Advanced Higher Classical Studies Implementation Event
Summary Information on Course Assessment
30th January, 2015
The following information provides an overview of key features of the Course Assessment
in the updated Advanced Higher Course. Example questions and marking instructions are
taken from the draft Specimen Question Paper and are subject to change within the final
versions (to be published in February 2015).
Course Assessment Structure
Component 1 — question paper
Component 2 — project: dissertation
Total marks
100 marks
50 marks
150 marks
Component 1 - Question Paper
The question paper contains four Sections:
 History and Historiography
 Individual and Community
 Heroes and Heroism
 Comedy, Satire and Society
Each section contains two parts: part A Classical Literature and part B Classical Society.
Candidates will answer all of the questions in Part A. In Part B, they will answer two
questions from a choice of four.
Question types
The following summarises the question types that will appear in each section.
Part A
Questions style – source based questions requiring the candidate to:
•
•
•
•
Evaluate a source (drawing upon a single source)
Analyse a source (drawing upon a single source)
Evaluate/analyse (drawing upon two or more sources)
Compare sources
(drawing upon a modern, and a classical source)
Part B
Question style – essay type questions requiring the candidate to:
• Evaluate or Analyse
(referring to the specified text and the candidate’s own knowledge)
Mark
Allocation
10
10
15
15
Mark
Allocation
25
Sample Questions
The following are examples of the questions to be found in part A of each section.
Example from - History and Historiography
In what ways does the story of Xerxes and Pythius in Source A contribute to a central
purpose of Herodotus in writing his Histories?
• Refer to Source A and your own knowledge
(10)
Example from - Individual and Community
To what extent does Aristotle attack Plato’s proposal that “wives should be held in
common”?
• Refer to Source B and your own knowledge
(10)
Example from – Heroes and Heroism
Compare the effectiveness of these descriptions of the reversals of fortune
• Refer to Sources A, B and C, and your own knowledge
(15)
Example from – Comedy and Satire
In what ways might these comments apply to classical comedy?
• Refer to Source E and your own knowledge
(15)
The following are examples of the questions to be found in part B of each section.
Example from - History and Historiography
“Herodotus is not so much interested in political and military outcomes as he is in
depicting human beings confronting their own mortality.”
How valid is this statement?
• Refer to Books 1 and 7 of The Histories and your own knowledge
(25)
Example from - Individual and Community
“The status of women in Plato’s ideal state would be unacceptable in modern
democracy.”
• Discuss, with reference to any relevant parts of Plato’s work, and your own knowledge
(25)
Example from – Heroes and Heroism
“We could examine the character of Odysseus a dozen times or more without finding any
morality at all in the man.”
• Discuss, with reference to The Odyssey and your own knowledge
(25)
Example from – Comedy and Satire
“Aristophanes was a democrat first and foremost rather than a traditionalist or a
writer of comedy”
• Discuss, with reference to any of Aristophanes’ works, and your own knowledge
(25)
Sources – Part A
“I am an old man, Sir, and I beg you in pity to release from service one of my sons — the
eldest — to take care of me and my property. Take the other four — and may you return with
purpose accomplished.”
Xerxes was furiously angry. “You miserable fellow,” he cried, “have you the face to mention
your son, when I, in person, am marching to the war against Greece with my sons and brothers
and kinsmen and friends — you —, my slave, whose duty it was to come with me with every
member of your house, including your wife?”
The above is an example of a source from the Specimen Question Paper. It is provided to
give an example of the style and length of sources within question papers.
Example Marking Instructions (25–mark essay questions)
The following is an extract from the draft Marking Instructions for 25 mark essay questions. Also included is an extract from the Detailed Marking
Instructions.
Analysis — 8 marks
Analysis involves identifying parts, the relationship between them, and their relationships with the whole. It can also involve drawing out and
relating implications. Analysis requires candidates to clearly show at least one of the following: links between different components, links
between component(s) and the whole, links between component(s) and related concepts, similarities and contradictions, consistency and
inconsistency, different views/interpretations, possible consequences/implications, the relative importance of components, and understanding of
underlying order or structure
0 marks
 no evidence of analysis
(a purely descriptive
response)
or
 analysis is not relevant
to the question
1—2 marks
Two analytical points are
made about aspects of a
value, concept or system of
classical society
3—4 marks
Two analytical points are
made about aspects of a
value, concept or system of
classical society
5—6 marks
Three analytical points are
made about aspects of a
value, concept or system of
classical society
These may not be the key
or most relevant points, in
the context of the question
These will be key aspects
in the context of the
question
These will be key aspects
in the context of the
question
Analytical points are used
to support the overall line
of argument
7—8 marks
More than three analytical
points are made about
aspects of a value, concept
or system of classical
society
These will be key aspects
in the context of the
question
Analytical points are used
to support the overall line
of argument, showing a
clear interaction between
others’ ideas and the
candidate’s own
Evaluation — 8 marks
Evaluation involves using in-depth knowledge and understanding to make a reasoned judgement based on criteria.
0 marks
1—2 marks
3—4 marks
5—6 marks
7—8 marks
Two relevant points of
Three relevant,
Three relevant,
At least four relevant,
 no relevant,
evaluation are made
reasoned/evidenced
reasoned/evidenced
reasoned/evidenced
reasoned evaluative
but
there
is
no
clear
evaluative
points
are
made
evaluative
points
are
evaluative points are made
points
supporting reasons/
made and used to support and used to support the
evidence
the candidate’s overall
candidate’s overall line of
line of argument/
argument/conclusion
or
conclusion
There is one relevant,
reasoned/evidenced
evaluative point
Conclusion and line of argument — 9 marks
0 marks
1—2 marks
 no evidence of
concluding remarks
There is a conclusion
but this is a summary of
the main points made
or
 no evidence of a
sustained line of
argument leading to
any points of
conclusion
throughout the
response
or
Line of argument breaks
down during the
response leading to
partial conclusion
3—4 marks
There is a clear overall
conclusion representing a
judgement in relation to
the question/issue,
supported by some
evidence
There is a clear link
between some of the
candidate’s
analytical/evaluative
points and the conclusion,
showing evidence of
reasoning
5—6 marks
There is a clear overall
conclusion representing a
judgement in relation to
the question/issue which
includes a weighing-up or
relative judgement on
different factors,
supported by some
evidence
There is a clear link
between most of the
candidate’s
analytical/evaluative
points and the conclusion,
showing evidence of clear
and detailed reasoning
7—9 marks
There is a clear overall
conclusion representing a
judgement in relation to the
question/issue which includes
a weighing-up or relative
judgement on different factors
The conclusion is clearly
supported by accurate
reference to relevant
supporting evidence
There is a clear link between
all or nearly all of the
candidate’s
analytical/evaluative points
and the conclusion, showing
evidence of clear and detailed
reasoning
Detailed Marking Instructions
General marking principles for this
type of question
Question
6
These questions require candidates to:



