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Honour Moderations
Honour Moderations
Honour Moderations
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Honour Moderations (or Mods) are a set of examinations at the University of Oxford at the end of the first part of some degree courses (e.g., Greats or Literae Humaniores).[1][2]

Honour Moderations candidates have a class awarded (hence the 'honours'). However, this does not count towards the final degree. In other courses, Prelims (i.e., preliminary examinations) are the first set of examinations but have no class awarded for them. These first examinations are termed 'First Public Examinations'. Having passed the First Public Examinations, students take a course leading to the 'Second Public Examinations', more commonly known as Finals. Finals are held at the end of all first degree courses at Oxford for arts subjects and may be split into examinations after the second, third and, if applicable, fourth year for some science subjects.

Honour Moderations in Classics has been called one of the hardest examinations in the world.[3] However, in recent years, the subject matter has been changed so that proficiency in both Latin and Greek languages is no longer required and the number of papers in the exam has been reduced, along with an extension in the time allowed to finish.[4]

Mods in Classics

[edit]

The Mods course in Classics (Literae Humaniores) runs for the first five terms of the course. The traditional aim was for students to develop their ability to read fluently in Latin (especially the Aeneid of Virgil) and Greek (concentrating on the Iliad and the Odyssey); this remains the case today, but the course has changed to reflect the continuing decline in the numbers of applicants who have had the opportunity to study Greek and Latin at school.

Since the early 1970s, students can begin learning Greek during the preparation for Mods (an option originally called Mods-B, the brainchild of John G Griffiths of Jesus College). More recently, due to the omission of Latin and Greek from the National Curriculum since 1988, options have been added for those without Latin either. Classics I at Oxford receives some of the most privileged students in the country, with a majority coming from fee-paying schools with high-quality teaching.[5] It is also statistically one of the courses with the highest acceptance rates.[6]

There are now five alternative paths through Mods:

  • Students with both Latin and Greek at A-level or equivalent take the traditional route, Mods IA.
  • Those with one such language do Mods IB (Latin plus beginners' Greek) or Mods IC (Greek plus beginners' Latin).
  • Students with a strong aptitude for languages who have not learned Latin or Greek can take either Mods IIA (beginners' Latin only) or Mods IIB (beginners' Greek only).

Language tuition is now organized centrally within the University by the Faculty of Classics, leaving the colleges free to concentrate on teaching classical literature/rhetoric, history and philosophy.

The Mods examination has a reputation as something of an ordeal. It has changed in the 21st century from 11 or 12 three-hour papers across seven consecutive days into 10 or 11 three-hour papers across seven or eight days. Candidates for Classical Mods thus still face a much larger number of exams than undergraduates reading for most other degrees at Oxford sit for their Mods, Prelims or even, in many cases, Finals.

Students who pass Mods may then go on to study the full Greats course in their remaining seven terms. Those choosing the 'Course II' version are expected to read as many of their Finals texts in the original of their chosen language as those on Course I. Moreover, there is the option of studying the second Classical language as two papers at Finals.

References

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See also

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Honour Moderations

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Honour Moderations, often abbreviated as Honour Mods or simply Mods, constitute the First Public Examination at the for students pursuing certain courses, such as () and , typically sat at the conclusion of five terms of undergraduate study. These examinations assess foundational knowledge in core disciplines, including ancient languages, literature, , , and archaeology for , with candidates classified into honours divisions based on performance. Introduced in the 19th century as part of Oxford's evolving examination system, Honour Moderations mark a midpoint milestone before the Final Honour School examinations, emphasizing depth in classical or mathematical subjects over breadth in preliminary assessments. Successful completion requires proficiency in original language texts and critical analysis, reflecting the university's tutorial-based pedagogy that prioritizes intensive, individualized instruction. The rigour of Mods has historically shaped Oxford's academic reputation, fostering skills in textual interpretation and logical reasoning essential for advanced scholarship. While pass/fail Preliminaries suffice for other courses, Honour Moderations' classified outcomes provide early indicators of distinction, influencing progression and scholarly trajectories.

