Professional Documents
Culture Documents
The International Baccalaureate Organization (known as the IB) offers four high-quality
and challenging educational programmes for a worldwide community of schools, aiming
to create a better, more peaceful world. This publication is one of a range of materials
produced to support these programmes.
The IB may use a variety of sources in its work and checks information to verify accuracy
and authenticity, particularly when using community-based knowledge sources such as
Wikipedia. The IB respects the principles of intellectual property and makes strenuous
efforts to identify and obtain permission before publication from rights holders of all
copyright material used. The IB is grateful for permissions received for material used
in this publication and will be pleased to correct any errors or omissions at the earliest
opportunity.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, without the prior written permission
of the IB, or as expressly permitted by law or by the IBs own rules and policy. See
http://www.ibo.org/copyright.
Email: sales@ibo.org
2008
IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.
Contents
Introduction
Purpose of this document 1
The Diploma Programme 2
Nature of the subject 6
Aims 9
Assessment objectives 10
Assessment objectives in practice 11
Syllabus
Syllabus outline 12
Approaches to the teaching and learning of classical languages 13
Syllabus content 17
Assessment
Assessment in the Diploma Programme 21
Assessment outlineSL 23
Assessment outlineHL 24
External assessment 25
Internal assessment 31
Appendices
Glossary of command terms 39
Glossary of subject-specific terms 41
Bibliography 42
This publication is intended to guide the planning, teaching and assessment of the subject in schools.
Subject teachers are the primary audience, although it is expected that teachers will use the guide to inform
students and parents about the subject.
This guide can be found on the subject page of the online curriculum centre (OCC) at http://occ.ibo.org, a
password-protected IB website designed to support IB teachers. It can also be purchased from the IB store
at http://store.ibo.org.
Additional resources
Additional publications such as specimen papers and markschemes, teacher support materials, subject
reports and grade descriptors can also be found on the OCC. Past examination papers as well as
markschemes can be purchased from the IB store.
Teachers are encouraged to check the OCC for additional resources created or used by other teachers.
Teachers can provide details of useful resources, for example: websites, books, videos, journals or teaching
ideas.
Acknowledgment
The IB wishes to thank the educators and associated schools for generously contributing time and resources
to the production of this guide.
The Diploma Programme is a rigorous pre-university course of study designed for students in the 16to19
age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and
inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to
develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect
and evaluate a range of points of view.
Figure 1
Diploma Programme model
2 Classical Document
languages guide
name
The Diploma Programme
At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of
the course, students abilities are measured by means of external assessment. Many subjects contain some
element of coursework assessed by teachers.
Theory of knowledge (TOK) is a course that is fundamentally about critical thinking and inquiry into the
process of knowing rather than about learning a specific body of knowledge. The TOK course examines the
nature of knowledge and how we know what we claim to know. It does this by encouraging students to
analyse knowledge claims and explore questions about the construction of knowledge. The task of TOK is to
emphasize connections between areas of shared knowledge and link them to personal knowledge in such
a way that an individual becomes more aware of his/her own perspectives and how they might differ from
others.
Creativity, action, service (CAS) is at the heart of the Diploma Programme. The emphasis in CAS is on helping
students to develop their own identities, in accordance with the ethical principles embodied in the IB
mission statement and the IB learner profile. It involves students in a range of activities alongside their
academic studies throughout the Diploma Programme. The three strands of CAS are creativity (arts, and
other experiences that involve creative thinking), action (physical exertion contributing to a healthy lifestyle)
and service (an unpaid and voluntary exchange that has a learning benefit for the student). Possibly, more
than any other component in the Diploma Programme, CAS contributes to the IBs mission to create a better
and more peaceful world through intercultural understanding and respect.
The extended essay, including the world studies extended essay, offers the opportunity for IB students to
investigate a topic of special interest, in the form of a 4,000 word piece of independent research. The area of
research undertaken is chosen from one of the students six Diploma Programme subjects, or in the case of
the inter-disciplinary World Studies essay, two subjects, and acquaints them with the independent research
and writing skills expected at university. This leads to a major piece of formally presented, structured
writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to
the subject or subjects chosen. It is intended to promote high-level research and writing skills, intellectual
discovery and creativity. An authentic learning experience it provides students with an opportunity to
engage in personal research on a topic of choice, under the guidance of a supervisor.
preparation for the Diploma Programme assessment and beyond. The aims of approaches to teaching and
learning in the Diploma Programme are to:
Academic honesty
Academic honesty in the Diploma Programme is a set of values and behaviours informed by the attributes
of the learner profile. In teaching, learning and assessment, academic honesty serves to promote personal
integrity, engender respect for the integrity of others and their work, and ensure that all students have an
equal opportunity to demonstrate the knowledge and skills they acquire during their studies.
