GCSE CLASSICAL CIVILISATION 40202H: Greece and Rome: Drama and Life Report on the Examination 4020 June 2016 Version: 1.0
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40202H: Greece and Rome: Drama and Life General Comments As on Paper 1, the ability range of students was very broad. Again there was a considerable number of students who should have been entered for Tier F as they simply could not cope with the demands of the extended essay question. Other students failed to take note of the assessment objectives and those who write narrative for AO2 and AO3 will not gain marks. However, there were plenty of good scripts and over 88% of students scored half or more of the marks available. Topic A: Greek Tragedy and Drama festivals was the most popular topic followed by Topic D: Social Life in Rome in the first Century AD. As on Paper 1 a heartfelt plea for schools and colleges to ensure students write in black ick as some scripts are very difficult to read. Topic A: Greek Tragedy and Drama Festivals Question 1a This was reasonably well answered, but there were many incorrect responses, stating Aegeus had come from Athens. Question 1b This was well answered, although some students mentioned Jason s marriage to Glauce, and others a return to Colchis. Question 1c This too was well answered but some did not gain the mark because they failed to say Medea wanted refuge in Athens. Question 1d The majority of answers talked about Medea offering to help to solve Aegeus infertility problem, and far fewer mentioned the way she played on his sympathy. But almost all students scored at least one mark. Question 1e There were many generalised answers about the sanctity of oaths but they did not refer to this situation. The majority of answers failed to mention Medea s plan for revenge and explained why it was important for Aegeus to provide sanctuary, and not hand her over to her enemies. Question 1f This was very well answered with over half of the entry scoring all three marks. While Creon was blamed for letting Medea stay one more day, the majority of answers thought Jason was more foolish for believing Medea s change of heart, especially when he had seen her previous evil deeds. Many thought he was mad to leave his children with her and allow her to give gifts to Glauce. Question 2a This was also well answered, even with some strange spellings of Euripides. Common incorrect answers included Homer, Aristophanes, Pericles and Tacitus. 3 of 10
Question 2b(i) Answers here were less well answered. Many response stated three, only counting the tragedies. Others worked their playwrights very hard demanding 9, 10, or 12 plays each festival. Question 2b(ii) and Question 2c These were well answered, although the spelling of satyr left a lot to be desired and some thought it was a comedy. Question 2d There were plenty of good answers here, but a significant minority decided to write a response to their own question about the difficulty of being an actor. There were many good points about preselection by the Archon and the proagon. Although many seemed unaware that the choregos was allocated to the playwright, they did appreciate the problem that funds may not be very forthcoming. Many talked about the difficulty of writing a play but these were playwrights not some random person. Question 2e Over half of the entry scored all three marks and many answers looked at both the good and bad points pf being in a chorus. Learning the lines and standing most of the day in a heavy costume and mask were the favourite downsides, but many clearly enjoyed singing and dancing and performing in front of a large audience. There were many references to the honour involved. Question 3 Option A was overwhelming the more popular. Question 3a(i) Quite a few answers stuck only to the murders of Creon, Glauce and the children but many did write about the murder of Medea s brother and King Pelias. Some claimed she also killed her father. Surprisingly there were very few descriptions of the horrific deaths of Creon and Glauce. Most knew that Medea did all of this to make Jason suffer and thought it was evil to deny him the right to bury his children. Question 3a(ii) There were many very competent essays here with the majority of students able to explain why Medea hated Creon and Glauce, and who were very passionate in the explanations of all the things Jason had done to earn Medea s hatred. Conversely, a few weaker responses merely stated Jason had betrayed Medea, and quite a lot didn t actually say he had left her for Glauce. A few mentioned enemies in general and that Medea did not want them to laugh at her. Question 3a(iii) The Chorus figured in most answers, mainly because of their pro-women stance, and Creon and Aegeus were also liked. After saying that they didn t approve of Jason leaving Medea, many students liked him for being forgiving, offering Medea help for her exile and for trying to save his children. The Nurse and the Tutor were often classed as one person, and answers were vague about them feeling sorry for Medea and caring for the children. Better knowledge of the play was needed here. Some students decided they preferred an essay about pitying characters and so failed to score highly. Question 3b(i) Some essays were very narrow and concentrated on the theatre with roles as judges and members of the audience. Some knew of some roles but not who carried them out, and others simply wrote out lists of people / officials but failed to say what they did. There were some excellent essays, but a lot failed to reach the top levels. 4 of 10
