New+Level+Three+Internals+Information

TO THE TKI SITE: http://ncea.tki.org.nz/Resources-for-aligned-standards/Social-sciences/Classical-studies/Level-3-Classical-studies TEACHERS: http://seniorsecondary.tki.org.nz/Social-sciences/Classical-studies
 * NCEA Level 3 Classical Studies **
 * Conditions of Assessment **
 * General Information **


 * **Subject Reference ** || Classical Studies ||
 * **Domain ** || Classical Studies ||
 * **Level ** || 3 ||


 * NB: **It is expected that teachers are familiar with additional generic guidance on assessment practice in schools published on the [|NZQA] website. This should be read in conjunction with these Conditions of Assessment.


 * Specific Information for Individual Internal Achievement Standards **

Students should be given the opportunity to demonstrate their understanding in a format that suits their individual learning style or the context of the assessment activity. Suggested formats include, but are not limited to: computer-assisted presentation, journal, essay, photo-essay, debate, drama performance, video, model.
 * **Achievement Standard Number ** || **91397 Classical Studies ****3.4 ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Demonstrate understanding of significant ideology(ies) in the classical world ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Number of Credits ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">6 ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Version ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">1 ||

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">The credit rating of this standard indicates that the time for learning, practice and assessment should be approximately 40 hours. This allows time for teachers to model the process by teaching an example before students undertake their own activity for assessment.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Students should have opportunities to work on this assessment both in and out of class time.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">A range of primary and secondary source material should be available to students. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">School policies on authenticity should apply.

__**TKI APPROVED INTERNAL ASSESSMENT FOR AS91397**__ Internal Assessment Resource Classical Studies Level

This resource supports assessment against: Achievement Standard 91397 Demonstrate understanding of significant ideology(ies) in the classical world |
 * Resource title: Republic to Empire: “But Dad, don’t you see?” ||
 * 6 credits ||
 * This resource:
 * Clarifies the requirements of the Standard
 * Supports good assessment practice
 * Should be subjected to the school’s usual assessment quality assurance process
 * Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic ||

To support internal assessment from 2013 || Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform. || **<span style="font-family: 'Arial','sans-serif'; font-size: 21.3333px;">Internal Assessment Resource ** Achievement Standard Classical Studies 91397: Demonstrate understanding of significant ideology(ies) in the classical world Resource reference: Classical Studies 3.4B Credits: 6 Teacher guidelines The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource. Teachers need to be very familiar with the outcome being assessed by Achievement Standard Classical Studies 91397.The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it. Context/setting This activity requires students to write the dialogue for a scene in a play in which a Roman senator argues with his son about Augustus’ claim in the Res Gestae that he “restored the Republic”. Developing this dialogue will enable students to demonstrate perceptive understanding of aspects of Augustus’ political ideology. Conditions This assessment task will take approximately three weeks of in-class and out-of-class time. You can change this to suit your class programme and your students. Students may work in groups to gather evidence and develop their ideas. However, they will need to submit their own work for assessment and will be assessed individually. Ensure that they carry out sufficient work under supervision to allow monitoring of progress and authentication of work. Students should submit an accurate reference list or bibliography that includes all sources they have used in this activity. It will not be assessed, but will be used for authentication purposes. Resource requirements While using secondary source material to support points is not a requirement of the standard at any level of achievement, students are strongly encouraged to do so. This may allow students to demonstrate perceptive understanding of significant ideology(ies) in the classical world. Note that: Some resources that are suitable for examining political ideology in the time of Augustus are: You may find helpful material on the following websites:
 * Date version published by Ministry of Education || December 2012
 * Quality assurance status || These materials have been quality assured by NZQA. NZQA Approved number A-A-12-2012-91397-01-6043 ||
 * Authenticity of evidence || **Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.**
 * Resource title: Republic to Empire: “But Dad, don’t you see?”**
 * primary sources include evidence surviving from the classical world, including written material in translation and artefacts of all kinds
 * secondary sources include evidence drawn from later commentaries, for example, books, websites, encyclopaedias, and later works of art and architecture.
 * David Shotter, //Augustus Caesar//
 * Chris Scarre, //Chronicle of the Roman Emperors: The Reign-by-Reign Record of the Rulers of Imperial Rome// (The Chronicles Series)
 * H. H. Scullard, //From the Gracchi to Nero: A History of Rome from 133 BC to AD 68// (Chapters 8–12)
 * Augustus Caesar, P. A. Brunt and J. M. Moore (eds), //Res Gestae Divi Augusti: The Achievements of the Divine Augustus//
 * Susan Walker and Andrew Burnett, //The Image of Augustus//
 * Ronald Syme, //The Roman Revolution//
 * Michael Grant, //The Twelve Caesars//
 * Paul Artus, //Augustus Study Notes.//
 * Livius: Articles on Ancient History []
 * Perseus Digital Library []
 * Vroma: A Virtual Community for Teaching and Learning Classics []

This resource gives one way to assess students’ perceptive understanding of significant ideology(ies) in the classical world. Examples of some other ways you could assess this understanding are given below: Students will use a medium of their choice to present their perceptive understanding. Formats of presentation could include, but are not limited to, a computer-assisted presentation, a photo-booklet, an essay with annotated images, or a brochure. Discuss with students the suitability of their chosen mode.
 * __Additional information__**
 * students write and perform their own Socratic dialogue to demonstrate understanding of the Socratic method of inquiry
 * students examine the ideologies of ancient peoples involved in conflict in the ancient world, for example, by writing a defence or prosecution speech for an ancient Greek or Roman military leader
 * students compare the ideology behind the administration of justice in 5th century BCE Athens with that driving the administration of justice in 1st century BCE Rome, possibly with reference to the works of Demosthenes and Cicero
 * students compare two religious ideologies, for example, Stoicism and Epicureanism, by applying the ideology to a given or chosen situation to demonstrate differences in approach.

**<span style="font-family: 'Arial','sans-serif'; font-size: 21.3333px;">Internal Assessment Resource ** Achievement Standard Classical Studies 91397: Demonstrate understanding of significant ideology(ies) in the classical world Resource reference: Classical Studies 3.4B Resource title: Republic to Empire: “But Dad, don’t you see?” Credits: 6 Student instructions Introduction This activity requires you to write the dialogue for a scene in a historical drama set in the 1st century CE. In your scene, show a Roman senator and his adult son discussing the accuracy of Augustus’ claim in the Res Gestae that he “restored the Republic”. You will be assessed on how perceptively you demonstrate understanding of the effects of ideological changes between 27 BCE and 14 CE on the administration of Rome. You may work in groups to gather evidence and develop your ideas. However, you will need to submit your own work for assessment and it will be assessed individually. You will write and submit a bibliography that includes all of the sources you have used. (This is required but not assessed.) <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">At all times the quality of your ideas and writing is more important than the quantity. You have three weeks of in-class and out-of-class time for this task. Teacher note: Adjust the time period to suit your class programme and your students. Task Write the dialogue between a father and son who feel differently about the accuracy of Augustus’ claim that he restored the Roman Republic. You might like to start your dialogue with one of the men saying, “Rome’s system of government now is nothing like it was when Julius Caesar was removed.” In the course of the dialogue demonstrate that you understand the changes in political ideology that took place between 27 BCE and 14 CE, and the effects of those changes on the administration of Rome. You could include the two men’s opinions of, and attitudes to, aspects such as: You may include other relevant aspects. Check with your teacher that your aspects are appropriate. Have the two men quote from primary sources where appropriate to support their opinions. In your dialogue, make sure you show insight into the political ideologies of the Roman Empire by including sufficient detail and evidence for each character’s points. A dialogue that shows insight could include:
 * Achievement || Achievement with Merit || Achievement with Excellence ||
 * Demonstrate understanding of significant ideology(ies) in the classical world. || Demonstrate in-depth understanding of significant ideology(ies) in the classical world. || Demonstrate perceptive understanding of significant ideology(ies) in the classical world. ||
 * the powers held by the senate, the chief magistrates, and the emperor
 * the roles of senators, equites, and plebeians
 * the use of political propaganda
 * the relationship between those governing and the army
 * social reforms and judicial changes.
 * reasons for similarities and differences in the Republic and Empire
 * themes and patterns
 * links to cultural expectations and/or codes of behaviour
 * limitations of sources of evidence.

Assessment schedule: Classical Studies 91397 Republic to Empire: “But Dad, don’t you see?” The student has included references to primary evidence. An example of analysis of one aspect (the effects of changes in ideology on the role of the senate) is: Son: “But Dad, don’t you see? Augustus said he transferred the Republic from his own power to the control of the senate and people of Rome. Doesn’t that mean we have Republican government?” Father: “No, son, it does not mean that at all. Augustus wanted to keep the senate on his side, so he was careful not to offend them. He let them think that he was restoring their power, but he knew that as they were desperate for Rome to have some leadership out of the mess it was in following the civil war, they would decline to allow Augustus to renounce his powers. His action in offering to hand back power seemed to prove to them that he was not power hungry, and could be trusted.” // The examples above relate to only part of what is required, and are just indicative. // || The student has used a father-and-son dialogue to give informed analysis of Augustus’ claim that he restored the Republic. In their dialogue, they demonstrate in-depth understanding of a range of effects of ideological changes on the administration of Rome during the transition of the city from Republic to Empire. The student has included references to primary evidence of specific relevance to the context. An example of informed analysis of one aspect (the effects of changes in ideology on the role of the senate) is: Son: “But Dad, don’t you see? Augustus wrote in the Res Gestae that he transferred the Republic from his own power to the control of the senate and people of Rome. So the senate and people have had their authority recognised again from that time.” Father: “Son, the senate now has no experience of true Republican rule. Since Augustus made his first settlement (in 27 BCE), the senate has started to be full of ‘new men’ who have no experience of service in the old Republic. Augustus has repeatedly revised the senate roll. Granted, he has achieved a constitutional government rather than a military one, but can it be said to be Republican when we senators do not feel that we can withhold our approval of anything he asks? Besides Augustus as princeps holds office for life, whereas the senior magistrates hold office for one year or less.” // The examples above relate to only part of what is required, and are just indicative. // || The student has used a father-and-son dialogue to show insight into Augustus’ claim that he restored the Republic. In their dialogue, they demonstrate perceptive understanding of a range of effects of ideological changes on the administration of Rome during the transition of the city from Republic to Empire. The student has included references to primary evidence of specific relevance to the context. The student has shown perceptive understanding by providing insight into features such as: An example of informed analysis showing insight into one aspect (the effects of changes in ideology on the role of the senate) is: Son: “But Dad, don’t you see? Augustus recorded in paragraph 34.1 of his Res Gestae that in his sixth and seventh consulships (in 27 BCE) he transferred the Republic from his own power to the control of the senate and people of Rome. So Augustus was prepared to give the senate respect as the sole permanent legal source of authority.” Father: “Son, you don’t seem to realise that the senate needs military power to enforce its wishes, and significantly it was Augustus who was controlling that military power! After Augustus made his first settlement (in 27 BCE) hardly any of the men who had been part of the true Republican administration were still alive. Augustus revised the senate roll three times, expelling those he did not approve of. The senate is now increasingly composed of ‘new men’ who have come from all over Italy, who have no experience of the traditions of service in the senate, but who can satisfy Augustus’ one million sesterces of property qualification. What he has achieved, I grant you, is a constitutional government rather than a military one, but can he rightly claim that it is Republican when we senators do not feel that we can withhold our approval of anything he asks? Augustus has been able to get away with founding a principate while claiming to be restoring the Republic, simply because the people of Rome, after two civil wars, have been so desperate for peace!” // The examples above relate to only part of what is required, and are just indicative. // || Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
 * Evidence/Judgements for Achievement || Evidence/Judgements for Achievement with Merit || Evidence/Judgements for Achievement with Excellence ||
 * The student has used a father-and-son dialogue to analyse Augustus’ claim that he restored the Republic. In their dialogue, they demonstrate understanding of the effects of ideological changes on the administration of Rome during the transition of the city from Republic to Empire.
 * reasons for similarities and differences in the Republic and Empire
 * themes and patterns
 * cultural expectations and codes of behaviour
 * limitations of sources of evidence.