All courseworkincluding work submitted for assessmentis to be authentic, based on the students
individual and original ideas with the ideas and work of others fully acknowledged. Assessment tasks that
require teachers to provide guidance to students or that require students to work collaboratively must be
completed in full compliance with the detailed guidelines provided by the IB for the relevant subjects.
For further information on academic honesty in the IB and the Diploma Programme, please consult the
IB publications Academic honesty, The Diploma Programme: From principles into practice and the General
regulations: Diploma Programme. Specific information regarding academic honesty as it pertains to external
and internal assessment components of this Diploma Programme subject can be found in this guide.
Diploma Programme candidates submit work for assessment in a variety of media that may include audio-
visual material, text, graphs, images and/or data published in print or electronic sources. If a candidate uses
the work or ideas of another person the candidate must acknowledge the source using a standard style of
referencing in a consistent manner. A candidates failure to acknowledge a source will be investigated by the
IB as a potential breach of regulations that may result in a penalty imposed by the IB final award committee.
The IB does not prescribe which style(s) of referencing or in-text citation should be used by candidates; this
is left to the discretion of appropriate faculty/staff in the candidates school. The wide range of subjects,
three response languages and the diversity of referencing styles make it impractical and restrictive to insist
on particular styles. In practice, certain styles may prove most commonly used, but schools are free to
choose a style that is appropriate for the subject concerned and the language in which candidates work is
written. Regardless of the reference style adopted by the school for a given subject, it is expected that the
minimum information given includes: name of author, date of publication, title of source, and page numbers
as applicable.
Candidates are expected to use a standard style and use it consistently so that credit is given to all sources
used, including sources that have been paraphrased or summarized. When writing text a candidate must
clearly distinguish between their words and those of others by the use of quotation marks (or other method,
such as indentation) followed by an appropriate citation that denotes an entry in the bibliography. If an
electronic source is cited, the date of access must be indicated. Candidates are not expected to show faultless
expertise in referencing, but are expected to demonstrate that all sources have been acknowledged.
Candidates must be advised that audio/visual material, text, graphs, images and/or data published in print
or in electronic sources that is not their own must also attribute the source. Again, an appropriate style of
referencing/citation must be used.
Classical languages comprise Latin and Classical Greek, and these subjects are offered in group 2 of the IB
Diploma Programme. Whereas the other subjects offered in group 2 cover a broad spectrum of modern
language courses, the two classical language subjects provide students with the opportunity to study
two historically significant languages that are also embedded in many modern languages. Latin and
Classical Greek are separate courses, but they share the same syllabus and assessment criteria. The Diploma
Programme courses in classical languages provide an opportunity for students to explore the languages,
literatures and cultures of ancient Greece and Rome. These ancient civilizations have played a vital part in
shaping many modern societies and cultures. The languages themselves are versatile and finely structured,
and have had a major influence on the development of most modern European languages. The rich and
varied literatures of Greece and Rome have left their mark on almost every genre of modern writing. The
study of classical languages gives important insights into the cultures that produced them, and therefore
leads to a greater understanding of contemporary languages, literature and cultures. Fundamentally, the
study of classical languages trains the mind, developing skills of critical thought, memory and close analysis,
as well as an appreciation of the beauty and power of language. Other classical languages such as Sanskrit,
Arabic and Hebrew, which have all made important contributions to modern societies, are beyond the
scope of this guide.
In the classical languages it is a fundamental principle that the texts be studied in their original language.
Linguistic skills lie at the heart of the courses, since it is through a deep understanding of the workings of
a language that true intellectual contact can be made with the peoples of the past. Through this course,
students will learn to translate Latin and Classical Greek works accurately and sensitively. Students will also
study different genres of classical texts, examining the ideas in these works and their artistry within their
historical, political and cultural contexts.
At the heart of the courses is the study of either Latin or Classical Greek. It is considered that, through an
understanding of the workings of a language, students can encounter issues and ideas from the past,
in itself an idea that students need to examine critically. Learning the grammar, syntax and vocabulary
of the language is not an end in itself but enables students to read a variety of literature combined in
different options, and, through analysis and interpretation, to try to understand the ancient world from
a contemporary viewpoint. In exploring Latin and Classical Greek to try to reach an understanding of the
knowledge, values, skills and beliefs of the related culture, students are naturally engaging in a TOK type
of activity. Specific recommendations on how to engage with TOK can be found in the Approaches to the
teaching and learning of classical languages section of this guide.
An extended essay in Latin or Classical Greek provides students with an opportunity to investigate in-depth
a topic of particular personal interest in the context of the ancient Roman or Greek world. The chosen topic
will normally focus on a non-trivial aspect of the language, literature or civilization of the ancient Roman or
Greek world, regarding which scholarly opinion is divided. Students will normally investigate this topic by
particular reference to appropriate texts and commentaries or other source material, such as works of art or
architecture.
