Clarification details
Updated December 2016. This document has been updated to address issues that have arisen from moderation.
Focus of the standard
Moderated work suggests that the students place the event in context well, however, they need to make sure that they demonstrate understanding of the significance of the event:
This could include:
- explaining why it was significant within the classical context
- explaining its significant on post-classical societies
- explaining how the event enables understanding of the classical world from a post-classical perspective
Contexts
Contexts should be selected where there is sufficient and accessible primary source evidence.
Events need to come from the ancient Greek or Roman world. Some students attempt this standard using contexts which are not appropriate, such as events from the Egyptian, Hebrew or Babylonian cultures, or discussing events from Biblical perspectives.
An event should be an historic event, rather than a mythological or literary event. Students need to consider their use of primary source evidence when using the Trojan War as a context – evidence deriving from literary sources alone (Iliad, Odyssey etc.) may limit the student’s ability to place the event in context showing in depth or perceptive understanding. Consideration of a wider range of source material (archaeological, artistic etc.) would enhance the students’ ability to meet the standard more securely.
Sources of evidence
Primary source evidence should be used to support understanding. It is acceptable for teachers to provide relevant primary source evidence for students to use. However, ensure that any primary source material enables students to produce evidence of sufficient depth for this curriculum level.
To meet the criteria for Merit and Excellence, students need to use primary source evidence of specific relevance to the context - it should enhance the student's explanation of the significance of the event.
How students use source evidence will vary between contexts. Direct or indirect, acknowledged quotations and/or specific references to works of art/architecture allow the students to support their understanding.