Overview

Definition and Purpose

Honour Moderations, often abbreviated as Honour Mods or simply Mods, is the First Public Examination for undergraduate students reading () at the . This assessment marks the midpoint of the four-year degree, typically sat in of the third undergraduate year after five terms of study spanning ancient languages, literature, history, , , and . The examination's core purpose is to rigorously evaluate mastery of foundational elements in classical scholarship, including proficiency in Latin and Greek translation, composition, and comprehension of canonical texts from authors such as , , and . It tests the acquisition of essential skills and factual knowledge—such as grammatical precision, historical chronology, and analytical interpretation—acquired over the preliminary stages, thereby confirming readiness for specialized research-oriented work in the Final Honour School. By classifying results into categories of distinction (e.g., first-class honours), Honour Moderations not only determines progression but also influences academic standing, with high performance enabling exemptions from certain final-year requirements or access to advanced options. This structure underscores Oxford's emphasis on sequential depth in education, prioritizing linguistic and interpretive competence before elective specialization.

Scope and Subjects

Honour Moderations constitutes the initial phase of the degree in () at the , spanning the first five terms of undergraduate study and culminating in public examinations at the end of in the second year. This foundational stage emphasizes intensive training in the languages and core disciplines of and , preparing students for advanced specialization in the subsequent "Greats" phase of the degree. It is primarily designed for the standalone course but also serves as the preliminary examination for joint honors programs, such as and Modern Languages or and , where students complete additional requirements in their secondary field. The curriculum integrates linguistic proficiency, literary analysis, philosophical inquiry, and historical or archaeological context, with examinations structured around either six papers for single-language candidates (Greek or Latin only) or nine papers for dual-language candidates. Paper I requires a portfolio of three essays (1,500–2,000 words each) on Greek and , submitted in Week 3 of . Papers II and III involve commentary on prescribed Greek and Latin literary texts, respectively, testing comprehension and interpretation of authors such as Homer's , Euripides' tragedies, , , and Virgil's . Paper IV focuses on a philosophy special subject, with options including Plato's dialogues (e.g., and ), Cicero's works, or early Greek philosophers, emphasizing argumentative analysis and ethical concepts. Paper V covers a special subject in , , or , drawn from nine options such as Athenian revolutions, Thucydides' , Roman , or linguistic evolution in classical languages. Language proficiency is assessed through dedicated papers: for Greek, Paper VI (prepared translation from texts like ) and Paper VIII (unprepared translation, prose composition, and grammar); equivalent Latin papers are VII and IX. These components ensure a rigorous, multi-disciplinary foundation, with syllabi updated annually by the Faculty of and Faculty of boards.

Historical Development

Origins and Early Implementation

Honour Moderations were established in as an intermediate examination in the course at the , serving as a prerequisite for proceeding to final honour schools. This reform aimed to structure undergraduate studies more rigorously, positioning Moderations roughly halfway through the degree and emphasizing foundational skills before specialized finals. Initially focused on classical subjects, Honour Moderations tested candidates' proficiency in Latin and Greek translation, grammar, and composition, aligning with the dominance of —the honour school of formalized in the examination statutes of 1800. In its early years, the examination for candidates under Honour Moderations prioritized linguistic competence over broader historical or philosophical analysis, requiring students to demonstrate accurate rendering of prescribed texts and basic literary knowledge. Until 1887, all undergraduates pursuing any honours degree were compelled to pass either Honour or Pass Moderations in , underscoring the system's role in enforcing a uniform classical baseline amid debates over rigidity. Minor adjustments in 1872 introduced "set authors" for the first time, standardizing the syllabus by mandating specific classical works for study and examination, which enhanced predictability but also intensified preparation demands. This framework reflected Oxford's commitment to classical humanism as the pinnacle of , with successful candidates classified into honours divisions based on performance.