CAS involves students in a range of activities alongside their academic studies throughout the Diploma
Programme. CAS enables students to see the application of academic learning as well as social and personal
skills to real-life situations that benefit themselves and others. Service activities (such as volunteering at
a museum, library or bookstore) or creative activities (such as writing or performing a play for younger
students based on a literary work studied in class) could contribute to a successful CAS experience.
It is intended that through studying the classical languages in their cultural context, students will see
that culture and language are symbiotic, and that they shape one another. It is hoped that through
analysing a variety of sources from the classical world, students will have the opportunity to explore
aspects of that world, leading to a greater understanding of the contemporary world and to a greater
intercultural understanding.
Prior learning
The classical language courses are designed for students who have already been introduced to the language
and culture of Rome or Classical Greece, since the syllabus requires students to work with Latin or Classical
Greek texts in the original language. Before undertaking these courses, students must have been exposed
to some Latin or Classical Greek: they must be familiar with the grammar and syntax of the chosen language.
At the end of the two-year period of the Diploma Programme, students will be expected to be able to read,
appreciate, analyse and discuss original texts.
The aims of the MYP and Diploma Programme courses in classical languages have much in common
and share the intentions of encouraging students to develop an awareness and understanding of the
perspectives of people from other cultures, especially those of Rome and Classical Greece, as well as
harnessing linguistic competence.
Aims
1. Enable the student to reach an appropriate level of knowledge and understanding of the language
and to use this understanding for a variety of purposes, including translation, comprehension and
research.
2. Develop the students appreciation of the literary merit of classical texts and an awareness of the
issues raised in them, as well as their connections and relevance to our times.
3. Encourage, through the study of texts and other products of classical cultures, an awareness and
appreciation in the student of the different perspectives of people from those cultures.
4. Provide the student with an opportunity for intellectual engagement through the process of inquiry
and the development of critical thinking and learning skills.
5. Provide the student with a basis for further study, work and enjoyment in a variety of contexts.
Assessment objectives
It is expected that by the end of the classical languages course, students will be able to:
Ability to understand Examination papers 1 Paper 1: Students study prescribed authors and,
and translate texts in and 2 under examination conditions, translate an
the original language extract from Latin or Classical Greek into English,
French or Spanish.
Paper 2: Questions at SL and HL require students
to demonstrate reading comprehension of
text in the original language. In addition, some
questions at SL and HL require students to
translate portions of set passages.
Syllabus outline
Note: Specific teaching times are not allocated to each part of the syllabus. Teachers are expected to divide
their time across the syllabus as appropriate.
Teaching hours
Syllabus component
SL HL
The recommended teaching time is 240 hours to complete HL courses and 150 hours to complete SL courses
as stated in the document General regulations: Diploma Programme for students and their legal guardians
(page 4, article 8.2).
It is essential that teachers are allowed the recommended minimum number of teaching hours necessary to
meet the requirements of the classical languages course; these must include class time dedicated to part
3, the individual study.
The classical languages courses provide a unique opportunity for teachers and students to appreciate the
breadth and depth of writing we have inherited from antiquity.
In part 1, the teacher selects the writings most appropriate to their particular group of students and prepares
the students to translate a variety of examples of one writers work.
In part 2, the teacher chooses two options that the students will study in depth. The prescribed passages for
the options are available in this subject guide in the section Syllabus content. Students read them in the
original language (Latin or Classical Greek), with a particular focus on elements of style, as well as vocabulary
and grammar. Teachers must present cultural and historical contexts necessary for an understanding of
prescribed passages.
In part 3, the individual study is a research dossier that each student prepares on a topic of personal interest.
The teacher should assist by giving direction and/or structure to the students proposal. For example, a
student may choose a topic that is far too large in scope or too challenging. In this case, the teacher must
work with the student, looking carefully at the syllabus details and assessment criteria included in this guide.
Proper dictionary skills are crucial in the study of classical texts and must be developed in class to assist with
all areas of the syllabus. These skills might include, but are not limited to:
recognizing the part of speech of a given word in its context and identifying the correct stem of that
word
locating the word easily with the correct stem
selecting the proper meaning from the options given in the dictionary according to the context
required in the passage.
Teachers should also familiarize students with the recommended vocabulary list for part 1, which can be
found in the Classical languages teacher support material. This recommended vocabulary will also benefit
students in other parts of the syllabus.
When approaching part 1, teachers are advised to address the following three strands.
1. Ensure that students have an adequate foundation in grammar and syntax for reading Latin or
Classical Greek texts. The relevant grammar lists can be found in the Classical languages teacher
support material.