Question 3b(ii) Answers to this question were better especially by those who considered aspects other than the view and acoustics. Technical terms were used well by quite a lot of students and there was plenty of good explanation. Question 3b(iii) All too often answers were a rehash of Question 3b(i) and, therefore, a factual list of the festival. There was very little personal response and no attempt to give reasons for enjoyment. There was little evidence that the Athenians were immensely proud of their polis and culture. Again, many answers were centred on the theatre. Some included disadvantages of the festival, which were clearly not required by the question. Topic B: Plautus, The Pot of Gold and The Brothers Menaechmus Question 4a 75% knew the correct answer here, all students scored the mark on Question 4b(i) and Question 4b(ii) was also very well answered. Question 4c While the vast majority of students knew that Megadorus waived the dowry, not many mentioned he was paying for the wedding. Question 4d Over 85% of students scored one mark, usually for saying the Lar had let Euclio find the gold, but not many explained where it had originally come from or its intended purpose. Question 4e Answers were a little disappointing with Euclio s paranoia mentioned and his willingness not to pay a dowry but not much else. Greater knowledge of the text was needed for top level marks and some students wrote about the whole play and not just this scene. Questions 5a(i) and 5a(ii) These were well answered, but a surprising number of students thought Menaechmus owned the gown in Question 5b. Quite a few students failed to gain the mark on Question 5c for saying Peniculus was a slave. Question 5d There were plenty of good explanations of the confusion, and over 85% of students scored two or more marks. Question 5e On this question some students failed to reach Level 3 mainly because they did not appear to know as much about Sosicles. Looking for his brother and being prepared to abuse Erotium s hospitality and steal from her featured in many answers, but not much else. 5 of 10
Question 6 Option A was by far the more popular choice and was tackled far better than Option B. Question 6a(i) This was answered very well. A few acts were put down to kindness which were really self-interest, for example, the slave giving the gold to Lyconides and him returning it to Euclio. Question 6a(ii) Again this question saw plenty of good marks. The better essays mentioned Eunomia, the cooks and the Lar, and understood how Phaedria had been saved from disgrace. Weaker answers said Euclio was happy because he had his gold back, ignoring the fact he gave it away. Question 6a(iii) Most responses agreed with the statement and explained how Lyconides, the slave, Megadorus and the cooks can all be viewed as unpleasant. Not many, however, mentioned Megadorus views on women. Some thought Lyconides had raped Phaedria. Some students ignored not in the question and so said they disagreed with the statement, but then went on to list other unpleasant people. Question 6b(i) This was not well answered as the few who opted for this question did not know the play in sufficient detail and so most answers did not gain above Level 2. Question 6b(ii) The argument with Peniculus was well explained and the incident with the wife s father and the doctor was generally known but the trouble Menaechmus had with his wife and Erotium was much less well answered. Question 6b(iii) Of the Option B questions, this was the most well answered, but it was rare to see a Level 4 or 5 answer, as students simply did not know enough about what Messenio does in the play. Topic C: Mycenaean Civilisation Questions 7a, 7b, and 7c were all well answered. Question 7d(i) Some students gained one mark for saying that the mask looked expensive and so must belong to a king, and some knew that the grave circle was inside the walls of Mycenae but there was no mention of Pausanias. Many thought that Homer had said Agamemnon was buried here, or that the Iliad recorded him having a golden face mask. Even simpler incorrect answers claimed Schliemann saw the face and knew it was him. Question 7d(ii) There was no mention of any more bodies being found but most students knew there was something wrong with the date and usually that the mask was earlier than Agamemnon but by various amounts of time: 300, 1000 or 1000s of years. Some said the mask dated to before the Trojan War but did not link this fact to Agamemnon. Consequently, only 55% scored one mark. Question 7e This question was well answered with references to the wealth, trade and craftsmanship of the Mycenaeans, and their respect for royalty and the dead. 6 of 10
Question 8a The features were well identified by most students, but fewer knew the uses of the megaron in question Question 8b. Question 8c Almost 40% of students scored three or more marks here. The better answers used the archive and storage rooms, and some mentioned bathrooms. Unfortunately, some students failed to read the question carefully and wrote about the megaron. Question 8d There were plenty of good answers here with virtually all students scoring at least one mark. Most answers featured the defences of the citadel, frescoes, hearths, bathrooms and the view. This is AO3 and simply writing what some people might think is not correct, and so failed to gain marks. Question 9a(i) It was rare to find a simple description of what part of the body was protected by what armour with information about its design and fitness for purpose. There was some good listing of armour but no information about what it protected or how. Students knew there were two types of shields but made no comment on them. Others tried to write about offensive weaponry which gained no marks. Question 9a(ii) For a