Expansion and Standardization

Following the initial implementation of Honour Moderations in classical studies in the early , expansion to other disciplines aligned with the establishment of new honour schools amid broader university reforms. By the , Honour Moderations in had been introduced, with dedicated mathematical honours examinations overseen by moderators as early as 1855. This marked a shift from the classical monopoly, enabling specialized preliminary assessments that tested foundational proficiency in quantitative subjects while maintaining the emphasis on honours . Further expansion occurred with the diversification of honour schools in and modern history, which were formally separated in 1872, prompting the development of tailored Moderations or equivalent preliminary structures to assess early competence in legal and historical analysis. By the late , additional fields such as natural sciences adopted similar formats, reflecting the university's response to demands for rigorous, subject-aligned entry points to final honours. Standardization advanced through regulatory changes, including the 1850 Royal Commission's push for uniform examination statutes, which formalized Moderations as a distinct first public examination across emerging schools. In , a key milestone came in 1872 with the mandate of set authors, reducing variability in syllabi and ensuring consistent evaluation of linguistic and literary skills. These measures, culminating in the 1887 abolition of compulsory classical Moderations for non-classicists, entrenched a standardized model: intensive, honours-tier assessments after approximately two years, classified into divisions to identify exceptional candidates while allowing subject-specific adaptation. This framework balanced university-wide coherence with disciplinary depth, influencing the structure of Oxford's undergraduate progression into the 20th century.

Examination Format

Structure in Classics

Honour Moderations in forms the initial phase of the University of Oxford's degree, spanning the first five terms of undergraduate study and assessed through a series of written examinations. Students are divided into courses (e.g., 1A, 1B, 1C, 2A, 2B) based on prior proficiency in ancient languages, with Course 1A requiring competence in both Greek and Latin from entry, while others provide introductory training in one or both. The curriculum integrates literature, history, philosophy, , and , emphasizing close textual analysis, translation, and contextual interpretation to build foundational skills in classical languages and thought. The examination comprises 10 papers, each lasting three hours, covering core texts and skills. Paper I focuses on Homer's (varying books by course, e.g., Books I-IX and XVI-XXIV for 1A), testing , , commentary, and thematic essays on elements like heroic values and structure. Paper II examines Virgil's (Books I-VI and XII), assessing similar skills in , metre, and analysis of Augustan ideology and epic tradition. Papers III and IV address "Texts and Contexts," with Paper III requiring an essay (including a picture-based question) on interdisciplinary themes such as the Persian Wars, and drama, love and luxury, or social class, drawing from literary and archaeological sources; Paper IV involves translating six passages (three Greek, three Latin). Specialist papers V and VI allow choice within philosophy and classical studies. Paper V, the Philosophy Special Subject, options include Early Greek Philosophy (e.g., Pre-Socratics like and ), Plato's and on ethics and knowledge, Lucretius' IV on Epicurean perception, or introductory covering morals and logic. Paper VI, the Classical Special Subject, offers groups such as and the West, Aristophanes' political comedy, and , and , archaeological topics like Homeric archaeology or Roman architecture, or and comparative . Language proficiency is evaluated in Papers VII-IX (unprepared Greek/Latin translation and composition) and X (Latin language, focusing on accidence, syntax, and prose), with adaptations for courses starting without one language. Assessments emphasize linguistic accuracy, interpretive depth, and argumentative essay-writing, with no coursework contributing to the final classification of First, Second (Upper/Lower), or Third Class Honours. Examinations occur in Hilary Term of the third undergraduate term (typically late January to early February), following intensive preparation via lectures, tutorials, and classes. This structure, refined through periodic faculty reviews, aims to ensure rigorous grounding before advancing to the final stages of the degree.