2. Ensure that students have an adequate foundation in vocabulary and proper dictionary skills for
reading Latin or Classical Greek texts. The recommended vocabulary list can be found in the Classical
languages teacher support material.
3. Teach one prescribed author. Teachers should teach both extended passages from the chosen
prescribed author and short passages for translation. Teachers must enable students to develop
a familiarity with the style of the author, the particular vocabulary used and the kinds of topics
associated with the author. The purpose of this study is to allow students to develop a facility with
reading and comprehension that will be demonstrated by each students ability to translate a passage
from the original language into English, French or Spanish. Paper 1 is a translation paper, so teachers
must stress in class the various elements that contribute to an accurate translation. These elements
include:
producing a translation that shows understanding of phrasing, syntax, grammar and vocabulary
found in the passage
producing a translation that makes sense in English, French or Spanish and that incorporates
standard word order and grammar usage of the response language
producing a translation that retains the meaning of the original.
Possible questions the teacher may raise when translating from Latin or Classical Greek may include:
What different functions does language perform? Which are most relevant in creating and
communicating knowledge?
What is lost in translation from one language to another? Why?
Are there some things which cannot be expressed through language?
What role do metaphors and symbols play in conveying knowledge?
If people speak more than one language, is what they know different in each language?
Supplementary reading is recommended as it will enhance students understanding of the historical and
cultural influences upon the literature being studied in the original language. Teachers must encourage
students to read more widely in order to give students a broader base of knowledge about the authors
whose works have been prescribed. For example, the teacher might assign the entire Aeneid to be read in
translation outside of class, so that students gain a better understanding of where their portion fits into the
complete work. In addition, the teacher might assign secondary literature, such as commentary or critical
scholarship, so that students gain a better understanding of the work, the author or their contexts.
The prescribed passages should be studied in class under the direction of the teacher. This study requires
careful note of stylistic, poetic and rhetorical nuances in addition to grammatical and syntactical points. The
teacher must encourage students to look closely at the text, preparing them to analyse critically each texts
meaning, style, vocabulary and figures of speech. At HL, students must also demonstrate knowledge and
understanding of texts within their historical, political and cultural contexts, supplemented by additional
readings of option authors in translation. Ideally, students will also study the writing from a broader
perspective, speculating as to what factors contributed to the authors point of view, and why the author
continues to be important to the modern-day world.
Possible questions the teacher may raise when teaching options from Latin or Classical Greek may include:
If, through study, we can make an intellectual contact with people from the past, to what extent does
this give us an insight into the way these people lived?
How does familiarity with the context in which a passage was written affect our understanding?
Can a study of the ancient world be free of bias in the selection and interpretation of material?
Does literature help us to interpret our own experiences?
What is the role of language in allowing knowledge to be shared?
What can we learn from literature?
The research dossier is by design very broad in its possibilities, since it is intended to allow the student
wide latitude in topic and format. Teachers must ensure that the research question allows an argument to
be developed. Students may annotate just about anything relevant to their personal interest in classical
language, history or civilization, as long as the relevance to the research question can be demonstrated.
The guidelines for presenting the dossier must be followed. It is good practice for teachers to copy the
assessment criteria for internal assessment that are found in this guide and give them to the students. As
a result, students will be aware of the standard they will be expected to reach at the end of the two-year
Diploma Programme course.
Possible questions the teacher may raise when helping students prepare their individual studies may
include:
Why study the ancient world? Is it possible to know who we are without knowledge of the past?
Can a study of the ancient world provide a guide to understanding contemporary affairs?
To what extent do moral values differ, depending on the context of the society or the time of history?
For example, could a practice such as slavery be acceptable in one era and unacceptable in another?
To what extent can we speak with certainty about anything in the past?
What factors affect the reliability of historical sources?
Comparing the ancient world to the world today, does it seem that history is progressing?
Syllabus content
Prescribed authors
Latin (SL and HL)
Ovid, Metamorphoses
Cicero (speeches)
Suggested preparation
The aim of the Latin or Classical Greek syllabus is to teach a facility with reading and understanding, and
to develop some sensitivity to style. After grammar has been taught, selected reading of the prescribed
author should be pursued. In paper 1, students are asked to produce a translation with the use of a
dictionary, and proper dictionary skills should be developed in class to assist with all areas of the syllabus. It
is best practice for teachers to encourage students to familiarize themselves with the most common words
in prescribed authors.
The passage for translation is 5070 words at SL and 105125 words at HL.
Options
Options for study in this section are comprised of readings taken from one or more authors. The options
allow either for a more traditional approach or a theme-based approach through texts chosen from multiple
authors. Teachers may prepare students for any two options. The prescribed list of options is available in this
subject guide. The length of the readings is 300350 lines at SL and 500550 lines at HL.
