STAGE 2 CLASSICAL STUDIES
ASSESSMENT TYPE 3: Special Study
Description of assessment
You are required to undertake one special study, which is presented as a written essay. In this
study you should propose and develop a particular point of view about an issue, as negotiated with
your teacher.
The essay should take the form of an informed, sequenced, and persuasive argument.
Relevant graphical material may be integrated into the essay. Sources should be acknowledged
appropriately.
The special study must be based on one of the following:

any aspect of any topic not studied in class

background materials and extension materials for any topic, including the topic studied in
class

any aspect of the classical world not listed in any topic

any aspect of personal interest beyond the classical world, provided that 50% of the
discussion is located in the classical world

an aspect of a focus study undertaken in class when used as a comparison with another
aspect of the classical world or beyond, provided that the material used from the focus
study is not greater than 50%.
At least 50% of the special study should be located in the Greco-Roman classical world.
Process
Choose a topic.
Research broadly.
Formulate a hypothesis or question for your essay.
Select the sources you will use.
Research the topic, keeping notes.
Present the results of your inquiry in the form of an essay.
The essay should present a reasoned historical argument supported by evidence.
Evidence needs to be acknowledged using an appropriate and consistent form of referencing, both
within the essay and in a bibliography.
Assessment conditions
A written piece to a maximum of 2000 words.
CHECKLIST:
In order to maximise your achievement in relation to the performance standards it is suggested that
you take into account the following:
Knowledge and Understanding:

Select evidence which is relevant to the selected ideas, individuals, groups, institutions,
practices, events, or artefacts of the classical world.

Make reference to specific times, dates, places and people to make your account factually
accurate and in-depth.

Ensure that your hypothesis or question has a clear focus and is manageable. This
involves the clear identification of a time and place.
Page 1 of 4
Stage 2 Classical Studies task
Ref: A200278 (revised January 2013)
© SACE Board of South Australia 2012

Ensure that your hypothesis or question invites a reasoned historical argument. Use words
like “To what extent …”, or “How important/significant/effective was …” or “Do you agree
…?” Argue your case.
Research and Analysis


Use your evidence to develop a point of view, rather than build a narrative.
Conduct extensive research using a variety of sources, including primary and secondary
sources.
 Critically analyse and synthesise your research.
Communication





Structure your essay appropriately using the structural features of essays.
Begin each paragraph with an effective topic sentence which signposts/introduces the next
element in the argument (not the next part of the narrative), and uses the key words of the
question.
Build a strong argument by regularly using the words of the question.
Think about the order of points and evidence in your paragraph and select the most logical
way of ordering your information.
Express your views in clear and effective prose. Edit and proof read carefully.
ASSESSMENT DESIGN CRITERIA
Knowledge and Understanding
KU1 Knowledge and understanding of selected texts, ideas, individuals, groups, institutions,
practices, events, and artefacts of the classical world.
KU2 Selection and application of factual knowledge that demonstrates understanding of the
civilisations of Greece and/or Rome.
KU3 Recognition of, and reflection on, the diversity of attitudes, beliefs, and values in the
classical world.
Research and Analysis
The specific features are as follows:
RA1 Research into primary and secondary sources, including literary text(s).
RA2 Critical analysis and synthesis of, and reflection on, research.
RA3 Recognition and application of relevant terms, concepts, and skills, including skills of
historical literacy.
RA4 Definition and development of a point of view.
Communication
The specific features are as follows:
C1
Communication of informed argument using appropriate examples and ideas.
C2
Integration and acknowledgment of source material.
C3
Explanation of ideas using different forms.


