Exemplar for internal assessment resource Latin 2.5B for Achievement Standard 91198
Exemplar for Internal Assessment Resource
Latin Level 2
Resource title: Immortality
This exemplar supports assessment against:
Achievement Standard 91198
Interpret Latin in current use
Student and grade boundary specific exemplar
The material has been gathered from student material specific to an A or B assessment
resource.
Date version published by
Ministry of Education
© Crown 2010
December 2011
To support internal assessment from 2012
Exemplar for internal assessment resource Latin 2.5B for Achievement Standard 91198
Grade Boundary: Low Excellence
1.
To achieve at Excellence the student is required to interpret Latin in current use
thoroughly.
(See EN2) The student has been asked to examine the image of Daedalus and Icarus
in the arts and its links from the past to today. The student has used knowledge of
language and of linguistic and socio-cultural contexts to extract and explain the
meaning and significance of ideas presented in Ovid’s Metamorphoses, Book 8, lines
183-235 and link them to the scene depicted by Van Dyck in his painting Daedalus and
Icarus. Appropriate and unambiguous Latin quotations with English translations have
been used
e.g. instruit …adurat ‘and he… will burn.”
This extract is at Low Excellence because the student has begun to expand thoroughly
on the relationship between father and son ‘Icarus is being warned, one hand raised in
caution’ and the fact that the boy, like Ovid’s Icarus, appears to be ignoring his father’s
instructions ‘the lack of eye contact makes it plain that he is not listening.’
Icarus’ failure to follow orders is related to the fact that today’s youth have the same
weakness.
This could become a more secure Excellence if the student expanded further on how
the wax would become the instrument of Icarus’ downfall, gave a further example of
Icarus ignoring his father’s advice by being overcome by his eagerness to fly higher
and clarified the statement:
‘In both poem and painting, the importance of Icarus’ innocence is to the pathos
developed at his fall.’
© Crown 2010
Exemplar for internal assessment resource Latin 2.5B for Achievement Standard 91198
Grade Boundary: High Merit
2.
To achieve at Merit the student is required to interpret Latin in current use clearly.
The student has been asked to examine the image of Daedalus and Icarus in the arts
and its links from the past to today.
(See EN2) The student has used knowledge of language and of linguistic and sociocultural contexts to extract and explain the meaning and significance of ideas
presented in Ovid’s Metamorphoses, Book 8, lines 183-235 and link them to the scene
depicted by Charles Paul Landon in his painting Daedalus and Icarus.
This extract is at High Merit because the student expands unambiguously in English on
the idea of hubris, linking two sets of appropriate lines from Ovid with Landon’s painting
and translating them accurately, but not expanding fully. The meaning and significance
of the first quotation ‘medio… viam’, has not been explored fully.
The second quotation ‘caelique cupidine tractus altius egititer (sic)’ is expanded on to
illustrate Icarus’ hubris. The idea of tragedy being caused by Icarus’ unawareness of
the dangers is also introduced and supported by a quotation ‘puer…pericula’ and a link
made with Landon’s painting.
To reach Excellence the student could expand on the first quotation to clarify Icarus’
hubris. The student could also emphasise that Daedalus said that he would lead the
way and explain why Landon has chosen to depict Icarus setting off before his father.
© Crown 2010
Exemplar for internal assessment resource Latin 2.5B for Achievement Standard 91198
Grade Boundary: Low Merit
3.
The student has been asked to examine the image of Daedalus and Icarus in the arts
and its links from the past to today.
(See EN2) The student has used knowledge of language and of linguistic and sociocultural contexts to extract and explain the meaning and significance of ideas
presented in Ovid’s Metamorphoses, Book 8, lines 183-235 and how they link to the
painting Landscape with the Fall of Icarus by Pieter Bruegel.
This extract is at Low Merit because the student has clearly shown links between ideas
in the Metamorphoses and the arts today, identifying the fact that Bruegel has focused
on the countrymen mentioned in Ovid’s poem ‘hos…deos’.
This point has been expanded on unambiguously in English by explaining Bruegel’s
different interpretation of the countrymen’s reactions:
‘In Bruegel’s painting the fisherman, ploughman and shepherd seem to just be going
about their own business’.
Instead of being in awe of the flyers or influenced by the tragedy of Icarus’ death these
countrymen are getting on with their own lives. The student interprets Bruegel’s
painting as illustrating the fact that people are often indifferent to the suffering of others.
To reach a more secure Merit the student could mention the detail of Icarus’ body
disappearing beneath the waves to demonstrate the tragedy occurring before their
eyes. A reference to Ovid’s words could be used.
© Crown 2010
Exemplar for internal assessment resource Latin 2.5B for Achievement Standard 91198
Grade Boundary: High Achieved
4.
To achieve the student is required to interpret Latin in current use.
The student has been asked to examine the image of Daedalus and Icarus in the arts
and its links from the past to today.
(See EN2) The student has used knowledge of language and of linguistic and sociocultural contexts to extract and explain the meaning and significance of ideas
presented in Ovid’s Metamorphoses, Book 8, lines 183-235 and how they link to the
painting Icarus and Daedalus by Dominico Piola.
This extract is at High Achieved because the student has explained how Piola has
chosen to depict the trust that Icarus has in his father’s love for him by the boy’s
innocent expression. The student also comments that the care that Daedalus takes in
constructing his son’s wings shows the relationship between father and son.
To reach Merit the student could expand on the explanation of the quotation
‘nam…sequenti’ by emphasising the skill of Daedalus in imitating the wings of birds
and could also acknowledge that Icarus’ own desire for adventure caused him to ignore
his father’s advice and led to his death.
© Crown 2010
Exemplar for internal assessment resource Latin 2.5B for Achievement Standard 91198
Grade Boundary: Low Achieved
5.
The student has been asked to examine the image of Daedalus and Icarus in the arts
and its links from the past to today.
(See EN2) The student has used knowledge of language and of linguistic and sociocultural contexts to extract and explain the meaning and significance of ideas
presented in Ovid’s Metamorphoses, Book 8, lines 183-235.
A link has been made between the death of Icarus as depicted by Ovid and the
painting Fall of Icarus by Elias Greither.
This extract is at Low Achieved because the student has linked the death of Icarus in
the painting to lines in Ovid ‘remigio…illo’ and has translated them accurately but has
not expanded on them.
A comment is made about the role of wings in the story ‘medio…pennas’ but there is
no expansion.
To achieve more securely the student could use the quotations to emphasise the fact
that Icarus’ failure to heed his father’s warnings led to his death.
© Crown 2010
Exemplar for internal assessment resource Latin 2.5B for Achievement Standard 91198
Grade Boundary: High Not Achieved
6.
The student has been asked to examine the image of Daedalus and Icarus in the arts
and its links from the past to today.
(See EN2) The student has attempted to use knowledge of language and of linguistic
and socio-cultural contexts to extract and explain the meaning and significance of ideas
presented in Ovid’s Metamorphoses, Book 8, lines 183-235.
The Lament for Icarus by Herbert Draper has been chosen to show links with Ovid’s
poem.
This extract is at High Not Achieved because although reference has been made to
Ovid’s poem and the common subject matter, the death of Icarus, has been identified,
the reference to Ovid is not accurate and Ovid does not mention sea nymphs
lamenting.
To reach Achieved the student could give an explanation for Draper’s use of the sea
nymphs and explain the quotation more clearly in relation to the painting or use a more
appropriate one.
© Crown 2010