Suggested preparation
The prescribed passages should be studied in class under the direction of the teacher. This study requires
careful note of stylistic, poetic and rhetorical nuances, in addition to grammatical and syntactical points.
The students must read the texts closely, analysing critically each texts meanings, style, vocabulary and
figures of speech. Both SL and HL students must develop some knowledge and understanding of texts
within their historical, political and cultural contexts. HL students are expected to have broader background
knowledge of each option. The most important preparation must be the careful study of the texts in the
original language. Commentaries are very useful, and some modern works of criticism may also be helpful
in developing the students understanding of the texts.
The use of dictionaries is not permitted for paper 2 during the final examination.
Prescribed passages
LATIN
List 1 List 2
SL and HL HL SL and HL HL
Options (for examinations (for examinations (for examinations (for examinations
in: 2016, 2017, 2018) in: 2016, 2017, 2018) in: 2019, 2020, 2021) in: 2019, 2020, 2021)
Ovid, Heroides
1 Horace, Carmina
Livy, Ab Urbe Condita 1.37
D 2. 13 Propertius, Elegies
Not offered Not offered
Women Cicero, Pro Caelio 3.11
3540 Catullus, Carmina
Vergil, Aeneid 64. 48158
11. 648724
Horace, Epodes
7, 16
Horace, Carmina
E Horace, Satire 1.2
Social Not offered Not offered 1.6
Martial, Epigrams
criticism Martial, Epigrams 11.6, 32, 56, 98
1.35, 41; 6.64; 10.10,
20; 12.61
Lucretius, De Rerum
Natura
1.54135; 2.161
Seneca, De
F Horace, Carmina
Tranquillitate Animi Not offered Not offered
Good living 1.9; 2.16; 3.26; 4.7
23
Seneca, Epistulae
Morales
1, 16
Vergil, Aeneid
10.689768
Livy, Ab Urbe Condita
G Livy, Ab Urbe Condita
Not offered Not offered 1.5760
Villians 3.4448
Sallust, Bellum
Catilinae
16
CLASSICAL GREEK
List 1 List 2
SL and HL HL SL and HL HL
Options (for examinations (for examinations (for examinations (for examinations
in: 2016, 2017, 2018) in: 2016, 2017, 2018) in: 2019, 2020, 2021) in: 2019, 2020, 2021)
Aristophanes,
Sophocles, Antigone
Clouds
387525
D 9611104
Lysias, On the Murder Not offered Not offered
Agon Thucydides, The
of Eratosthenes
Pelopennesian War
136
4.1722
Euripides, Iphigenia
at Aulis
1336-1465
E Euripides, Medea
Not offered Not offered Plato, Republic Book
Women 214356
5 454d457b
Plutarch, Lycurgus
14.116.3
F Hippocrates, De aere
Plato, Phaedrus
Scientific aquis et locis Not offered Not offered
270b275e
knowledge 18
Herodotus, The
Histories
G Euripides, Medea
Not offered Not offered 2.3545
Barbarians 446662
Aeschylus, Persae
159214, 760851
General
Assessment is an integral part of teaching and learning. The most important aims of assessment in the
Diploma Programme are that it should support curricular goals and encourage appropriate student
learning. Both external and internal assessments are used in the Diploma Programme. IBexaminers mark
work produced for external assessment, while work produced for internal assessment is marked by teachers
and externally moderated by the IB.
Formative assessment informs both teaching and learning. It is concerned with providing accurate
and helpful feedback to students and teachers on the kind of learning taking place and the nature of
students strengths and weaknesses in order to help develop students understanding and capabilities.
Formative assessment can also help to improve teaching quality, as it can provide information to
monitor progress towards meeting the course aims and objectives.
Summative assessment gives an overview of previous learning and is concerned with measuring
student achievement.
The Diploma Programme primarily focuses on summative assessment designed to record student
achievement at, or towards the end of, the course of study. However, many of the assessment instruments
can also be used formatively during the course of teaching and learning, and teachers are encouraged to
do this. A comprehensive assessment plan is viewed as being integral with teaching, learning and course
organization. For further information, see the IB Programme standards and practices document.
The approach to assessment used by the IB is criterion-related, not norm-referenced. This approach to
assessment judges students work by their performance in relation to identified levels of attainment, and
not in relation to the work of other students. For further information on assessment within the Diploma
Programme please refer to the publication Diploma Programme assessment: principles and practice.
To support teachers in the planning, delivery and assessment of the Diploma Programme courses, a variety
of resources can be found on the OCC or purchased from the IBstore (http://store.ibo.org). Additional
publications such as specimen papers and markschemes, teacher support materials, subject reports and
grade descriptors can be found on the OCC. Past examination papers as well as markschemes can be
purchased from the IBstore.
