AS 91198 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.

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TKI Latin assessment resources (external link)

For Excellence, the student needs to interpret Latin in current use thoroughly.

This involves:

• fully expanding on particular selected points
• giving evidence using appropriate and unambiguous Latin references and/or quotations from resources to support answers
  supplying an English explanation for the Latin references and/or quotations.

The student has fully expanded on particular selected points, Collatinus pardoning Lucretia (1) and the events leading up Lucretia’s rape by Tarquinius (7).

Appropriate and unambiguous Latin quotations have been given from resources to support answers (2) (5).

An English explanation of the Latin quote ‘“quam” dixit “veniam datis, ipsa nego” nec mora: celato fixit sua pectora ferro’ (2) has been supplied (3). A link between the past and today has been made by recognising that the opera inspired by Ovid’s tale expresses Christian sentiments (6).

For a more secure Excellence, the student could supply the Latin for the English translation ‘Neither by prayer, nor gifts nor threats did he move her’ (8). A more thorough interpretation could also explain that the deed (4) was done under compulsion, and that in Ovid’s version Lucretia’s father also forgave her.

For Merit, the student needs to interpret Latin in current use clearly.

This involves expanding on particular selected points unambiguously in English.

The student has expanded unambiguously on particular selected points, events leading to Tarquinius’ assault on Lucretia (3) and the summoning of her husband (4).

The fact that Brutus accompanies Collatinus who returns straightaway is noted as a difference from Ovid’s version (6).

 A link between the past and today has been made, by noting that Britten’s opera was set in a later era (1).

To reach Excellence, the student could supply the Latin quote for the English translation ‘She summoned her aged father together with her faithful husband from the camp’ (5) and an English translation for the Latin quote ‘ardet et iniusti stimulis agitator amoris comparat indigno vimque dolumque toro’ (2).

Brutus’ subsequent actions and the rebellion (7), a critical event in Roman history, could be fully expanded on with reference to Ovid’s poem.

For Merit, the student needs to interpret Latin in current use clearly.

This involves expanding on particular selected points unambiguously in English.

The student has given the context of the “new” Latin word (1). The student has expanded on particular selected points unambiguously in English by supplying the principal parts of the Latin words,grex, folliculus, pes and their meanings (2). English derivatives are given for grex and folliculus (3).

There is discussion of the components of the ‘new’ Latin word (4) (5) (7). An example of the use of pes (6) in Classical Latin is given.

For a more secure Merit, the student could supply derivatives for pes (5) in English and explain that folliculus (7) is a diminutive form of follis. In Latin folliculus is a noun. In addition, the student could comment that folliculus (7) appears to be used here as an adjective. 

For Achieved, the student needs to interpret Latin in current use.

This involves:

• using knowledge of language and of linguistic and socio-cultural contexts to extract and explain the meaning and significance of the Latin words, phrases, images and/or ideas
• explain how the Latin words, phrases, images and/or ideas link from the past to today using resources to support the explanation.

The student has used knowledge of language, and of linguistic and socio-cultural contexts, to extract and explain the meaning of the Latin words birotus, automataria, automatus (2).The significance of birotus (6) is explained (7).

The student has explained the link from the past to the present (5). A 20th century resource (1) has been used to support the explanation.

To reach Merit, the student could omit the derived word ‘biology’ (3) and substitute a correct derivative. The fact that birotula (4) is a feminine diminutive form of birotus (6) could be discussed.

For Achieved, the student needs to interpret Latin in current use.

This involves:

• using knowledge of language and of linguistic and socio-cultural contexts to extract and explain the meaning and significance of the Latin words, phrases, images and/or ideas
• explain how the Latin words, phrases, images and/or ideas link from the past to today using resources to support the explanation.

The student is beginning to use knowledge of language and of linguistic and socio-cultural contexts to extract the meaning of the Latin words (3) (4). The significance of Ovid’s use of ardet is explained (4).  

The student has explained the link from the past to the present by discussing the Christian point of view in Britten’s opera (1).

For a more secure Achieved, the student could expand on what the soldiers found in the city (2) and on Tarquinius’ assault on Lucretia. For example, to supplement the point made about Lucretia (5) the student could expand with the following details: ‘After begging, pleading and trying to bribe Lucretia, Tarquinius forces her to yield to him by threatening to say he found her having sex with a slave.’

For Achieved, the student needs to interpret Latin in current use.

This involves:

• using knowledge of language and of linguistic and socio-cultural contexts to extract and explain the meaning and significance of the Latin words, phrases, images and/or ideas
• explain how the Latin words, phrases, images and/or ideas link from the past to today using resources to support the explanation.

The student has used some knowledge of language and linguistic and socio-cultural contexts to extract the meaning of the Latin words (5) (7). The student has begun to explain the link from the past to the present (1).

To reach Achieved, the student could explore the fact that there are more correspondences between Catullus’ poems and Parker’s ‘letter’ (2). For example, the Latin lugete and/or the English translation which inspired ‘most unpleasant, gloomy, tedious words’ (3) could be supplied. Catullus’ lines about Lesbia weeping at her sparrow’s death (4) could also be examined. The fact that Parker’s poem is not meant to be taken seriously (6) could be expanded on to show more knowledge of socio-cultural contexts.