Use formal written language. Use the appropriate historical terms and names for things.
Avoid the use of overly spoken and informal language.
Be consistent in your in-text referencing. Take time to set out your bibliography correctly,
adhering to the style of punctuation required.
Page 2 of 4
Stage 2 Classical Studies task
Ref: A200278 (revised January 2013)
© SACE Board of South Australia 2012
Performance Standards for Stage 2 Classical Studies
A
Knowledge and Understanding
Research and Analysis
Communication
In-depth knowledge and critical understanding
of selected texts, ideas, individuals, groups,
institutions, practices, events, and artefacts of
the classical world.
Extensive and balanced research into
primary and secondary sources, including
literary text(s).
Clear, logical, coherent, and controlled
communication of informed argument using
appropriate examples and ideas.
Incisive critical analysis and synthesis of,
and reflection on, research.
Astute and selective integration and
acknowledgement of source material.
Selective recognition and controlled
application of relevant terms, concepts, and
skills, including skills of historical literacy.
Fluent and lucid explanation of ideas using a
range of forms.
Discerning selection and application of factual
knowledge that demonstrates critical
understanding of the civilisations of Greece
and/or Rome.
Discerning and well-informed recognition of,
and insightful reflection on, the diversity of
attitudes, beliefs, and values in the classical
world.
B
Well-considered knowledge and
understanding of selected texts, ideas,
individuals, groups, institutions, practices,
events, and artefacts of the classical world.
Well-considered selection and application of
factual knowledge that demonstrates wellinformed understanding of the civilisations of
Greece and/or Rome.
Well-informed recognition of, and thoughtful
reflection on, the diversity of attitudes, beliefs,
and values in the classical world.
C
Appropriate knowledge and understanding of
selected texts, ideas, individuals, groups,
institutions, practices, events, and artefacts of
the classical world.
Competent selection and application of
factual knowledge that demonstrates
informed understanding of the civilisations of
Greece and/or Rome.
Competent recognition of, and reflection on,
the diversity of attitudes, beliefs, and values in
the classical world.
D
Recognition and some understanding of texts,
ideas, individuals, groups, institutions,
practices, events, and artefacts of the
classical world.
Selection and application of aspects of factual
knowledge that demonstrate some
understanding of the civilisations of Greece
and/or Rome.
E
Comprehensive definition and development
of a point of view.
Sound research, with breadth and balance,
into primary and secondary sources,
including literary text(s).
Clear and relevant communication of informed
argument using mostly appropriate examples
and ideas.
Well-informed critical analysis and synthesis
of, and reflection on, research.
Well-considered selection and integration and
acknowledgement of source material.
Well-informed recognition and application of
relevant terms, concepts, and skills,
including skills of historical literacy.
Mostly clear and thoughtful explanation of
ideas using a range of forms.
Well-considered definition and development
of a point of view.
Generally sound and balanced research into
primary and secondary sources, including
literary text(s).
Generally clear and reasonably accurate
communication of informed argument using
mostly appropriate examples and ideas.
Competent critical analysis and synthesis of,
and reflection on, research.
Appropriate integration and acknowledgement
of source material.
Appropriate recognition and application of
relevant terms, concepts, and skills,
including skills of historical literacy.
Generally clear explanation of ideas using
some different forms.
Competent definition and development of a
point of view.
Superficial research into primary and
secondary sources, including literary text(s).
Superficial argument using limited examples
and ideas.
Superficial analysis and description of
research.
Some integration of descriptions of source
material; acknowledgment of sources and
tending mostly towards description.
Basic recognition and application of relevant
terms, concepts, and skills, including skills of
historical literacy.
Attempted explanation of ideas using one or
more forms.
Some recognition, and superficial
consideration, of some attitudes, beliefs, and
values in the classical world.
Some definition, and partial development, of
a point of view.
Some awareness of aspects of one or more
texts, ideas, individuals, groups, institutions,
practices, events, or artefacts of the classical
world.
Limited research into primary and secondary
sources, including literary text(s).
Some attempts at argument using few
examples and ideas.
Limited description of research.
Attempted selection and application of
aspects of factual knowledge that
demonstrate some awareness of the
civilisations of Greece and/or Rome.
Attempted use of some relevant terms,
concepts, and skills, including skills of
historical literacy.
Limited integration of descriptions of source
material and acknowledgment of sources.
Description of one or more ideas.
Attempted development of a point of view.
Attempted description of one or more aspects
of attitudes, beliefs, and values in the
classical world.
Page 3 of 4
Stage 2 Classical Studies task
Ref: A200278 (revised January 2013)
© SACE Board of South Australia 2012
Knowledge and Understanding
Page 4 of 4
Research and Analysis
Communication
Stage 2 Classical Studies task
Ref: A200278 (revised January 2013)
© SACE Board of South Australia 2012