Application to Other Disciplines

While primarily designed for the () course, Honour Moderations have been integrated into joint honours programs that bridge with other disciplines, requiring students to demonstrate foundational competence in and Latin before specializing further. In the in and Modern Languages, candidates complete Honour Moderations over the first five terms, focusing on classical texts, , and composition, which accounts for approximately 40% of the overall degree assessment and determines progression to advanced modules such as French, German, or and . This structure ensures a rigorous philological base, with examinations comprising 12 papers including unseen translations and prose composition, held in of the second undergraduate year. Similarly, for the Honour School of and Oriental Studies, students must pass Honour Moderations in —or an approved equivalent preliminary in ancient languages—to qualify for subsequent papers in , , Hebrew, Persian, or , blending with Eastern civilizations. These adaptations, formalized in the late , maintain the original emphasis on linguistic precision and textual analysis, with success rates varying by cohort; for instance, first-class results in Honour Moderations for joint programs hovered around 20-25% in recent years, reflecting the sustained intensity. Beyond direct extensions, the Honour Moderations model of classified early assessment has parallels in other Oxford disciplines, though without the "honour" designation or ancient language focus. In , Moderations at the end of the first year test core competencies in , , probability, and dynamics through six papers, providing a benchmark for honours progression akin to the classificatory rigour of Honour Moderations, albeit with a quantitative rather than qualitative orientation. This format, established since the , influences final degree outcomes by identifying early aptitude, with internal moderation ensuring consistency across examiners. In disciplines like (PPE), preliminary examinations assess introductory logic and quantitative methods, echoing the foundational vetting but remaining unclassified to prioritize breadth over early specialization. These variations highlight how the principles of intensive, milestone-based evaluation from Honour Moderations inform broader undergraduate rigour at , without uniform adoption across STEM or modern humanities fields.

Reforms and Changes

Mid-20th Century Adjustments

Following the disruptions of the Second World War, during which Honour Moderations in were often completed via shortened wartime courses to expedite graduates for , the examination returned to its standard five-term format by the late 1940s. This restoration emphasized continuity in linguistic and literary rigor, with students assessed through weekly "Collections" (informal tests) to ensure proficiency in Greek and , syntax, and . In the 1950s, the syllabus for Honour Moderations comprised 14 papers, including unseen translations from Greek and Latin authors, prose and verse composition (with verse optional), and prepared texts covering all works of Homer and Virgil, alongside general books such as Demosthenes' De Corona and Cicero's De Officiis. Four additional papers addressed specialized areas: two on "special books" involving textual criticism (e.g., Juvenal's satires), one on a special subject like Greek lyric and elegiac poetry (drawing from editions such as Page's 1951 Partheneion of Alcman), and a general essay. This structure preserved the pre-war focus on direct engagement with original languages, reflecting an assumption of prior public school preparation in classics. Minor adjustments in this period included sustained competition for scholarships like the and Craven, which rewarded linguistic mastery, amid broader university expansions that increased access without diluting core requirements. Critics such as Eduard Fraenkel noted occasional complacency in standards, but the format remained geared toward producing scholars capable of advanced work in finals. By the late , as entry requirements for some courses relaxed (e.g., reduced emphasis on Latin for non-classics degrees), Honour Moderations upheld its demand for classical language competence, resisting immediate modernization pressures.

21st-Century Modifications

In , the examination format for Honour Moderations in was adjusted to span ten days rather than eight, with candidates sitting 10 to 11 papers from the Monday of seventh week to the Friday of eighth week, incorporating a weekend break to mitigate intensity. This modification aimed to alleviate the traditionally grueling schedule, which had earned Mods a reputation as among the most demanding undergraduate assessments. Subsequent reforms focused on syllabus accessibility and inclusivity. Since the mid-2010s, requirements for proficiency in both ancient languages were relaxed, allowing candidates to qualify with competence in either Greek or Latin alone, reducing the paper count to six for single-language offerings versus nine for bilingual. Provisions for bilingual dictionaries were extended in 2017 to support non-specialists. In 2018, an optional paper was removed and an Introduction to paper added, broadening interdisciplinary options. These shifts correlated with efforts to address disparities, such as lower proportions of female students attaining first-class results, prompting a 2019 degree overhaul to redesign the for equity in outcomes. A pivotal restructuring occurred in 2025, with regulations completely rewritten to implement a new syllabus effective for examinations in 2027—the first year under the revised framework. Core changes include an integrated course structure replacing prior divisions (e.g., Course IA/IB), with students streamed by prior attainment for tailored language instruction rather than rigid tracks. Compulsory papers on Homer's Iliad and Virgil's Aeneid were eliminated, shifting emphasis to portfolios, commentaries, and special subjects in philosophy or history, amid proposals dating to 2020 that drew criticism for potentially eroding foundational literary rigor. Critics, including faculty and alumni, argue the updates prioritize breadth over depth in canonical texts, risking a dilution of the examination's intellectual demands, though proponents cite enhanced flexibility for diverse student backgrounds.

