Stage 2 Classical Studies
Formative Assessment Task 1
Name of Assessment: Greek Epic – Odyssey the Epic Hero
Student Name:
Assessment Type: Folio
Assessment Conditions: Essay of up to 1200 words
Learning Requirements:
1. demonstrate knowledge and understanding of selected texts, ideas, individuals, groups,
institutions, practices, events, and artefacts of the classical world
2. recognise and reflect on the diversity of attitudes, beliefs, and values in the classical world
3. research, critically analyse, synthesise, and reflect on primary and secondary sources,
including literary texts
4. recognise and use relevant terms, concepts, and skills, including skills of historical literacy
5. communicate informed and relevant arguments using different forms, with appropriate
examples, ideas, and acknowledgment of sources.
Assessment Design Criteria: KU1, KU3, RA1, RA2, RA4, C1, C2
Assessment Task: To what extent does Odysseus possess the qualities of an epic hero?
Due Date: Your first tutorial
Ensure that you have:
□ Included relevant primary and secondary source material
□ Adhered to the conventions of essay writing
□ Demonstrated in-depth knowledge and critical analysis
□ Developed an informed argument and a clear point of view
□ Acknowledged all sources according to SACE guidelines
1
The Epic Hero:
•
•
•
•
•
•
•
He is a mythical figure
He always seeks honour and glory
He possesses qualities of intelligence, courage and physical strength
He displays excellence in debate and action
He travels widely
He is helped by the gods
He does not have to be perfect
Epic Heroes in The Odyssey:







Books 1-4
Odysseus
Nestor
Menelaus
Agamemnon
Achilles
Telemachus (progresses from ‘Ls’ to ‘Ps’ by end of poem!)
Ajax
The Odyssey:
In the first four books we do not meet Odysseus, but we hear much about him from the
mouths of others.
Formative writing task:
To what extent does Odysseus possess the qualities or characteristics necessary in order for
him to meet the criteria of being classified as an epic hero?
Provide evidence and name your sources. Whilst giving evidence it is important to analyse
the integrity of your sources, whether they be other individuals in the poem or outside
primary or secondary sources.
Remember to adhere to the conventions of essay writing as set-out below.
2
Structure of an essay:
The following maps a commonly used structure for many academic essays. Use this outline
to guide you as you compose your own argument.
Opening Sentence
Start your paper with a general statement about your topic that catches
the reader’s attention such as a relevant quotation, anecdote or
fascinating fact.
Introduction
Context
Provide the information the reader will need to understand the topic.
Thesis Statement
State your arguable position on the topic that you will support with
evidence in your body paragraphs.
Summarise your argument
Answer the question and explain how you intend to proceed. Include one
sentence per main body paragraph, introducing your key points.
Topic Sentence
Provide the main idea of the paragraph.
Supporting Evidence
Include specific textual evidence: cited quotes; paraphrases or summary,
evidence that supports your thesis from other sources: primary and
secondary.
Body
Paragraphs
Conclusion
Analysis
Explain to the reader the significance of the evidence you have provided.
Think about why you chose to include it. How does the piece of evidence
support your thesis?
Transition
Connect each paragraph with a sentence or two that demonstrates how
each idea leads into the next, and how they work together to support your
position.
Provide the reader an overview of the main ideas you discussed, but also
be sure to highlight the progression of your thought process. One
sentence per main body paragraph, summarising up your key points.
Don’t only restate your thesis but show the significance of your synthesis
of the information, demonstrating how you have answered the question.
3
Performance Standards for Stage 2 Classical Studies
-
A
Knowledge and
Understanding
In-depth knowledge and critical
understanding of selected texts,
ideas, individuals, groups,
institutions, practices, events,
and artefacts of the classical
world.
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 well-informed
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
considered 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.
Some recognition, and
superficial consideration, of
some attitudes, beliefs, and
values in the classical world.
Research and Analysis
Communication
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 acknowledgment 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.
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 integration and
acknowledgment 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
acknowledgment 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 analysis and
description of research.
Basic recognition and application
of relevant terms, concepts, and
skills, including selected skills of
historical literacy.
Superficial argument, using
limited examples and ideas, and
tending mostly towards
description.
Some integration and
acknowledgment of descriptions
of source material.
Attempted explanation of ideas,
using one or more forms.
Some definition, and partial
development, of a point of view.
4
-
E
Knowledge and
Understanding
Research and Analysis
Communication
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
and mostly descriptions.
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 selected skills of
historical literacy.
Limited integration or
acknowledgment of descriptions
of source material.
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.
5