question on Pylos, students knew very little about it. Most did not know it was on the coast. Tiryns was known much better. However, many answers featured the galleries but failed to give their use. Question 9a(iii) There were good references to the gates, sally port and water cistern, but there was no mention of the granaries and only one person mentioned the lack of siege weaponry. Some students tried to write about weaponry again, and made no mention of the walls or other defensive features. Question 9b(i) Students did not write about pots in general but concentrated on specific ones. The four main pots they mentioned were the amphora, kylix, krater and rhyton. There was some good information about the appearance of these pots and their uses. Question 9b(ii) This question was not well answered and many simply wrote about armour found in graves and the fact that men were depicted elsewhere as hunters. Question 9b(iii) Many students produced what seemed to be a prepared essay on the uses of frescoes as evidence for archaeologists. It was rare to find an in-depth discussion of the artistic merits of frescoes, although there was some mention of the subject matter and colours used. 7 of 10
Topic D: Social Life in Rome in the First Century AD Question 10a Surprisingly this was not well known and, although all hours of the day and night were mentioned, the most common wrong answers were in the morning and before lunch. Question 10b Answers here were much better, with most responses stating the slave guarded the clothes. Question 10c This was very well answered although some students made no mention of dirt and thought the Roman poured oil on himself and then removed it with the strigil. A few thought the strigil was used to spread the oil. Question 10d The use of the frigidarium to close pores was not well known, and only 36% of students gained this mark. Question 10e This question was answered much better with socialising, use of the library, business meetings and eating being the most common answers. Some ignored apart from keeping fit in the question and so wrote about exercising and swimming. Question 10f This was well answered with 78% of students scoring two or more marks here. Lack of privacy, nudity and lack of hygiene were the main dislikes followed by noise, thieving and segregation of sexes. Question 11a was well answered but answers to Question 11b were poor, with many students thinking weddings took place in the forum. Question 11c This was well answered with 76% of responses gaining this mark. Question 11d There were plenty of good answers but some students failed to gain marks simply by writing an AO1 answer about Roman weddings. There had to be direct comparisons to score marks. Some students also wrote about differences which wasn t asked for and so received no credit. Question 11e This was usually well answered but some weaker answers consisted of AO1 descriptions of the role of the paterfamilias with no AO3 input. Other students wrote about Romans in general e.g having slaves and going to the baths. A few answered the question as if it had asked about patrons and clients, and so limited their answer to Level 1. Good answers discussed the role within family religion, accepting newborn babies, education of children and running the finances. Question 12a(i) There were many excellent answers to this question looking at all aspects of the dinner. Some weaker answers tended to focus only on the food served. Strangely, the fact that Romans reclined and ate with their fingers was omitted in many answers and the commisatio was not often mentioned. Some clearly did not know the wine was watered down. 8 of 10
Question 12a(ii) This question proved a very discriminatory one as the answers set their writers into the necessary levels very simply. Some just described the races, and others read the question and tried to answer it. Some then said what made the races attractive but didn t match the modern sport to each point. They simply wrote a second paragraph listing similarities with modern sports. A plan would have helped many who answered this question. Question 12a(iii) Not many answers climbed above Level 3, students did not really think about what senseless meant and wrote about deaths as cruel and barbaric. Even those who knew that the purpose was to entertain, keep the masses happy and show off the power of Rome were side-tracked by the deaths of animals in particular. Too many answers focused only on animals and gladiators, but many of those who mentioned the deaths of criminals saw this as a good deterrent. There were a few very well argued responses. Question 12b(i) Answers to how Romans obtained their slaves tended to be good but far too many did not read the question carefully, and wrote about how slaves were freed rather than why. Question 12b(ii) There was generalised information about patrons and clients, but a lot of answers tended to AO1 and many did not go beyond that to answer the question. Question 12b(iii) Here too there were many essays that described advantages of slavery and then the disadvantages in a AO1 manner. Many read as prepared essays on the advantages and disadvantages of slavery, rather than answering the question as written. Students did not read the question carefully, or think in any depth, although, the better answers did mention that the type of master and job made a big difference. 9 of 10
Mark Ranges and Award of Grades Grade boundaries and cumulative percentage grades are available on the Results Statistics page of the AQA Website. Converting Marks into UMS marks Convert raw marks into Uniform Mark Scale (UMS) marks by using the link below. UMS conversion calculator 10 of 10