Controversies

Accessibility vs. Rigor Debates

In 2020, the at the proposed eliminating the compulsory study of Homer's and Virgil's from the Honour Moderations syllabus, the first public examination for students typically sat at the end of the second year. The change sought to bridge performance gaps between Course I students (with A-level Latin and Greek) and Course II students ( learners), as well as a marked disparity, with 46.8% of male Mods candidates achieving first-class results in 2018 compared to 12.5% of females. Faculty rationale emphasized standardizing introductory language training amid declining A-level uptake in classics (fewer than 5,000 students annually in by 2019) and shifting the epics to optional status in the subsequent Greats phase to foster broader accessibility. Advocates framed the as enhancing equity by alleviating perceived advantages for students from fee-paying schools or those with early classical exposure, potentially diversifying the field without lowering overall standards through compensatory adjustments. Yet opponents, including current students and , argued that excising these texts from Mods—two of the ten papers—compromised the examination's rigor, as the epics form the bedrock of Greco-Roman literary tradition, referenced ubiquitously in later ancient works and essential for linguistic and interpretive proficiency. Critics contended that delaying exposure would hinder students' long-term mastery, widening rather than closing divides, and erode the course's historical demands, which have prioritized these foundational authors since the . The debate intensified scrutiny of syllabus evolution, with a student-led petition amassing signatures to retain the texts and commentators decrying the move as symptomatic of broader dilutions in humanities curricula prioritizing inclusion over canonical depth. Faculty consultations elicited "frosty" responses from tutors, many viewing the proposal as unnecessary given existing support mechanisms for diverse entrants. No vote outcome was formalized publicly, but the reform was not enacted; subsequent Mods handbooks, including the 2025 edition, continue to mandate engagement with core classical texts in their original languages, affirming the priority of rigorous foundational training.

Criticisms of Syllabus Dilution

Critics have argued that recent reforms to the Honour Moderations syllabus in Classics have diluted its intellectual rigor by making foundational texts optional, thereby prioritizing accessibility over comprehensive mastery of core classical works. In 2020, the Oxford Classics Faculty proposed removing compulsory study of Homer's Iliad and Virgil's Aeneid from the Mods curriculum, ostensibly to address attainment gaps between state and private school students, with the rationale that such epic poetry disproportionately disadvantages those without prior exposure. This move drew sharp rebukes, with commentators asserting it assumes state school pupils "will not be able to cope" with demanding ancient texts, potentially lowering standards to accommodate perceived deficiencies rather than fostering universal competence. These changes culminated in a redesigned Mods syllabus implemented starting in 2025, which rendered the Iliad and Aeneid non-mandatory while introducing more flexible options in , verse, and interdisciplinary elements. Detractors, including student publications, described the overhaul as "infantilising" and a departure from the "fundamentals," contending that Honour Moderations—historically regarded as among the world's most arduous examinations—have been detrimentally watered down by substituting depth in canonical epics with broader, less prescriptive choices. Such critiques highlight empirical concerns over reduced exposure to primary sources that define , arguing that optional status risks graduates lacking essential grounding in central to understanding and . Further apprehension stems from the faculty's emphasis on equity metrics, where adjustments aim to mitigate class-based disparities in performance, as evidenced by persistent gaps in Mods outcomes favoring privately educated candidates. However, opponents contend this approach conflates access with rigor, potentially eroding the examination's role as a meritocratic filter and contributing to broader perceptions of declining standards in Oxford's programs. While proponents frame the reforms as inclusive modernization, the absence of longitudinal data demonstrating sustained scholarly output post-changes fuels skepticism about their long-term impact on academic excellence.

