Scholarship: Classic al Studies Performance Standard
Outcome description
The student will evaluate critically aspects of the culture of the classical world, which may include history, literature, philosophy and art history. The student can also demonstrate analytical perception and both depth and breadth of knowledge. Finally the student can communicate ideas effectively.
Outstanding Performance – Performance Descriptor 1
The student will:
· evaluate critically an aspect or aspects of the classical world, referring to a range of ancient and, where appropriate, secondary sources.
· develop a cogent argument with insight and/or originality based on depth of knowledge about classical subjects.
· synthesise particular examples into general principles within the various topics and, where appropriate, about the classical world.
· communicate ideas effectively in essay format with precision and an element of expressiveness that focuses the reader’s attention on salient points.
Performance Descriptor 2
The student will:
· evaluate critically an aspect or aspects of the classical world, referring to a range of ancient and, where appropriate, secondary sources.
· develop a cogent argument based on depth of knowledge about classical subjects.
· synthesise particular examples into general principles within the various topics and, where appropriate, about the classical world.
· communicate ideas effectively in essay format.
Performance Descriptor 3
The student will:
· evaluate critically an aspect or aspects of the classical world, showing awareness of ancient and/or secondary sources.
· develop a cogent argument based on depth of knowledge about classical subjects.
· demonstrate understanding of general principles within the various topics and, where appropriate, about the classical world.
· communicate ideas in essay format
Explanatory Notes
1 This standard is derived from the content of the Level 3 Classical Studies achievement standards.
2 Topics: Alexander the Great, Augustus, Greek Vase Painting, Art of the Roman Empire, Aristophanes, Virgil, Juvenal, Socrates, Greek Science, Roman Religion.
3 Evaluate critically means to examine and analyse material and make a well-informed judgment about it.
4 Analytical perception means understanding of core issues and an awareness of subtext, ie wider associations and unstated implications.
5 Breadth of knowledge implies reading widely. A list of suggested reading may be found at .org.nz/e/ncea/support.php.
6 Communicate effectively means to communicate with clarity and coherence.
7 Sources may include texts (e.g. literary, historical, philosophical, etc.), art and archaeology.
8 A cogent argument is an argument that is compelling, thorough and focused.
9 Depth includes an ability to get to the heart of the question, a grasp of specific detail and an appreciation of general principles.
10 Synthesise is the process by which a student integrates relevant ideas and evidence to develop a coherent whole.
11 Subjects refers to people, events, concepts, etc.
12 Insight and/or originality may include, but is not limited to, such things as freshness of approach, subtlety of understanding, historical empathy and awareness of a broader context.
13 Showing awareness of ancient and/or secondary sources means being able to include, whenever appropriate, some quotations or evidence from the sources, without being expected to make sustained, direct reference to these sources.
Page 1 of 2 ó Ministry of Education, Wellington, New Zealand, 2006