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
Page 1 of 2
Stage 2 Classical Studies task for use in 2011
Ref: A119542 (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).
Competent critical analysis and synthesis of,
and reflection on, research.
Appropriate recognition and application of
relevant terms, concepts, and skills, including
skills of historical literacy.
Generally clear and reasonably
accurate communication of informed
argument using mostly appropriate
examples and ideas.
Appropriate integration and
acknowledgement of source material.
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 2 of 2
Stage 2 Classical Studies task for use in 2011
Ref: A119542 (revised January 2013)
© SACE Board of South Australia 2012