Exemplar for internal assessment resource Classical Studies for Achievement Standard 91025

Exemplar for Internal Achievement Standard Classical Studies Level 1

This exemplar supports assessment against:

Achievement Standard 91025 Demonstrate understanding of links between aspects of the classical world and another culture

An annotated exemplar is an extract of student evidence, with a commentary, to explain key aspects of the standard. These will assist teachers to make assessment judgements at the grade boundaries.

New Zealand Qualification Authority To support internal assessment from 2014

© NZQA 2014

Exemplar for internal assessment resource Classical Studies for Achievement Standard 91025

Grade Boundary: Low Excellence 1.

For Excellence, the student needs to demonstrate perceptive understanding of links between aspects of the classical world and another culture. This involves showing insight into links between aspects of the classical world and another culture, and will include an understanding of a wider cultural context. This extract is from a larger submission of work where the student was asked to demonstrate understanding of links between a classical building and a modern building. Within the whole submission, the student used supporting primary source evidence of specific relevance. The student explains the differences between the cultural expectations of the Romans seen in the Colosseum and modern New Zealand’s cultural expectations seen through a rugby stadium, with perceptive insight (1). Patterns are established, such as crime and punishment, and the student explains cultural expectations throughout the work, such as the different expectations around capital punishment. The student explains aspects/factors which relate to the links between the two buildings (2). Wider cultural context is explained with perception (3). For a more secure Excellence, the student could have explained similarities and connections between the uses and structure of the buildings. An explanation of codes of behaviour for different groups in classical and modern times could have also been given.

© NZQA 2014

Student 1: Low Excellence

Classical Studies 91025 Student 1 Links between cultural codes of behaviour and societal expectations in ancient Rome and Modern New Zealand. The Colosseum was built in the time of the ancient Romans. In this time, people indulged in seeing combats and blood. They enjoyed lavish ceremonies and luxuries and did not see the acts that took place inside the Colosseum as wicked (3). They simply believed that criminals were being punished for their offences and that this was fair. The Romans saw the killings that occurred in the Colosseum as a form of entertainment and public pleasure (2). They also saw the ludi as a way of restoring social order – finding a balance between crime and punishment. Public executions were the best method of doing that. (1) In New Zealand, rugby plays a major part in society. Rugby games happen in many venues but the high scale games happen in large stadiums, such as Wellington’s Westpac Stadium. It is the national sport, and not only does it bring New Zealand pride and happiness (2), but is also joins the country together as one, sharing a love for a sport (2). The All Blacks are of the most well-known groups of people in the whole country, which is truly reflects the significance of the sport the country. In New Zealand, it is frowned upon to murder people, or to execute them (1). In New Zealand society it is expected that people do not discriminate because of race, colour, gender, religion, or social ranking. It is not expected that you should stand by and watch another person be executed, and it is not expected that you should indulge in the torture of another person (1).

Exemplar for internal assessment resource Classical Studies for Achievement Standard 91025

Grade Boundary: High Merit 2.

For Merit, the student needs to demonstrate in-depth understanding of links between aspects of the classical world and another culture. This involves giving an informed explanation of links between aspects of the classical world and another culture. This includes: • •

using primary source evidence of specific relevance to the context explaining aspects/factors relating to the links.

This extract is from a larger piece of student work where the student was asked to demonstrate understanding of links between ancient Athenian democracy and democracy in New Zealand. Within the whole submission, the student uses supporting primary source evidence of specific relevance (1). The student demonstrates in-depth understanding of links between ancient Greek democracy and democracy in New Zealand by explaining similarities, differences and connections. The explanation of the two systems of government is informed. The student covers a range of aspects such as the government (Ekklesia and Parliament, Cabinet and Boule, and voting) to explain the links (2). This is a successful part of the student’s work. The structured approach to this student work – using headings and different ideas on each slide – enables the links to be more apparent. Some cultural expectations of each society are covered, but this would need to demonstrate greater insight to meet the criteria for Excellence (3). To reach Excellence, the student could have explained themes and patterns to make the connections clearer and further explain the cultural expectations of each society.

© NZQA 2014

Exemplar for internal assessment resource Classical Studies for Achievement Standard 91025

Grade Boundary: Low Merit 3.

For Merit, the student needs to demonstrate in-depth understanding of links between aspects of the classical world and another culture. This involves giving and informed explanation of links between aspects of the classical world and another culture. This includes: • •

using primary source evidence of specific relevance to the context explaining aspects/factors relating to the links.

This extract is from a larger piece of student work where the student was asked to to demonstrate understanding of links between a classical building and a modern building. Within the whole submission, the student uses supporting primary source evidence of specific relevance (1). The student demonstrates in-depth understanding of links between the Colosseum and Westpac Stadium by explaining similarities, differences and connections. The explanation of the two buildings is informed. The student covers a range of aspects such the similarities in land acquisition and the differences in the rationale of constructing each structure to explain the links (2). Some cultural expectations of each society are explained in a basic manner but these need more detail (3). Although holistically this work is not balanced, there is sufficient in-depth understanding to justify a Low Merit. To reach Merit more securely, the student could have explained similarities, differences and connections between the two buildings in more depth.

