Latin - annotated exemplars level 1 AS90865

Present a Roman viewpoint (1.4)

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TKI Latin Assessment Resources

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Low Excellence

Commentary
Student response

Student 1 (PDF, 35KB)

For Excellence, the student needs to present a Roman viewpoint comprehensively.

This involves:

  • fully expanding on particular selected information, ideas and Latin references
  • giving evidence from previously studied material to support answers
  • providing an English explanation  for all Latin references/quotations
  • giving Latin evidence that is appropriate and unambiguous 
  • including mention of Roman artefacts, Latin terms, phrases, quotations, images, maps or other material.

The student has fully expanded the information about staging the games by providing details of the venue and the programme (2). This supports the idea (1) that the Romans were fond of violence.

The student has fully expanded on the idea that the gladiator was seen as an instrument of entertainment (5). Evidence is given from previously studied material about the oath that he took, showing his willingness to die (4).

The idea that some women worshipped gladiators (6) is fully expanded with evidence from Latin graffiti and their translations into English (7) (8). The English translation of a quotation by a Roman poet further supports the idea that some women adored gladiators (9).

A Latin phrase panem et circenses (3) is used to support the idea that the games were used for political purposes.

For a more secure Excellence, the student could translate the Latin phrase panem et circenses (3) and explain that free food and entertainment helped to keep the poor from causing trouble. Julius Caesar’s sponsorship of games to gain popularity might also be added.

High Merit

Commentary
Student response

Student 2 (PDF, 34KB)

For Merit, the student needs to present a Roman viewpoint in depth.

This involves:

  • expanding on particular selected information, ideas and Latin references
  • communicating the points unambiguously in English.

The student has expanded unambiguously in English on the sense of excitement felt by the Romans at the idea of free games (1), by giving information about the opening procession (4).  More information is given about the variety of games and expanded by describing the different types (6) (7) (8) (9).

The idea of entertaining the masses is expanded by quoting and partially explaining Juvenal’s phrase panem et circenses. The idea of the Romans’ love of violence is expanded by providing some Latin phrases that they used (11).

Latin references (2) (3) (5) (10) are expanded by giving explanations or translations.

To reach Excellence, the student needs to give a translation of panem et circenses (5). This should be expanded fully by adding that bread (the dole) was also given to the poor. The student also needs to describe the armour of the retiarius et secutor (9) and give English translations of the terms used by the spectators (11).

Low Merit

Commentary
Student response

Student 3 (PDF, 32KB)

For Merit, the student needs to present a Roman viewpoint in depth.

This involves:

  • expanding on particular selected information, ideas and Latin references
  • communicating the points unambiguously in English.

The student has expanded unambiguously in English the idea that the Romans liked variety in the games (1) by giving information about some different types of gladiators. This is expanded by providing an English translation of the Latin terms (2) and describing generally the armour of the retiarius et secutor (4). The opportunities other than watching the show are expanded on (3).

The idea that not all Romans enjoyed the games is expanded by quoting from Cicero (5).

Latin references are used and expanded by giving the English meaning (2).

To reach Merit more securely, the student could describe the armour of some of the gladiators (2), and the relative advantages and disadvantages that each had.  The Latin of the translated quotation from Cicero (6) might also be given.

High Achieved

Commentary
Student response

Student 4 (PDF, 32KB)

For Achieved, the student needs to present a Roman viewpoint.

This involves:

  • applying linguistic and socio-cultural knowledge to communicate relevant information, ideas and Latin references from resources and/or previously studied material
  • using oral or written English, which may be supported by other media and developed with the use of other material.

The student has applied linguistic and social knowledge to communicate in written English relevant information about differences between gladiators (2). Information is also given about the fact that there were fights between different types of animals (5) and that there were shopping opportunities at the games (7).

In addition, ideas about keeping spectators interested (1), excitement (6) and sponsoring games for political gain (8) are provided from previously studied material. The information (2) is supported by Latin terms for gladiators (3) (4).

To reach Merit, the student needs to expand on the armour worn by different pairs of gladiators (3) (4). An explanation of the term pollice verso (with a thumb turned) should be given. Another possibility would be to expand on the example of Julius Caesar’s sponsorship of the games (7).

Low Achieved

Commentary
Student response

Student 5 (PDF, 32KB)

For Achieved, the student needs to present a Roman viewpoint.

This involves:

  • applying linguistic and socio-cultural knowledge to communicate relevant information, ideas and Latin references from resources and/or previously studied material
  • using oral or written English, which may be supported by other media and developed with the use of other material.

The student has applied linguistic and social knowledge to communicate relevant information, in written English, from previously studied material about the venue for the gladiatorial games (1) and the seating arrangements (2). Information is provided about the variety of gladiators (4). Ideas are communicated about social status (3) and Romans’ attitudes to the games (7). A Latin reference (6) is used to name the types of gladiator.

To reach Achieved more securely, the student should provide information about the secutor (6) and the Latin name bestiarius for the gladiator who fought the wild beasts (5).

High Not Achieved

Commentary
Student response

Student 6 (PDF, 32KB)

For Achieved, the student needs to present a Roman viewpoint.

This involves:

  • applying linguistic and socio-cultural knowledge to communicate relevant information, ideas and Latin references from resources and/or previously studied material
  • using oral or written English, which may be supported by other media and developed with the use of other material.

The student has applied some linguistic and social knowledge to communicate in written English relevant information about socialising at the races (1) and their attraction for the Romans (4).

In addition, Ovid’s ideas about meeting the opposite sex (3) and Pliny’s attitude to those who attend the races (6) are given from previously studied material. The information (1) (4) is supported by English translations of Latin quotations (2) (5).

To reach Achieved, the student needs to include references in Latin. Supplying the Latin (2) (5) or giving Latin terms for some aspects of racing, for example, factiones (factions) would fulfil the requirements.

 
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