Classical Greek or Latin prose and verse conveying the overall sense of the original.
Pass	50 - 64	High Pass (60-64%) Competent work, though Honours is not recommended. Demonstrates an ability to translate much of the Classical Greek or Latin of the prescribed texts with some accuracy reflecting a basic understanding of the context and intention of the original Shows a basic understanding of the content of the prescribed texts Demonstrates some general knowledge of literary forms and an awareness of the stylistic features of the literature being studied Recognises most grammatical forms and demonstrates a sound understanding of their function Presents a translation into English of unprepared passages of Classical Greek or Latin prose and verse, which shows an understanding of much of the passage being read, but not the passage as a whole. Medium Pass (55-59%) Work of a satisfactory standard. Demonstrates the ability to translate parts of the Classical Greek or Latin of the prescribed texts Shows understanding of much of the content of the prescribed texts Recognises and comments at a basic level on some literary and stylistic features of the literature being studied Recognises many grammatical forms and demonstrates a basic understanding of their function Presents a translation into English of unprepared passages of Classical Greek or Latin prose and verse which manages to make sense of some contents even if it shows little understanding of the passage as a whole. Low Pass (50-54%) Work of an acceptable standard. Demonstrates a limited ability to translate parts of the Classical Greek or Latin of the prescribed texts Shows some understanding of the content of the prescribed texts Demonstrates a partial awareness of literary features of the literature being studied Recognises some grammatical forms demonstrates knowledge of a number of words in an unprepared passages of Classical Greek or Latin prose and verse and some awareness of their syntactic relations
Fail	0 - 49	Fail (Below 50%) Work not of an acceptable standard. Demonstrates very limited ability to translate parts of the Classical Greek or Latin of the prescribed texts Shows little or no understanding of the content of the prescribed texts Demonstrates little awareness of literary features of the literature being studied Recognises few grammatical forms Recognises only a few words in unprepared passages of Classical Greek or Latin prose and verse and a very limited capacity to identify their syntactic relations

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity	Learning outcomes
Weekly	Weekly lectures for one hour on each of Tuesday, Wednesday, and Thursday.	Lecture (3 hr)
Weekly	No Description	Tutorial (1 hr)

Attendance and class requirements

Weekly Schedule. Please refer to Canvas.
Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Lecture recording: Most lectures (in recording-equipped venues) will be recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Some readings for this unit can be accessed on the Library Reading List link available in the Canvas site.

Required reading: Keller, A. & Russell, S. (2012), Learn to Read Greek. Textbook Pt. 2, (Yale UP)
Required reading: Keller, A. & Russell, S. (2012), Learn to Read Greek. Workbook Pt. 2, (Yale UP)

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. gain knowledge of ancient Greek language
LO2. demonstrate problem-solving skills in reading and interpretation of a complex language
LO3. demonstrate analytical skills in investigating the ways texts use language to construct meaning and exercise persuasion
LO4. demonstrate skills in time-management, in prioritising and in working to definite goals and dead-lines
LO5. understand another culture's thought, values and expression.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.2		(Proficient) Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
1.1.3		(Highly Accomplished) Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.
1.2.2		(Proficient) Structure teaching programs using research and collegial advice about how students learn.
1.2.3		(Highly Accomplished) Expand understanding of how students learn using research and workplace knowledge.
1.3.2		(Proficient) Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.5.2		(Proficient) Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
1.5.3		(Highly Accomplished) Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.
1.6.2		(Proficient) Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
2.1.2		(Proficient) Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
2.1.3		(Highly Accomplished) Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.
2.1.4		(Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
2.2.2		(Proficient) Organise content into coherent, well-sequenced learning and teaching programs.
2.2.3		(Highly Accomplished) Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs.
2.3.2		(Proficient) Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
2.6.2		(Proficient) Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
3.1.2		(Proficient) Set explicit, challenging and achievable learning goals for all students.
3.2.2		(Proficient) Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
3.2.3		(Highly Accomplished) Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.
3.3.2		(Proficient) Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking.
3.3.3		(Highly Accomplished) Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
3.4.2		(Proficient) Select and/or create and use a range of resources, including ICT, to engage students in their learning.
3.5.2		(Proficient) Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
4.5.2		(Proficient) Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
5.2.2		(Proficient) Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
5.2.3		(Highly Accomplished) Select from an effective range of strategies to provide targeted feedback based on informed and timely judgements of each student’s current needs in order to progress learning.
6.2.2		(Proficient) Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.
6.3.2		(Proficient) Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
6.4.2		(Proficient) Undertake professional learning programs designed to address identified student learning needs.
7.1.2		(Proficient) Meet codes of ethics and conduct established by regulatory authorities, systems and schools.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The assessments have been slightly re-weighted to give the exam a more appropriate weight.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

GRKA2600: Intermediate Greek 1

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect