Clarification details
Updated December 2016. This document has been updated to address issues that have arisen from moderation.
Focus of the standard
In their analysis, students need to ensure that they are explicitly showing how the classical culture has influenced (directly or indirectly) subsequent cultures, a simple comparison/contrast is not enough. Contexts should be selected where there is sufficient and accessible primary source evidence, and where there is clear influence (direct or indirect) over time.
The analysis must draw on at least three points in time. At least one of these should be from the classical era. This could be one classical period (either Greek or Roman) and two subsequent periods or Greek, Roman and one subsequent period.
Sufficient support should be provided for students to engage with the post-classical context. This support could be provided through resources (texts, online sources etc.) or through guidance of the ideas and values held by post-classical cultures.
For Achieved
Students need to ensure that they have analysed aspects of the classical world and other cultures, supported by primary source evidence. Alongside this analysis, discussion is needed on how the classical world influenced the other cultures.
For Merit
Demonstration of in-depth understanding of a range of aspects or factors is required. The context chosen must have sufficient aspects to make this easier for students. Students need to be able to link three points in time. Professional judgement should be used when making a call on the sufficiency of detail in the student explanation.
For Merit or Excellence, the standard requires the development of hypotheses for the lasting influence. Depending on the context or the complexity of the argument, it may be appropriate for students to develop only one hypothesis throughout their analysis. As they develop their hypotheses, students should be sufficiently analysing the influence of the classical world.
For Excellence
The analysis needs to show insight. This will vary from context to context. The descriptors in Explanatory Note 2 of the standard are designed to provide guidance for teachers and students but are not, in themselves, a separate set of criteria.
The quality of the student response is more important than the quantity. Authenticity of student work needs to be verified. One way to do this is through a bibliography, but the lack of this cannot preclude achievement at any level.