 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Achievement Standard Number ** || **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px;">91398 Classical Studies ****<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">3.5 ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Demonstrate understanding of the lasting influences of the classical world on other cultures across time ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Number of Credits ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">6 ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Version ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">1 ||

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Students should be given the opportunity to demonstrate their understanding in a format that suits their individual learning style or the context of the assessment activity. Suggested formats include, but are not limited to: computer-assisted presentation, journal, essay, photo-essay, debate, drama performance, video, model.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">The credit rating of this standard indicates that the time for learning, practice and assessment should be approximately 40 hours. This allows time for teachers to model the process by teaching an example before students undertake their own activity for assessment.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Students should have opportunities to work on this assessment both in and out of class time. The students could be encouraged to draw on their local environment for evidence.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">A range of primary and secondary source material should be available to students.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">School policies on authenticity should apply. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">__**TKI APPROVED INTERNAL ASSESSMENT FOR 91398**__

Internal Assessment Resource Classical Studies Level 3 This resource supports assessment against: Achievement Standard 91398 Demonstrate understanding of the lasting influences of the classical world on other cultures across time


 * ** Resource title: Myth perennial ** ||
 * 6 credits ||
 * This resource:
 * Clarifies the requirements of the Standard
 * Supports good assessment practice
 * Should be subjected to the school’s usual assessment quality assurance process
 * Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic ||

To support internal assessment from 2013 || **Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.** || Internal Assessment Resource Achievement Standard Classical Studies 91398: Demonstrate understanding of the lasting influences of the classical world on other cultures across time Resource reference: Classical Studies 3.5A Credits: 6 Teacher guidelines The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource. Teachers need to be very familiar with the outcome being assessed by Achievement Standard Classical Studies 91398.The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it. __**Context/setting**__ T**his activity requires students to demonstrate understanding of the lasting influences of the classical world,** using mythology in art as a context. The students will be assessed on how perceptively they demonstrate understanding of the lasting influences of the classical world on other cultures across time. Starting with a myth depicted in a Roman wall painting, the activity requires analysis of three examples of painting from each of two subsequent time periods, for example, works by Botticelli, Cabanel, or Bouguereau. (Instead, you could have a Greek vase painting as a starting point or an aspect other than mythology in art could be used, such as the depiction of war.) Students will produce an illustrated analysis of a rendition of a myth across time, examining and exploring the social/political/artistic context in which it was created. They will examine and explore similarities and differences in rendition, themes, and patterns, and develop hypotheses about reasons for the lasting influences of the myth. Conditions This assessment task will take three weeks of in-class and out-of-class time. Students may work in groups to gather evidence and develop their ideas. However, they will submit their own work for assessment and it will be assessed individually. Resource requirements You will need to provide students with a starting point of a myth and a Roman wall painting, or guide them in selecting their own starting point. You will also need to: provide them with a list of suitable post-classical paintings; or check that the works of art that they themselves select from later periods for their analysis will allow them to demonstrate perceptive understanding of lasting influences. Some resources relevant to the context of Roman Mythology and art are: You may find helpful material about Roman art and mythology on the following websites: The following artists could be used as a starting point for paintings influenced by the ancient Roman //Birth of Venus//, found in the House of Venus Marina, Pompeii: Renaissance: Botticelli 1445­–1510 //The Birth of Venus// Giorgione 1485–1510 //The Sleeping Venus// Titian 1490–1576 //Venus of Urbino// 19th century: Cheesman 1760­–1834 //Venus// Cabanel 1823–1889 //The Birth of Venus// Picou 1824–1895 //The Birth of Venus// Bouguereau 1825­–1905 //The Birth of Venus// Moreau 1826–1898 //Venus Appearing to the Fishermen// Additional information This resource provides one way to assess students’ understanding of the lasting influences of an aspect of the classical world on other cultures across time. Examples of some other ways you could assess this understanding are given below. You could ask students to demonstrate understanding of lasting influences of:
 * Date version published by Ministry of Education || December 2012
 * Quality assurance status || These materials have been quality assured by NZQA. NZQA Approved number A-A-12-2012-91398-01-6044 ||
 * Authenticity of evidence || **Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.**
 * Resource title: Myth perennial **
 * P. Artus, //Art and Architecture of the Roman Empire// (Study Notes)
 * P. Artus, //Pompeii and Herculaneum//
 * J. Campbell, //Roman Art and Architecture//
 * P. Croft, //Roman Mythology//
 * M. Findlay, //Classical Mythology//
 * M. Grant, //Cities of Vesuvius//
 * M. Grant, //Myths of the Greeks and Romans//
 * G. Hanfmann, //Roman Art//
 * M. Hadas,//Imperial Rome//
 * R. Jenkyns, //The Legacy of Rome// (Chapter on Art by Geoffrey Waywell)
 * N. and A. Ramage, //Roman Art//
 * H. Stierlin,//The Roman Empire//
 * M. Wheeler, //Roman Art and Architecture//
 * []
 * []
 * []
 * []
 * Homer’s //Odyssey// or Virgil’s //Aeneid// on conventions of epic
 * Sophocles’ //Antigone// on ideas of character, theme, and setting
 * ancient Greek and Roman sculpture on the depiction of the human form
 * the Greek and/or Latin languages on other languages as they spread across the world via cultural imperialism
 * concepts of atoms presented by Lucretius on later thinking about matter
 * Roman law on the legal systems of different nations
 * ancient astronomical knowledge on the thinking of later astronomers.

**<span style="font-family: 'Arial','sans-serif'; font-size: 21.3333px;">Internal Assessment Resource ** Achievement Standard Classical Studies 91398: Demonstrate understanding of the lasting influences of the classical world on other cultures across time Resource reference: Classical Studies 3.5A Resource title: Myth perennial Credits: 6 Student instructions Introduction This activity requires you to present an illustrated analysis that demonstrates your understanding of the lasting influences of mythology depicted in Roman art on the art of two post-classical periods. You have been given an illustration of a wall painting (fresco) found in the peristyle of the House of Venus Marina in Pompeii and dating from the period 62–79 CE. Teacher note: You will need either: to provide students with a list of appropriate artworks from which to choose their examples for examination; or to check that the artworks that students choose will allow them to demonstrate perceptive understanding of lasting influences. You will be assessed on how perceptively you demonstrate understanding of the lasting influences of Roman mythology in art that you show in your analysis. In consultation with your teacher you will choose how you present your illustrated analysis, for example, as a written report or as an oral presentation. Teacher note: You will need to check that the method and context students choose will allow them to demonstrate perceptive understanding of lasting influences. You may work in groups to gather evidence and develop your ideas. However, you will submit your own work for assessment and it will be assessed individually. You have three weeks of in-class and homework time to complete your analysis. You will write and submit a bibliography that includes all of the sources you have used. (This is required but not assessed.) Task Preparatory activity After making sure that you are familiar with the myth of the birth of Venus (known as //Aphrodite// in Greek), use this wall painting as primary source evidence to: Choose how you are going to present your analysis Teacher note: Insert a bullet point list of a range of presentation options and allow students to create their own if they prefer. Make sure that all of the options provide students with equal opportunity to achieve the standard at all levels. Some examples of ways to present their analyses are: - a written report or oral presentation with a PowerPoint (as if designed to support an application for funding a television series on the lasting influences of the classical world) - an article for an art magazine. Produce your presentation of your analysis Examine the illustration of the Pompeian (Roman) wall painting //Birth of Venus// that you have been given. You may write labelled notes around the illustration to assist communication of your understanding. Analyse how the painter has incorporated aspects of the myth of the birth of Venus into the painting. Explore the context of this wall painting, considering aspects such as where the painting was found, why the subject matter might have been chosen, and the cultural expectations (ideas and values) of the time when this painting was commissioned. Examine three paintings from the time of the Renaissance and three paintings from the 19th century, all of which depict (the birth of) Venus, noting similarities to and differences from the Pompeian //Birth of Venus// in subject matter or rendition. You may write labelled notes around illustrations of the paintings to assist communication of your understanding. Analyse how the painter has incorporated into each painting aspects of the myth of the birth of Venus (or has depicted Venus) in ways that suggest ancient Roman influence. Explore the context of these paintings, considering aspects such as: why the subject matter may have been chosen; and the cultural expectations (ideas and values) of the two periods when each group of paintings was commissioned. Analyse, showing insight, the reasons for the lasting influencesof Roman mythology as subject matter for painting across time, supporting your ideas with appropriate specific evidence from primary source material, that is, what is demonstrated in the paintings you have examined. Features ofinsight could include: The quality of your ideas is more important than the quantity, so there is not a recommended length for your analysis. You should provide sufficient depth and detail to demonstrate perceptive understanding.
 * Achievement || Achievement with Merit || Achievement with Excellence ||
 * Demonstrate understanding of the lasting influences of the classical world on other cultures across time. || Demonstrate in-depth understanding of the lasting influences of the classical world on other cultures across time. || Demonstrate perceptive understanding of the lasting influences of the classical world on other cultures across time. ||
 * analyse aspects of the painting, which help to convey the story of this myth
 * examine three artworks from each of two post-classical periods for evidence of similarities and differences in subject matter, context, or rendition
 * explore the ideas and values of the two periods when the artworks were created
 * develop hypotheses about the reasons for the lasting influences of this myth across time.
 * explaining reasons for the choice of Roman mythology across time
 * accounting for similarities, differences, and adaptations in the use of the story of Venus in the studied paintings of the two later time periods
 * clearly identifying themes and patterns occurring across time
 * explaining the relevance of the ideas and values, cultural expectations, and codes of behaviour of the three time periods
 * showing discernment regarding limitations of sources of evidence.