Academic and Cultural Impact

Contributions to Classical Scholarship

Honour Moderations in Classics has historically provided an intensive foundation in Greek and Latin philology, emphasizing unseen translation, prose composition, and close analysis of set authors, which equips graduates with the linguistic precision essential for textual criticism and original scholarship. This rigorous training, spanning five terms and culminating in examinations often described as among the most demanding in higher education, has enabled alumni to produce scholarly editions, commentaries, and interpretive works directly from primary sources, advancing fields like Homeric studies and Latin poetry. For instance, the 1872 introduction of prescribed set authors standardized textual engagement, fostering a generation of scholars adept at philological methods that underpin modern classical research. Prominent classicists who excelled in Honour Moderations have made enduring contributions to the discipline. E. R. Dodds, achieving distinction in Mods, later authored The Greeks and the Irrational (1951), which transformed understandings of ancient Greek psychology and religion through innovative philological and historical analysis. Similarly, Peter Lloyd-Jones, who completed the shortened wartime Mods course in 1940–1941, went on to edit classical texts and publish History of Classical Scholarship under the Duckworth imprint, synthesizing centuries of interpretive traditions. Hugh Trevor-Roper, earning a first in Mods in 1934, later reflected on the examination's role in upholding elevated standards of classical erudition, influencing his own interdisciplinary historical scholarship informed by ancient sources. The programme's focus on linguistic mastery has also supported broader innovations in classical studies, such as the integration of comparative options available within Mods, allowing students to explore etymological and as gateways to specialized research. This philological core, praised by figures like as the "foundation of humane letters," has sustained Oxford's reputation for producing scholars capable of rigorous, evidence-based advancements rather than superficial cultural commentary. While recent syllabus adjustments have shifted toward optional core texts to enhance accessibility, the traditional Mods framework's emphasis on direct textual proficiency remains a key mechanism for fostering causal insights into ancient and literary causation.

Long-Term Outcomes for Graduates

Graduates who successfully complete Honour Moderations and proceed to the full degree in at Oxford University exhibit high and versatility in professional trajectories, with data from a comprehensive study of over 9,000 indicating rapid integration into skilled roles across sectors. This cohort, analyzed for outcomes spanning 1996–2019, shows median salaries three years post-graduation at £29,220, surpassing averages by approximately 21% and reflecting a 25% premium over sector medians due to valued transferable skills such as and communication honed through intensive and textual study. Among 623 Classics-specific graduates in the dataset (aged 21–54), common occupations include barristers, solicitors, analysts, and teachers, with males showing elevated representation in legal professions. Education emerges as the predominant sector for Classics alumni, accounting for higher concentrations compared to other humanities fields, though diversification into finance, management consultancy, civil service, and emerging areas like digital technology is evident, driven by the degree's emphasis on resilience and adaptability. Aggregate data for related fields like history and archaeology, encompassing Classics elements, reports 72% of graduates in highly skilled employment 15 months post-graduation, underscoring sustained demand for their expertise. Long-term financial returns remain robust, with salary growth accelerating—often doubling within five years—and metrics averaging 4.2/5 for meaningfulness and career alignment, attributed to the system's cultivation of and autonomy, which employers prioritize over domain-specific knowledge. While a minority pursue academia or classical professions, the majority leverage the degree's rigor for elite, non-specialized roles, evidencing causal links between foundational classical training and broader professional efficacy rather than direct vocational mapping. Gender disparities persist, with males in earning over £40,000 annually in fields like sooner than females, highlighting structural labor market dynamics beyond academic performance.

References

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