AS 91204 annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 658 KB]

TKI Classical Studies assessment resources (external link)

For Excellence, the student needs to demonstrate perceptive understanding of the relationship between aspects of the classical world and aspects of other cultures.

This involves showing insight into relationships between the classical world and other post-classical cultures, using primary source evidence, and will include an understanding of a wider cultural context.

This extract is from a larger piece of student work where the student investigates the relationships between the Athenian public architecture and public buildings in New Zealand. In the complete submission, the student uses supporting primary source evidence of specific relevance (1).

Throughout the response the student compares and contrasts a range of aspects with insight - form, purpose, location, decoration, and sacrifice/ritual (2). The student provides a link to the wider cultural context (3) to accurately relate the form and function of the buildings. Reasons for similarities and differences are provided and explained, and themes and patterns are established and explained (4).

For a more secure Excellence, the student could explain the limitations of the sources of evidence in greater depth. An explanation of codes of behaviour for different groups in classical and modern times could have also been given.

For Merit, the student needs to demonstrate in-depth understanding of the relationship between aspects of the classical world and aspects of other cultures.

This involves giving an informed explanation of the relationship between aspects of the classical world and aspects of other cultures.

This includes:

• using primary source evidence of specific relevance to the context
• explaining a range of aspects and/or factors.

The student has clearly identified a variation in the temporal pattern of London’s population growth that is supported by statistical evidence. They have introduced major contributing factors responsible for this variation (1).

This extract is from a larger piece of student work where the student investigates the relationship between ideals of beauty in the classical world and a modern context. Within the whole submission, the student uses supporting primary source evidence of specific relevance (1).

The comparison between the purpose and reception of works of art is informed. The student covers a range of aspects such as musculature, drapery, intent of the work, attitudes held by the society to explain the relationship (2). Points are considered for similarities and differences.

Some cultural expectations of each society are covered.

To reach Excellence, the student could have explained themes and patterns or reasons for similarities and differences to make the relationship clearer. The student would also need to further explain the cultural expectations of each society and demonstrate greater insight to meet the criteria for Excellence (3).

For Merit, the student needs to demonstrate in-depth understanding of the relationship between aspects of the classical world and aspects of other cultures.

This involves giving an informed explanation of the relationship between aspects of the classical world and aspects of other cultures.

This includes:

• using primary source evidence of specific relevance to the context
• explaining a range of aspects and/or factors.

This extract is from a larger piece of student work where the student investigates the relationship between ancient Roman society and the film Hunger Games. Within the whole submission, the student uses supporting primary source evidence of specific relevance (1).

The comparison between the purpose and reception of works of art is informed. The student covers a range of aspects such as social status of women, war, funeral games, and gladiatorial combat (2). In this piece of work, the range is quantitative rather than qualitative.

The student compares the purpose, setting, timing, religious influence, participants, and economic factors of gladiator combats and the combats seen in Hunger Games to find similarities and differences (3). There is some explanation of the differences that link to power and control.

Although holistically this work is not balanced, there is sufficient in-depth understanding to justify a Low Merit.

For a more secure Merit, the student could have explained the points made in greater depth.

For Achieved, the student needs to demonstrate understanding of the relationship between aspects of the classical world and aspects of other cultures.

This involves:

• using primary source evidence
• giving an explanation of the relationship between aspects of the classical world and aspects of other cultures.

This extract is from a larger piece of student work where the student investigates the relationship between the Greek symposium and modern entertainment. Within the whole submission, the student uses supporting primary source evidence of specific relevance.

The student compares and contrasts aspects of entertainment such as participation, location, cultural expectations around drinking culture (1) and similarities and differences (2).

To reach Merit, the student could use primary source evidence of specific relevance to support the points made, and provide more depth when explaining the relationship between aspects of the cultures.

For Achieved, the student needs to demonstrate understanding of the relationship between aspects of the classical world and aspects of other cultures.

This involves:

• using primary source evidence
• giving an explanation of the relationship between aspects of the classical world and aspects of other cultures.

This extract is from a larger piece of student work where the student investigates the relationship between schooling and education in ancient Greece and modern Auckland.

The student demonstrates some understanding of the relationship between ancient Athenian and modern New Zealand education and schooling. Primary source evidence is used as part of their explanation, but this is not always directly relevant (1).

The student compares the education systems to find similarities and differences. However, this work only just sufficiently demonstrates the understanding required for Achieved.

For a more secure Achieved, the student could expand their explanation to further explore ideas. 

For Achieved, the student needs to demonstrate understanding of the relationship between aspects of the classical world and other cultures.

This involves:

• using primary source evidence
• giving an explanation of the relationship between aspects of the classical world and aspects of other cultures

This extract is from a larger piece of student work where the student investigates the relationship between Homer’s Iliad and the movie Troy.

The student demonstrates limited understanding of the relationship. Some differences are identified (such as changes made by the director, and the portrayal of the Greeks and Trojans) but these are not explained (2).

The student selects primary source evidence from within the poem but does not use this as part of their explanation (1).

To reach Achieved, the student could have explained the relationship in greater depth by using specific supporting points.