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TKI Latin Assessment Resources

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For Excellence, the student needs to interpret thoroughly, a Roman viewpoint.

This involves:

• fully expanding on particular selected points
• giving evidence using appropriate and unambiguous  Latin references and/or quotations from resources and/or previously studied material to support answers
• providing an English explanation for any Latin reference and/or quotation.

The student has fully expanded on the particular selected points that loyalty and duty were wifely attributes valued by Roman men. Lucretia’s loyalty is emphasised by describing the contrast between her behaviour (1) and the unacceptable behaviour of the king’s daughters-in-law (2). Her devotion to him (3) and fidelity (4) are further evidence of her loyalty.

The expectation that it was a Roman wife’s duty to look after the children’s interests is fully expanded on (5) (6). An additional duty, being a good housewife, is expanded on (7).

Evidence has been given by using appropriate and unambiguous Latin quotations with an English explanation (1) (2) (5) to support the answers.

For a more secure Excellence, the student could expand further on Terentia’s role as a housewife (7). The student should also provide the Latin quotations for the English translations about the wifely virtues of worry (3), fidelity (4) and duty (7). 

For Merit, the student needs to interpret clearly, a Roman viewpoint

This involves:

• expanding on selected particular points
• communicating them unambiguously in English.

The student has selected the particular points of the value placed by the Romans on the virtues of a Roman wife. These include a good reputation (1), duty and responsibility (5), and beauty (7). The importance to Lucretia of keeping her virtuous reputation is expanded on (3) as are her duties and responsibilities (4), (5).

The value placed on physical beauty in Ovid’s poem is expanded on (6) and a reference is made to Tibullus’ comment on maintaining beauty (7).

The selected point is communicated unambiguously through a clear description of Lucretia’s beauty that is related to Roman values and its effect on Sextus (6).

To reach Excellence, the student could provide English translations for quotations in Latin (1) (2) (5) (8). By doing so, the student could also provide a more thorough interpretation, expanding more fully on the threats made by Sextus Tarquinius, explaining the relevance to the previous comments of the quote ‘mittenda est domino (nunc, nunc properate, puellae), quam primum nostra facta lacerna manu’, and expanding on Delia’s beauty.

For Merit, the student needs to interpret clearly, a Roman viewpoint

This involves:

• expanding on selected particular points
• communicating them unambiguously in English.

The student has expanded on the behaviour expected of a Roman wife (1). The student has expanded on selected particular points of fidelity and loyalty (2) (3) beauty (4) (5), daring (6), bravery (7) and virtue (8). These points have been communicated unambiguously in English.

For a more secure Merit, the student could expand on why Lucretia’s suicide (6) would have been viewed as courageous by the Romans. The fact that Lucretia’s virtue (8) inflamed Tarquinius’ lust even more could be mentioned to explain his attack.

The point about Lucretia’s appearance (4) could be expanded to note that that fair hair was unusual in Rome and therefore even more prized. 

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

This involves:

• applying linguistic and socio-cultural knowledge to establish meaning or significance of 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 resources.

The student has applied linguistic and socio-cultural knowledge to establish in written English the meaning of information, ideas and Latin references (6) (7). The duties of a Roman wife are outlined (1) (2) (5). The loyalty of both Lucretia (3) (4) and Terentia (7) is described.

To reach Merit, the student could expand on Lucretia’s loyalty (3) by quoting from Ovid. Her reasons for committing suicide (4) could also be expanded on with reference to Ovid’s poem.

A specific example of Terentia’s loyalty could also be given to supplement the points made (7).  

For Achieved, the student needs to interpret a Roman viewpoint

This involves:

• applying linguistic and socio-cultural knowledge to establish meaning or significance of 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 resources.

The student has applied some linguistic and socio-cultural knowledge to establish the meaning of information, ideas and Latin references (1) (3) (4) (5). The significance of Lucretia’s golden hair (3) is established, as is the importance to Roman men of beauty (2), duty (4) and loyalty (6).

Written English has been used to interpret the Roman viewpoint.

For a more secure Achieved, the student could supply an English translation for ‘Forma placet niveusque color flavique capilli quique aderat nulla factus ab arte décor’ (2), so that it links to the previous statement. 

The poem referred to (7) should be specifically identified, and more detailed information of its content given.

For Achieved, the student needs to interpret a Roman viewpoint

This involves:

• applying linguistic and socio-cultural knowledge to establish meaning or significance of 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 resources.

The student is beginning to apply linguistic and socio-cultural knowledge to establish the meaning of information and ideas (1), (4), (8). Written English has been used to interpret a Roman viewpoint. An example of Lucretia’s loyalty has been supplied (9).

To reach Achieved, the student could supply Latin references (1) (4) (8). The woman referred to as ‘she’ (2) should be named, as should Cicero’s wife (3).

The student could clearly explain that Cicero was exiled, not travelling (5). It could also be clarified that to the Romans ‘dying in an embrace’ (4) was not equivalent to giving somebody a hug (6).

The word ‘civil’ (7) should be replaced by ‘faithful’, for example, to establish more clearly the meaning and significance of the Latin quotation (8).