STAGE 2 CLASSICAL STUDIES



STAGE 2 CLASSICAL STUDIES

Assessment type 2: Essays Topic 2: Greek Drama

Purpose

Through completing the essay students will consolidate knowledge and understanding of the classical world and develop a well informed factual knowledge and critical understanding of the Greek civilisation. By using the relevant terminology and relevant skills of historical literacy students will communicate informed arguments and develop a comprehensive point of view supported by examples and acknowledgement of sources.

Description of Assessment

Students complete an essay in the form of an analytical argument with the use of appropriate supportive arguments.

The essay will assess students’ critical analysis and reflection of Sophocles’ Theban Plays. Through the investigation of a variety of aspects of the text students will develop an understanding of multiple readings. The essay should analyse certain textual features of Antigone and Oedipus Rex including:

• the role of the chorus

• the conventions, structural and technical elements of Greek drama

• the construction of the tragic hero

• the construction of characters and their relationships

• multiple readings of issues explored in the text.

Students select one of the following topics:

1. ‘The prologue in a Greek play introduces conflict that is not always resolved by the end of the play.’

Discuss this statement with close reference to one or two Greek plays.

2. Discuss how physical violence and verbal violence are used in one or two Greek plays.

3. ‘By encouraging the audience to take sides, Greek playwrights intensify the impact of the drama.’

To what extent do you agree with this statement? Refer closely to one or two Greek plays in your answer.

Assessment Conditions

The essay is written without teacher assistance and under timed and supervised conditions.

Students have one hour to complete the essay.

The essay may be hand written or word processed if previously negotiated with the teacher.

Students may use a dictionary / spell checker.

Students may not bring in a copy of the texts or any supportive notes / material.

Assessment Design Criteria

|Knowledge and Understanding |Research and Analysis |Communication |

|KU1 |RA3 |C1 |

|KU2 |RA4 |C3 |

Performance Standards for Stage 2 Classical Studies

| |Knowledge and Understanding |Research and Analysis |Communication |

|A |In-depth knowledge and critical understanding of |Extensive and balanced research into primary and |Clear, logical, coherent, and controlled |

| |selected texts, ideas, individuals, groups, |secondary sources, including literary text(s). |communication of informed argument using |

| |institutions, practices, events, and artefacts of |Incisive critical analysis and synthesis of, and |appropriate examples and ideas. |

| |the classical world. |reflection on, research. |Astute and selective integration and |

| |Discerning selection and application of factual |Selective recognition and controlled application of |acknowledgement of source material. |

| |knowledge that demonstrates critical understanding|relevant terms, concepts, and skills, including |Fluent and lucid explanation of ideas using|

| |of the civilisations of Greece and/or Rome. |skills of historical literacy. |a range of forms. |

| |Discerning and well-informed recognition of, and |Comprehensive definition and development of a point | |

| |insightful reflection on, the diversity of |of view. | |

| |attitudes, beliefs, and values in the classical | | |

| |world. | | |

|B |Well-considered knowledge and understanding of |Sound research, with breadth and balance, into |Clear and relevant communication of |

| |selected texts, ideas, individuals, groups, |primary and secondary sources, including literary |informed argument using mostly appropriate |

| |institutions, practices, events, and artefacts of |text(s). |examples and ideas. |

| |the classical world. |Well-informed critical analysis and synthesis of, |Well-considered selection and integration |

| |Well-considered selection and application of |and reflection on, research. |and acknowledgement of source material. |

| |factual knowledge that demonstrates well-informed |Well-informed recognition and application of |Mostly clear and thoughtful explanation of |

| |understanding of the civilisations of Greece |relevant terms, concepts, and skills, including |ideas using a range of forms. |

| |and/or Rome. |skills of historical literacy. | |

| |Well-informed recognition of, and thoughtful |Well-considered definition and development of a | |

| |reflection on, the diversity of attitudes, |point of view. | |

| |beliefs, and values in the classical world. | | |

|C |Appropriate knowledge and understanding of |Generally sound and balanced research into primary |Generally clear and reasonably accurate |

| |selected texts, ideas, individuals, groups, |and secondary sources, including literary text(s). |communication of informed argument using |

| |institutions, practices, events, and artefacts of |Competent critical analysis and synthesis of, and |mostly appropriate examples and ideas. |

| |the classical world. |reflection on, research. |Appropriate integration and acknowledgement|

| |Competent selection and application of factual |Appropriate recognition and application of relevant |of source material. |

| |knowledge that demonstrates informed understanding|terms, concepts, and skills, including skills of |Generally clear explanation of ideas using |

| |of the civilisations of Greece and/or Rome. |historical literacy. |some different forms. |

| |Competent recognition of, and reflection on, the |Competent definition and development of a point of | |

| |diversity of attitudes, beliefs, and values in the|view. | |

| |classical world. | | |

|D |Recognition and some understanding of texts, |Superficial research into primary and secondary |Superficial argument using limited examples|

| |ideas, individuals, groups, institutions, |sources, including literary text(s). |and ideas. |

| |practices, events, and artefacts of the classical |Superficial analysis and description of research. |Some integration of descriptions of source |

| |world. |Basic recognition and application of relevant terms,|material; acknowledgment of sources and |

| |Selection and application of aspects of factual |concepts, and skills, including skills of historical|tending mostly towards description. |

| |knowledge that demonstrate some understanding of |literacy. |Attempted explanation of ideas using one or|

| |the civilisations of Greece and/or Rome. |Some definition, and partial development, of a point|more forms. |

| |Some recognition, and superficial consideration, |of view. | |

| |of some attitudes, beliefs, and values in the | | |

| |classical world. | | |

|E |Some awareness of aspects of one or more texts, |Limited research into primary and secondary sources,|Some attempts at argument using few |

| |ideas, individuals, groups, institutions, |including literary text(s). |examples and ideas. |

| |practices, events, or artefacts of the classical |Limited description of research. |Limited integration of descriptions of |

| |world. |Attempted use of some relevant terms, concepts, and |source material and acknowledgment of |

| |Attempted selection and application of aspects of |skills, including skills of historical literacy. |sources. |

| |factual knowledge that demonstrate some awareness |Attempted development of a point of view. |Description of one or more ideas. |

| |of the civilisations of Greece and/or Rome. | | |

| |Attempted description of one or more aspects of | | |

| |attitudes, beliefs, and values in the classical | | |

| |world. | | |

| |

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