Classical Greek Continuers 2025 HSC exam pack

Students should:

• use the marks allocated to a question as an indication of the depth and length of response required
• provide translations of prescribed texts that are coherent and fluent
• check their translations to ensure that words or phrases have not been omitted
• pay attention to question wording and whether responses require reference only to presented extract(s), or to other sections of the studied text
• address all elements of a commentary question in a logical and cohesive manner, focusing only on relevant information
• support their explanation or analysis with relevant and valid examples, explaining the link between the examples given and the aspect being analysed
• use ellipsis when quoting more than a few words from an extract, for example, οἴμοι… πόσιν, to avoid copying long sections of text
• provide an explanation in English of how the Greek is relevant to their argument, rather than leaving sections of quoted Greek text unexplained.

In better responses, students were able to:

• translate accurately, demonstrating close knowledge of the text and accounting for every word (Q1)
• achieve a good balance between fluency in the English translation and fidelity to the structure of the Greek text (Q1)
• apply knowledge of the text to the specific question (Q2)
• demonstrate knowledge and understanding of Herodotus’ style and method as a historian (Q2aii)
• demonstrate understanding of the effects of Herodotus’ textual choices in composing his narrative (Q2bii,c)
• demonstrate understanding of context, situating an extract accurately within the broader narrative (Q2ai)
• provide clear explanation of how Herodotus made Egyptian stories entertaining for a Greek audience, rather than just focusing on the stories’ general entertainment value (Q3)
• support their explanation of how Herodotus made his stories entertaining with a range of relevant examples drawn from the whole of Book II (Q3).

Areas for students to improve include:

• translating accurately, rather than paraphrasing, accounting for every word in their translation (Q1)
• developing a more precise understanding of syntax in complex sentences (Q1)
• engaging with the detail of the extracts to show understanding (Q2)
• developing a clear argument which addresses the specific points of the question (Q3)
• supporting their argument with specific examples drawn from the text as a whole, rather than making general statements (Q3).

In better responses, students were able to:

• translate accurately, demonstrating close knowledge of the text and accounting for every word (Q4)
• apply knowledge of the text to the specific question (Q5)
• support their analysis or explanation with detailed reference to the text (Q5a,bii,c)
• link the content of a given extract to broader plot developments and themes (Q5a)
• demonstrate understanding of context, situating an extract accurately within the broader narrative (Q5bi)
• highlight various aspects of Heracles’ character as shown in the extract (Q5bii)
• point out the comedic aspects of the portrayal of Heracles, balanced by the more serious statements of a philosophical nature (Q5bii)
• identify various literary features in the extract, for example, dramatic irony and pathos, and explain how they enhance the drama (Q5c)
• provide a clear assessment, rather than just an explanation, of the extent to which Admetus is made aware of his flaws in the course of the play (Q6).

Areas for students to improve include:

• translating accurately, rather than paraphrasing, accounting for every word in their translation (Q4)
• reading the question carefully and addressing all requirements (Q5a, Q6)
• engaging with the detail of the extracts to show understanding (Q5a,bii,c)
• explaining how literary features create a particular effect, rather than just making an assertion (Q5c).

Students should:

• refer to all the information provided for the translation of the unseen extracts (the introduction, the translated section and the vocabulary)
• use the grammatical questions as pointers, as they are designed to draw attention to those points of grammar necessary for an accurate translation.

In better responses, students were able to:

• provide a coherent translation reflecting a clear understanding of the overall sense of the extract (Q7d, Q8d)
• interpret accurately the syntax of lines 1099–1103 (Q7d)
• detect the change to second person address in lines 1104–1105 (Q7d)
• recognise the subjunctive ἴδω in line 1095 (Q7d)
• identify two distinct and relevant pieces of information (Q7e, Q8e)
• demonstrate a sound knowledge of verb tenses and moods (Q7a,c,d, Q8a,b,d)
• recognise the post-position of εἵνεκα in line 10 and its connection to the genitive case of τούτων in line 9 (Q8c).

Areas for students to improve include:

• recognising and accounting for grammatical agreement between words in the same case, number and gender (Q7d)
• developing a more precise knowledge of verb tenses and moods
• recognising vocabulary encountered in the prescribed text (Q7d, Q8d)
• distinguishing between words which look similar (Q7d, Q8d).