Assessment schedule: Classical Studies 91398 Myth perennial

An extract as an example from an analysis demonstrating understanding of the lasting influences of an ancient Roman painting on one painting of one post-classical culture is given below. Students need to write at this level about influence on a further post-classical period to achieve the standard at this level. Reference: Botticelli: //The// //Birth of Venus// and the //Birth of Venus// found in Pompeii. In both paintings, Venus, goddess of love, is depicted nude and already grown up, although just born. She has cupids with her who have wings. In the Botticelli painting, Venus is standing up on a shell, whereas in the Pompeii painting she is lying down. There is no land and no one else in the Pompeii painting. However, in the Botticelli painting Venus is standing near land and there is a young woman there, reaching out with some beautiful material ready to cover Venus up. There are also lots of flowers dropping down around the cupids, who are blowing Venus to shore. The Pompeian painting has far less detail in it than the Botticelli one, for example, there are no flowers dropping down and no patterned material. Venus does not seem to be trying to cover herself up. The Pompeians had many paintings and statues of Venus in their city, so the mythological story must have been popular there. In the Renaissance the art of ancient Rome was rediscovered and became popular, so it is not surprising that artists of that time imitated the ancient paintings of this type, adapting them to suit the fashions of the time. // The examples above relate to only part of what is required, and are just indicative. // || The student has presented an analysis demonstrating understanding of the lasting influences of Roman mythology on other cultures across time, with reference to primary sources of specific relevance to the context. The student has provided an informed analysis of paintings and has developed hypotheses about the influence of the Roman painting on subsequent ones. An extract as an example from an analysis demonstrating in depth understanding of the lasting influences of an ancient Roman painting on one painting of one post-classical culture is given below. Students need to write at this level about influence on a further post-classical period to achieve the standard at this level. Reference: Botticelli: The Birth of Venus and the Birth of Venus found in Pompeii. The two paintings have several aspects in common. Venus, goddess of love, is nude and fully formed with an adult body. She is depicted just born from the foam of the sea, which formed when Uranus’ genitals were cut off and thrown into the sea by his son Cronus. Venus is accompanied by cupids with wings. In the Renaissance painting, Venus is shown standing on a scallop shell, which is almost touching the shore, and a young woman stretches out to throw a patterned cloak over her. Venus also tries to cover herself up, with one arm across her breasts and another holding her hair across her body. The cupids are blowing hard to provide a breeze to help Venus get to land. In contrast, the Pompeian Venus is lying full length on her scallop shell and is not trying to cover herself up. One of the cupids with her is sitting on a dolphin, but there is no land in the painting. The social expectation of Botticelli’s time must have been that nakedness should be covered, whereas the ancient Roman in Pompeii, who had this painting done, did not seem to be worried about that. Both paintings were commissioned for private houses, the Pompeian one to decorate the wall of a peristyle (colonnade), which is usually in the more private, rear half of a Pompeian house. The painting by Botticelli was commissioned by the Medici, a very rich and powerful family who probably had it on display in a public section of their great villa to impress all who saw it. In the Renaissance, renewed interest in classical themes led to the imitation of typical or outstanding representations of the Venus myth. // The examples above relate to only part of what is required, and are just indicative. // || The student has presented an analysis demonstrating perceptive understanding of the lasting influences of Roman mythology