AS 91397A 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, 717 KB]

TKI Classical Studies assessment resources (external link)

For Excellence, the student needs to demonstrate perceptive understanding of significant ideology(ies) in the classical world.

This is an extract from a larger submission of work. Within the whole submission, the student uses supporting primary source evidence of specific relevance.

The student demonstrates perceptive understanding of the political ideology of ancient Rome as expressed through art. The student uses primary source evidence which is specifically relevant to the points made (1).

The student uses literary and artistic evidence in the response and supports points made with secondary evidence. The student analyses a range of aspects (2) – expansion of the empire, Romanisation of the provinces and the link between symbolic depictions in art and the governing of the empire.

The student shows insight into the political ideology (3). The points made which explore the cultural expectations of Roman emperors and their codes of behaviour regarding their place in the mythological fabric of Rome are insightful.

For a more secure Excellence, the student could:

• analyse with insight reasons for similarities and differences in the political ideology of different Roman emperors to more clearly demonstrate perceptive understanding
• more firmly establish themes and patterns in the political ideology conveyed in Roman art
• show discernment regarding the limitations of sources of evidence.

For Merit, the student needs to demonstrate in-depth understanding of significant ideology(ies) in the classical world.

This is an extract from a larger piece of student work. Within the whole submission, the student uses supporting primary source evidence of specific relevance.

The student demonstrates in-depth understanding of the political ideology of ancient Rome as expressed through art. Throughout the response, there is use of primary source evidence of specific relevance to support the points made (1).

A range of aspects of Roman political ideology such as depictions of the emperor and links to mythology are covered (2).

There are instances where the student shows some insight into the political ideology (3), but these lack sufficient development to meet the criteria for Excellence. The points made regarding the differences between Augustan and Trajanic political ideology as propagated in art need further development to analyse the reasons for these differences.

To reach Excellence, the student could:

• develop reasons for similarities and differences political ideology of different emperors
• more firmly establish themes and patterns in the political ideology conveyed in Roman art
• identify cultural expectations and codes of behaviour to demonstrate a perceptive understanding of the political ideology
• show discernment regarding the limitations of sources of evidence.

For Merit, the student needs to demonstrate in-depth understanding of significant ideology(ies) in the classical world.

This is an extract from a larger piece of student work. Within the whole submission, the student uses supporting primary source evidence of specific relevance.

The student demonstrates in-depth understanding of the political ideology of the Augustan principate. The student uses primary source evidence of specific relevance (1).

Alongside primary source evidence, the student has also referred to secondary source evidence. The use of this strengthens the student’s understanding throughout the response. The student analyses a range of aspects of Roman political ideology as expressed through art (2).

The points made regarding art being used to emphasise the wealth and prosperity of the empire, the personal qualities of the emperors and the undesirable nature of the conquered peoples allow the student to give an informed analysis of the political ideology expressed through Roman art.

For a more secure Merit, more depth and greater development is required for some of the many points that the student makes.

For Achieved, the student needs to demonstrate understanding of significant ideology(ies) in the classical world.

These are extracts from a larger piece of student work. Within the whole submission, the student uses supporting primary source evidence of specific relevance and explains points in more depth.

The student demonstrates understanding of Roman political ideology as expressed through art, using primary source evidence throughout the response to support points made (1).

The student analyses aspects of Roman political ideology as expressed through art – use of art to propagate to the masses and the role of the senate as patron (2) but could have covered a range of aspects such as the role of mythology in art, the depiction of different emperors or the changes in political ideology over the course of the Roman empire.

The student relates the ideology to the wider context of Rome (3), particularly the points regarding the need for stability and the messages propagated about the army.

To reach Merit, the student could:

• cover a range of aspects
• explore points in more detail to demonstrate an informed analysis.

For Achieved, the student needs to demonstrate understanding of significant ideology(ies) in the classical world.

This is an extract from a larger piece of student work. Within the whole submission, the student uses supporting primary source evidence.

The student demonstrates some understanding of the political ideology of the Romans as expressed through works of art and architecture, using primary source evidence to support points made (1).

The student analyses aspects of Roman political ideology (2) but this analysis needs further development. Some points are stated without context and the student needs to more clearly link their understanding of political ideology of the Romans to the art works they produced.

The student relates the political ideology evident in Roman art to the wider context (3). This relationship is weak and needs development.

For a more secure Achieved, the student could:

• develop understanding of the political ideology of ancient Roman art in more detail
• more clearly link political ideology to the wider cultural context.

For Achieved, the student needs to demonstrate understanding of significant ideology(ies) in the classical world.

This is an extract from a larger piece of student work.

The student demonstrates limited understanding of the political ideology of the Romans as expressed through their art and architecture.

The student makes general statements about works of architecture, such as Hadrian’s Baths at Leptis Magna and the Colosseum, but does not provide sufficient primary source evidence to support the points made.

While the student relates aspects of political ideology to the wider context (1), there is little understanding shown of Roman political ideology. There is insufficient evidence to award an Achieved overall.

To reach Achieved, the student could:

• analyse the political ideology of the Romans as expressed through their art and architecture
• use primary source evidence to support points made.