Methods of assessment
The IB uses several methods to assess work produced by students.
Assessment criteria
Assessment criteria are used when the assessment task is open-ended. Each criterion concentrates on
a particular skill that students are expected to demonstrate. An assessment objective describes what
students should be able to do, and assessment criteria describe how well they should be able to do it. Using
assessment criteria allows discrimination between different answers and encourages a variety of responses.
Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor is worth one
or more marks. Each criterion is applied independently using a best-fit model. The maximum marks for each
criterion may differ according to the criterions importance. The marks awarded for each criterion are added
together to give the total mark for the piece of work.
Markbands
Markbands are a comprehensive statement of expected performance against which responses are judged.
They represent a single holistic criterion divided into level descriptors. Each level descriptor corresponds
to a range of marks to differentiate student performance. A best-fit approach is used to ascertain which
particular mark to use from the possible range for each level descriptor.
Analytic markschemes
Analytic markschemes are prepared for those examination questions that expect a particular kind of
response and/or a given final answer from students. They give detailed instructions to examiners on how to
break down the total mark for each question for different parts of the response.
Marking notes
For some assessment components marked using assessment criteria, marking notes are provided. Marking
notes give guidance on how to apply assessment criteria to the particular requirements of a question.
The IB document Candidates with assessment access requirements provides details on all the inclusive
assessment arrangements available to candidates with learning support requirements. The IB document
Learning diversity within the International Baccalaureate programmes/Special educational needs within the
International Baccalaureate programmes outlines the position of the IB with regard to candidates with diverse
learning needs in the IB programmes. For candidates affected by adverse circumstances, the IB documents
General regulations: Diploma Programme and the Handbook of procedures for the Diploma Programme provide
details on access consideration.
Assessment outlineSL
Assessment outlineHL
External assessment
Paper 1 measures the ability to understand and translate texts in the original language.
Paper 2 measures the ability to analyse the style and to demonstrate a critical understanding of a
variety of classical texts.
For the purposes of marking, the extracts set for paper 1 will be divided into a fixed number of sections
called sense units. There will be 15 sense units at SL and 30 at HL; these do not appear on the examination
paper. Each sense unit will be assessed by applying a set of assessment criteria.
For paper 2, students are assessed through detailed markschemes. At HL, an additional written response is
assessed by assessment criteria.
The markbands are related to the assessment objectives established for the classical languages course and
the group 2 grade descriptors. The markschemes are specific to each examination.
Students translate one extract from a prescribed author in part 1 of the syllabus into English, French or
Spanish. The total number of words to be translated is 5070 at SL.
Students are asked to produce a translation with the use of a dictionary, and proper dictionary skills should
be developed in class to assist with all areas of the syllabus. It is also best practice for teachers to encourage
students to familiarize themselves with the recommended vocabulary list, which can be found in the
Classical languages teacher support material.
External assessment criteria are applied to paper-specific, pre-determined divisions of an extract into 15
sense units.
Paper 2
Duration: 1 hour 30 minutes
Weighting: 45%
Latin: 45 marks
Classical Greek: 45 marks
Paper 2 examines understanding and literary appreciation of set texts, as well as the background knowledge
necessary for the understanding of prescribed passages within the options.
Students study two of the five options in part 2 of the syllabus. Students are required to answer questions
on three extracts chosen from the two options they have studied. The questions may require students to:
The use of a Latin or Classical Greek dictionary is not permitted for paper 2.
0 The work does not reach a standard described by the descriptors below.
0 The work does not reach a standard described by the descriptors below.
Students translate one extract from a prescribed author in part 1 of the syllabus, into English, French or
Spanish. The total number of words to be translated is 105125 at HL.
External assessment criteria are applied to paper-specific pre-determined divisions of an extract into 30
sense units.
Students are asked to produce a translation with the use of a dictionary, and proper dictionary skills should
be developed in class to assist with all areas of the syllabus. It is also best practice for teachers to encourage
students to familiarize themselves with the recommended vocabulary list which can be found in the
Classical languages teacher support material.
Paper 2
Duration: 2 hours
Weighting: 45%
Latin: 52 marks
Classical Greek: 52 marks
Paper 2 examines understanding, literary appreciation and essential background knowledge of set texts, as
well as broader background knowledge and perspectives for each option.
In section A, students study two of the five options in part 2 of the syllabus. Students are required to answer
questions on four extracts chosen from the two options. The questions may require students to:
In section B, students are required to give one written response to a prompt. Students are not required
to respond to the prompt for the options they have studied. This written response assesses the ability
to construct an argument supported by relevant examples from the prescribed passages and from
supplementary reading. Students are expected to demonstrate broader knowledge of context(s) and
background (for example, cultural or literary) related to the option.