on other cultures across time, with reference to primary resources of specific relevance to the context. The student has shown insight in analysing the paintings, and has developed hypotheses about the influence of the Roman painting on subsequent ones. Perceptive understanding is shown by the analysis of features such as: An extract as an example from an analysis demonstrating perceptive understanding of the lasting influences of an ancient Roman painting on one painting of one post-classical culture is given below. Students need to write at this level about influence on a further post-classical period to achieve the standard at this level. Reference: Botticelli: //The Birth of Venus// and the //Birth of Venus// found in Pompeii. In both paintings Venus, goddess of love, is depicted nude, with an adult body and just born from the sea-foam, which arose from Uranus’ genitals. According to the myth, these were cut off and thrown into the sea by his son Cronus. Venus, looking rather serious, has two winged cupids with her (young gods of love associated with her to do her bidding). In the Botticelli painting, Venus is shown standing on a scallop shell, very close to land (presumably intended to be near Paphos in Cyprus according to the myth). On the land grow myrtle trees (believed to be sacred to Venus), and a woman (one of the Seasons, daughters of Themis) approaches rapidly with a rich patterned cloak to cover Venus’ nakedness. Venus also tries to cover herself, with one arm across her breasts and another holding her long hair across her body. The cupids embrace as they blow a breeze to assist Venus to reach the shore. This breeze is merely suggested in the Pompeian painting by a veil behind Venus, blown out full behind her. The Pompeian Venus is reclining on her shell in a more alluring pose and not trying to cover her body, which is turned towards the viewer. Her hair is set in tight curls known to have been a fashion for well-off Roman women. A dolphin is carrying one of the cupids, and only the sea, not the seashore, is shown. It seems that because Botticelli shows Venus trying to cover herself and the daughter of Themis moving to cover her too, there was a contemporary expectation of modesty. His Venus needs no Roman hairstyle (but she is to be covered in the sort of rich, expensive material which the Medici would expect), and he depicts far more detail from the myth of her birth and arrival on land than is shown in the ancient painting. Perhaps this reflects the fact that he knew that the wealthy and educated people who commissioned and would view his painting would be well read in the classics and would expect the detail of their learning to be depicted to impress visitors. In contrast, an ancient artist might have considered such narrative detail unnecessary, as the myths were so well known to his audience. An image such as this of Venus, goddess of love, intended to arouse feelings of love, is typical of many found in Pompeii when it was excavated. In the Roman Catholic Florence of the 15th century, Venus might have been chosen for the subject of a painting to represent human love. But she was very likely not intended to be worshipped as a goddess at all, or blamed, as the Pompeians did, if a love affair did not work out. Feelings of love are eternal, and it is understandable that in the Renaissance, when people were discovering the ancient world afresh, artists were drawing on the ancient imagery of love for inspiration. // The examples above relate to only part of what is required, and are just indicative. // ||
 * Evidence/Judgements for Achievement || Evidence/Judgements for Achievement with Merit || Evidence/Judgements for Achievement with Excellence ||
 * The student has presented an analysis demonstrating understanding of the lasting influences of Roman mythology depicted in painting of the classical world on that of other cultures across time, using primary source evidence. The student has analysed the influence of Roman painting on painting at two later points in time.
 * reasons for similarities and differences
 * themes and patterns
 * cultural expectations and codes of behaviour
 * limitations of sources of evidence.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.