© NZQA 2014

Student 3: Low Merit

Classical Studies 91025 Student 3 A third factor to be compared was the purposes of the building of the Westpac Stadium and the Flavian Amphitheatre. Construction of Rome’s Colosseum begun under Emperor Vespasian, circa 70 AD. It was built on the site of the ruined Domus Aurea (1), palace of Nero, which had been taken by Nero from the people (2) following the Great Fire of Rome nearly a decade prior. It is believed that the Flavian Amphitheatre was built in the tradition of celebrating Roman victories, following the victory against the Jewish rebels (2). Also, it was seen as a populist gesture of giving the land (2) Nero took back to the people by Emperor Vespasian. By comparison, the Westpac Stadium was built in 1999 on reclaimed railway land (2) to replace the woefully inadequate Athletic Park, which was set in a state of disrepair, and to augment the Basin Reserve as a larger capacity venue for one-day cricket internationals (2), as the Reserve was losing matches to larger grounds elsewhere in the country. The Coliseum of Rome was built for glory, but the Westpac Stadium of Wellington was built of disrepair and inadequacy elsewhere (3).

Exemplar for internal assessment resource Classical Studies for Achievement Standard 91025

Grade Boundary: High Achieved 4.

For Achieved, the student needs to demonstrate understanding of links between aspects of the classical world and another culture. This extract is from a larger piece of student work where the student was asked to demonstrate understanding of links between ancient Athenian democracy and democracy in New Zealand. The student demonstrates understanding of the links between ancient Athenian and modern New Zealand democracy. The student explains the different positions of responsibility that people could be elected to. Understanding of the roles of the archons could be explained in-depth as the explanation is very broad. To reach Merit, the student could use primary source evidence of specific relevance to support the points made, and provide more depth when explaining links between the two systems of government.

© NZQA 2014

Student 4: High Achieved

Classical Studies 91025 Student 4

What positions were voters electing people into? Athenians were choosing by lot first 10 people from their tribe to stand as candidates for one of the 9 archonships. These nine archonships would then be chosen by lot out of the candidates who were chosen from each tribe by lot. Then the people of each tribe would also elect 50 people from their tribe to serve in the council known as the boule. The boule was made up of 500 people, 50 from each tribe. In New Zealand voters are electing people into positions of one of the 120 seats in the House of Representatives which we refer to as parliament. The first vote is the party vote which makes up 50 of these seats. As long as a party gets at least 5% of the total vote, they will be allocate at least one of these 50 seats. Of these party votes, the party with the most votes will become the elected government and the leader of that party will become the Prime Minister. The prime minster will then select his cabinet of ministers from members of the elected government. So a person’s party vote is also choosing who they would like to lead the government. The other 7-0 seats are made up of the general electorates. The second vote g a voted gets is to choose which Member of Parliament from their region they would like to vote into parliament.

Exemplar for internal assessment resource Classical Studies for Achievement Standard 91025

Grade Boundary: Low Achieved 5.

For Achieved, the student needs to demonstrate understanding of links between aspects of the classical world and another culture. This extract is from a larger piece of student work where the student was asked to demonstrate understanding of links between ancient Athenian democracy and democracy in New Zealand. The student demonstrates some understanding of the links between ancient Athenian and modern New Zealand democracy. The student explains the different positions of responsibility that people could be elected to. Valid points are made and the layout of the student response helps to establish the similarities, differences and connections. However, this work is a Low Achieved as it only just sufficiently demonstrates this understanding. To reach Achieved more securely, the student could expand their explanation to further explore ideas.

© NZQA 2014

Student 5: Low Achieved

Classical Studies 91025 Student 5

Athenian Democracy vs. New Zealand democracy Structure Ancient Athens

Modern New Zealand

Ekklesia: The ekklesia was the decision making assembly of Athens. The people could represent themselves in the ekklesia.

Parliament: Parliament is the decision making body in New Zealand. It is made up of people elected by the people.

Boule: The boule drew up the agenda for the ekklesia.

Executive/ Cabinet: The executive / cabinet have areas of responsibility and make key decisions. They can suggest laws.

Archons: There were different archons responsible for different parts of the life in Athens. From military to religious reasons.

Roles/ portfolios In New Zealand, different ministers are responsible for different areas of responsibility such as education and health.

Similarities: • There is more than one part of the government • Some people have direct responsibilities for different areas • Meetings happen regularly • The voice of the people is heard

Differences: • Athenians could represent themselves; New Zealanders are represented by the people they vote for • The New Zealand government deals with more areas, such as education and health, than in Athens when this was not part of the government.

Exemplar for internal assessment resource Classical Studies for Achievement Standard 91025

Grade Boundary: High Not Achieved 6.

For Achieved, the student needs to demonstrate understanding of links between aspects of the classical world and another culture. This extract is from a larger piece of student work where the student was asked to demonstrate understanding of links between a classical building and a modern building. The student demonstrates limited understanding of the links between the Colosseum and Eden Park. Similarities (such as both holding events and the elliptical shape) and differences (types of spectacles) are identified. While there has been some identification of links, these are not explained. To reach Achieved, the student could have explained the links between a classical building and a modern building: similarities, differences and/or connections.

© NZQA 2014