The use of a Latin or Classical Greek dictionary is not permitted for paper 2.
0 The work does not reach a standard described by the descriptors below.
0 The work does not reach a standard described by the descriptors below.
Paper 2Section B
Criterion A: Range of evidence
To what extent does the evidence represent both prescribed passages and supplementary reading?
0 The work does not reach a standard described by the descriptors below.
1 The response includes weak evidence from the prescribed passages only.
2 The response includes specific evidence from the prescribed passages only.
3 The response includes evidence from both the prescribed passages and
supplementary reading.
4 The response includes specific evidence from both the prescribed passages and
supplementary reading.
0 The work does not reach a standard described by the descriptors below.
Internal assessment
The structure and assessment criteria of the individual study for SL and HL are the same; however, the
number of sources and the word count vary to reflect the time allocated to this task.
It is the responsibility of teachers to ensure that all students understand the basic meaning and significance
of concepts that relate to academic honesty, especially authenticity and intellectual property. Teachers
must ensure that all student work for assessment be prepared according to the requirements and must
explain clearly to students that the internally assessed work must be entirely their own. Where collaboration
between students is permitted, it must be clear to all students what the difference is between collaboration
and collusion.
All work submitted to the IB for moderation or assessment must be authenticated by a teacher, and must not
include any known instances of suspected or confirmed academic misconduct. Each student must confirm
that the work is his or her authentic work and constitutes the final version of that work. Once a student has
officially submitted the final version of the work it cannot be retracted. The requirement to confirm the
authenticity of work applies to the work of all students, not just the sample work that will be submitted to
the IB for the purpose of moderation. For further details refer to the IB publications Academic honesty, The
Diploma Programme: From principles into practice and the relevant articles in the General regulations: Diploma
Programme.
Authenticity may be checked by discussion with the student on the content of the work, and scrutiny of one
or more of the following:
Time allocation
Internal assessment is an integral part of the classical languages course, contributing 20% to the final
assessment in the SL and the HL courses. This weighting should be reflected in the time that is allocated to
teaching the knowledge, skills and understanding required to undertake the work, as well as the total time
allocated to carry out the work.
It is recommended that a total of approximately 15 hours (SL) and 20 hours (HL) of teaching time should be
allocated to the work. This should include:
time for the teacher to explain to students the requirements of the individual study and the internal
assessment criteria
class time for students to work on the internally assessed component
time for consultation between the teacher and each student
time to review and monitor progress, and to check authenticity.
The assessment is based on the final research dossier, using the descriptors provided. Students should have
access to the descriptors throughout their course of study.
The topic must be chosen by the student in discussion with the teacher.
If two or more students choose the same topic for the individual study, they are required to work
independently of each other.
Students propose a research question on the chosen topic, and the teacher advises on the suitability
of the question.
Teachers must encourage students to establish a clear and appropriate research plan.
The teacher should provide oral or written advice on how the work could be improved, but must not
write comments on the draft work or edit it. The next version handed to the teacher must be the final
version for submission.
The student is required to verify that the copy submitted for assessment is the final copy.
Teachers must judge the internally assessed work at SL and at HL against the criteria using the level
descriptors.
The topic
The topic must be in the form of a research question and may come from any aspect of the classical world.
Christianity in the Roman Empire Too broad with no identified Not presented as a question
research focus
Roman attitude to the rise of More focused with an indication Not presented as a question
Christianity of a research area
What was the Roman attitude to An appropriate topic that Correctly presented as a
the rise of Christianity during the is sufficiently focused for a question
principate of Nero? candidate to deal with in terms
of sources and word limit
Sources
The number of sources is 79 at SL and 1012 at HL. This allows students to choose whether to support their
argument with a larger number of sources or with a more focused selection. The relevance of individual
sources to the research question and how they contribute to a wide coverage of the topic is assessed under
criterion A.
Examples of acceptable research questions and primary sources for the individual study include the
following.
How does the portrayal of Hector differ in the Iliad and the Aeneid?
A selection of quotations from the Iliad compared with quotations from the Aeneid
What was the political significance of the Colosseum for the Flavian dynasty?
Archeological evidence and quotations from a collection of Latin texts that illustrate a variety of
attitudes to the political significance of the Colosseum during the Flavian dynasty
What difficulties would a modern play director face in putting on a performance of Aristophanes
Wasps?
Quotations from the play to illustrate the difficulties posed by contemporary political references
and problems of translation
Annotations
An annotation must analyse the chosen source in relation to the research question. The level of analysis of
the individual sources and how they relate to the research question is assessed under criterion B.
