Classical Greek Extension 2025 HSC exam pack
2025 Classical Greek Extension HSC exam paper
Marking guidelines
Marking guidelines are developed with the exam paper and are used by markers to guide their marking of a student's response. The table shows the criteria with each mark or mark range.
Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.
Marking feedback
Select from the sections below to view feedback from HSC markers about how students performed in this year’s exam.
Use the feedback to guide preparation for future exams. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Feedback on written exam
Students should:
- 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 to avoid copying long sections of text
- explain in English how the Greek is relevant to their argument, and not leave sections of quoted Greek text unaddressed.
In better responses, students were able to:
- translate accurately, showing close knowledge of the text (Q1)
- demonstrate understanding of the context of the extract (Q2ai)
- demonstrate clearly how the extract develops the reader’s understanding of Achilles’ character (Q2aii)
- identify a range of literary features and link them to audience engagement (Q2b)
- link the simile to audience engagement (Q2b)
- demonstrate understanding of Patroclus as a sympathetic figure, drawing on examples of characterisation, comparison with Achilles, authorial commentary, foreshadowing and dramatic irony (Q3).
Areas for students to improve include:
- responding by demonstrating a breadth of understanding, rather than providing responses which are too narrow in focus (Q3)
- providing a range of examples to support a sustained analysis or explanation (Q2b, Q3).
Students should:
- refer to the information provided for the translation of the unseen extract (the introduction 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:
- demonstrate a good understanding of syntax and vocabulary
- convey a clear understanding of the overall sense of the extract by writing a coherent and fluent translation
- demonstrate knowledge of Homeric forms
- recognise the indicative mood of δυνήσεαι in line 729 (Q4aiii)
- recognise the second person form of ἐσσι in line 726 (Q4a)
- recognise the third person form of ἀνέγνω in line 734 (Q4a)
- translate accurately lines 742–743, recognising the structure ἤ … ἦ (Q4bi)
- recognise that κράτος in line 743 is a noun and not an adjective (Q4bi).
Areas for students to improve include:
- paying close attention to the detail of the vocabulary and syntax
- developing a more precise knowledge of vocabulary.
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Classical Greek Extension syllabus
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