Clarification details
Updated May 2015. This document has been updated to address issues that have arisen from moderation.
Focus of the standard
The standard requires that students demonstrate understanding of the relationship between aspects of the classical world and other cultures. Ideally, this should be viewed as another culture or cultures. Depending on the context, it may be appropriate for students to refer to one or more cultures.
For example, the relationship between classical architecture and architecture of another city/civilisation (e.g. Christchurch and ancient Rome) would be sufficient in itself for one culture. However, if the context was something more broad, such as views on death or burial rituals, students would be more likely to demonstrate perceptive understanding, and therefore meet Excellence, by looking at more than one culture.
A relationship could be explained through comparing and contrasting aspects of the classical world and other cultures, by exploring the influence of the classical world on subsequent cultures, or a mix of both.
Contexts
Contexts should be selected where there is sufficient and accessible primary source evidence for students to use.
The relationship must be between a classical civilisation and a post-classical civilisation; some students are attempting to show the relationship (influence/comparison) to contemporary cultures (such as Egyptian, Greece and Rome, Babylonian etc.) whereas they should consider the relationships between aspects of ancient Greece and/or Rome to cultures which post-date the Roman period.
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. It is important, however, to ensure that the primary source evidence enables students to produce evidence of sufficient depth for this curriculum level.
In order 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 relationship.
How students use source evidence will vary between contexts. Direct or indirect quotations and/or specific references to works of art/architecture allow the students to support their understanding with primary source evidence.
The demonstration of understanding of the relationship
This may be done as a class or group exercise; however the assessed response must be individual.