Argument
The dossier should develop a coherent argument addressing the research question. The argument
emerges through the choice of the sources as a whole as well as the way annotations are correlated. There
must therefore be a justification, implicit or explicit, for the choice of sources, and the annotations must
contribute to the argument in a meaningful and structured manner. For example, in a dossier on how Ovids
Metamorphoses is reflected in later visual art, it should be clear why those particular sources have been
chosen (a random selection of images from an internet search engine will not score highly in this respect).
The logic of the progression of the argument related to the research question is assessed under criterion C.
Word count
The word count will be a maximum of 1000 words at SL and a maximum of 1500 words at HL. Candidates
who exceed the word count may risk not achieving the highest mark in certain assessment criteria, since the
examiner will not consider any work that exists beyond the word limit.
The word count includes the annotations (and any introduction or conclusion if the student includes them).
It does not include the source material, footnotes, bibliography or any appendices that might be provided.
0 The work does not reach a standard described by the descriptors below.
Criterion B: Annotations
To what extent do the annotations relate to the research question?
0 The work does not reach a standard described by the descriptors below.
Criterion C: Argument
How well is the argument supported by the sources and the annotations?
0 The work does not reach a standard described by the descriptors below.
0 The work does not reach a standard described by the descriptors below.
Criterion B: Annotations
To what extent do the annotations relate to the research question?
0 The work does not reach a standard described by the descriptors below.
Criterion C: Argument
How well is the argument supported by the sources and the annotations?
0 The work does not reach a standard described by the descriptors below.
Analyse Break down in order to bring out the essential elements or structure.
Compare Give an account of the similarities between two (or more) items or situations,
referring to both (all) of them throughout.
Compare and Give an account of similarities and differences between two (or more) items or
contrast situations, referring to both (all) of them throughout.
Contrast Give an account of the differences between two (or more) items or situations,
referring to both (all) of them throughout.
Define Give the precise meaning of a word, phrase, concept or physical quantity.
Discuss Offer a considered and balanced review that includes a range of arguments,
factors or hypotheses. Opinions or conclusions should be presented clearly and
supported by appropriate evidence.
Distinguish Make clear the differences between two or more concepts or items.
Examine Consider an argument or concept in a way that uncovers the assumptions and
interrelationships of the issue.
Interpret Use knowledge and understanding to recognize trends and draw conclusions
from given information.
State Give a specific name, value or other brief answer without explanation or
calculation.
To what extent Consider the merits or otherwise of an argument or concept. Opinions and
conclusions should be presented clearly and supported with appropriate
evidence and sound argument.
Teachers and students should be familiar with the following key terms and phrases used in the context of
the classical languages course.
Annotation Students analysis of chosen source(s), showing how the source contributes to the
argument in answer to the research question.
Argument A coherent series of statements that serve as evidence to answer the research
question.
Extract Piece of an original text or texts from the prescribed passages only, used in an
exam setting. An extract may comprise either a complete poem; or a section of a
prose text or poem; or two or more short poems.
First draft Draft of the individual study that the student submits to the teacher for comment
(not annotation or editing); the version handed to the teacher after the first draft
must be the final one.
Passage Any piece of an original text or texts from the prescribed or supplementary
readings.
Sense unit Phrase, clause or short sentence predetermined for marking purposes of paper 1.
Sense units are not printed on the examination paper.
Supplementary Reading in the original language or in translation beyond the prescribed passages
reading that contributes to the students knowledge of the classical world for the purposes
of paper 2 HL. This may include textual commentaries, collections of essays, journal
articles and websites.
This bibliography lists the principal works used to inform the curriculum review. It is not an exhaustive list
and does not include all the literature available: judicious selection was made in order to better advise and
guide teachers. This bibliography is not a list of recommended textbooks.
ACL (The American Classical League) and APA (The American Philological Association). 1997. Standards for
Classical Language Learning. Oxford, Ohio, USA. American Classical League.
ACL (The American Classical League) and APA (The American Philological Association). 2010. Standards for
Latin Teacher Preparation. http://www.aclclassics.org/uploads/assets/files/Standards_for_Latin_Teacher_
Preparation.pdf.
Gruber-Miller, J. 2004. Seven Myths about Latin Teaching. Syllecta Classica. Vol XV. Pp 193215.
Gruber-Miller, J. 2008. Teaching Culture in Beginning Greek. CPL Online. Vol 4, number 1. Pp 110.
Morwood, J, (ed). 2003. The Teaching of Classics. Cambridge, UK. Cambridge University Press.
Parker, J. Framing Ideas from Classical Language Teaching, Past and Future. In Levine, GS and Phipps, A,
(eds). 2012. AAUSC 2010: Critical and Intercultural Theory and Language Pedagogy. Boston, Massachusetts, USA.
Heinle, Cengage Learning. Pp 112124.
Pearcy, LT. 2010. Preparing Classicists or Preparing Humanists? Teaching Classical Languages. Vol, 1, number
2. Pp 192195.