analyse
evaluate
synthesise points into a line of
argument
Max
Mark
25
Detailed Marking Instructions for this question
Possible relevant points could refer to, for example:









Inevitable growth of hostility between Athens and Sparta is charted
logically, in a detached manner, in the affairs of Epidamnus, Corcyra and
Potidaea.
Epidamnus appeals to Corinth for help in a civil war, thus alienating the
mother city, Corcyra. Corinth is in an alliance hostile to Athens. Corcyra
appeals to Athens.
Effective use of speeches for and against this alliance: examples of
arguments used.
Simple narrative of events leading up to the breaking of the treaty between
Athens and the Peloponnesians. Thucydides does not intervene with
judgements.
Potidaean situation similarly narrated; details.
Speeches at Sparta when war is declared. Arguments laid out for and
against, without judgements.
Speeches of Archidamus and Sthenelaidos — examples of objective
argumentation from the Spartan side.
Description of Plague in Book 2. Clinical observation of symptoms
(Hippocrates’ influence). No attribution to the gods.
Pericles: strongly characterised as the virtuous politician. He champions
Athens as a place of civilised values. Funeral speech is delivered through
the lips of Pericles.
Component 2 - Course Work (Project: dissertation)
The project (dissertation) is worth 50 marks. The aim of the project (dissertation) is to
provide candidates with an opportunity to undertake independent research, demonstrating
their skills, knowledge and understanding within the context of a complex Classical
Studies issue.
In order to meet the criteria for satisfactory completion of the project dissertation,
candidates will gather evidence and in presenting their findings, will:






Justify an appropriate complex classical choice of topic/issue for research (6
marks)
Research the issue using a wide range of sources of information (10 marks)
Analyse the issue (8 marks)
Evaluate the ongoing significance of the classical world (8 marks)
Compare the classical and modern worlds (8 marks)
Synthesise evidence to develop a sustained and coherent line of argument (10
marks)
The word limit for the project (dissertation) evidence is 5000 words (excluding references
and appendices). The word count should be submitted with the completed dissertation
evidence. Markers will stop marking when the word count exceeds the maximum by 10%.
Coursework: Marking Instructions
The following is an extract from the draft Marking Instructions for the Project (dissertation).
F. Synthesising
evidence to
develop a
sustained and
coherent line of
argument
0 – marks
1 – 2 marks
3 – 4 marks
5 – 6 marks
7 – 8 marks
No evidence of
concluding
remarks
There is a conclusion
but this is a summary
of the main points
made
Candidates meet the
criteria for two marks
and in addition:
Candidates meet
the criteria for four
marks and in
addition:
Candidates
meet the
criteria for six
marks and in
addition:
or
or
10 marks
No evidence of a
sustained line of
argument leading
to any points of
conclusion
throughout the
response
Line of argument
breaks down during the
response leading to a
partial conclusion
-
There is a clear overall
conclusion
representing a
judgement in relation
to the issue, supported
by some evidence
There is a clear link
between some but not
all of the candidate’s
analytical/ evaluative
points and the
conclusion, showing
evidence of reasoning
There is a clear
overall conclusion
representing a
judgement in
relation to the
issue which
includes a
weighing-up or
relative judgement
on different
factors, supported
by some evidence
There is a clear
link between most
of the candidate’s
analytical/
evaluative points
and the
conclusion,
showing evidence
of clear reasoning
The judgement
is supported by
accurate
reference to
relevant
supporting
evidence
There is a clear
link between
all or nearly all
of the
candidate’s
analytical/
evaluative
points and the
conclusion,
showing
evidence of
clear
reasoning
9 – 10 marks
Candidates meet
the criteria for
eight marks and in
addition:
The conclusion
responds to
alternative
viewpoints or
interpretations of
either; the
evidence from
research, or the
ongoing
significance of the
classical world
and
The argument
shows clear links
between the
candidate’s ideas
and evidence from
the sources they
have used