GCSE

Classical Civilisation

J199/22: Roman city life

General Certificate of Secondary Education

Mark Scheme for June 2022

Oxford Cambridge and RSA Examinations

OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of
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support, which keep pace with the changing needs of today’s society.

This mark scheme is published as an aid to teachers and students, to indicate the requirements
of the examination. It shows the basis on which marks were awarded by examiners. It does not
indicate the details of the discussions which took place at an examiners’ meeting before marking
commenced.

All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.

Mark schemes should be read in conjunction with the published question papers and the report
on the examination.

© OCR 2022

Oxford Cambridge and RSA Examinations

J199/22 Mark Scheme June 2022

MARKING INSTRUCTIONS
PREPARATION FOR MARKING
SCORIS

1. Make sure that you have accessed and completed the relevant training packages for on-screen marking: scoris assessor Online Training; OCR
Essential Guide to Marking.

2. Make sure that you have read and understood the mark scheme and the question paper for this unit. These are posted on the RM Cambridge
Assessment Support Portal http://www.rm.com/support/ca

3. Log-in to scoris and mark the required number of practice responses (“scripts”) and the number of required standardisation responses.

YOU MUST MARK 10 PRACTICE AND 10 STANDARDISATION RESPONSES BEFORE YOU CAN BE APPROVED TO MARK LIVE SCRIPTS.

MARKING

1. Mark strictly to the mark scheme.

2. Marks awarded must relate directly to the marking criteria.

3. The schedule of dates is very important. It is essential that you meet the scoris 50% and 100% (traditional 40% Batch 1 and 100% Batch 2)
deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay.

4. If you are in any doubt about applying the mark scheme, consult your Team Leader by telephone or the scoris messaging system, or by email.

5. Crossed Out Responses

Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is not marked. Where no alternative
response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where legible.

Rubric Error Responses – Optional Questions

Where candidates have a choice of question across a whole paper or a whole section and have provided more answers than required, then all responses
are marked and the highest mark allowable within the rubric is given. Enter a mark for each question answered into RM assessor, which will select the
highest mark from those awarded. (The underlying assumption is that the candidate has penalised themselves by attempting more questions than
necessary in the time allowed.)

Multiple Choice Question Responses

J199/22 Mark Scheme June 2022
When a multiple choice question has only a single, correct response and a candidate provides two responses (even if one of these responses is correct),
then no mark should be awarded (as it is not possible to determine which was the first response selected by the candidate).
When a question requires candidates to select more than one option/multiple options, then local marking arrangements need to ensure consistency of
approach.

Contradictory Responses
When a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correct.

Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response)
Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked. The
response space should be marked from left to right on each line and then line by line until the required number of responses have been considered. The
remaining responses should not then be marked. Examiners will have to apply judgement as to whether a ‘second response’ on a line is a development
of the ‘first response’, rather than a separate, discrete response. (The underlying assumption is that the candidate is attempting to hedge their bets and
therefore getting undue benefit rather than engaging with the question and giving the most relevant/correct responses.)

Short Answer Questions (requiring a more developed response, worth two or more marks)
If the candidates are required to provide a description of, say, three items or factors and four items or factors are provided, then mark on a similar basis
– that is downwards (as it is unlikely in this situation that a candidate will provide more than one response in each section of the response space.)

Longer Answer Questions (requiring a developed response)

Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed) response and not
crossed out the first response, then only the first response should be marked. Examiners will need to apply professional judgement as to whether the
second (or a subsequent) response is a ‘new start’ or simply a poorly expressed continuation of the first response.

6. Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the candidate
has continued an answer there then add a tick to confirm that the work has been seen.

7. Award No Response (NR) if:

• there is nothing written in the answer space

Award Zero ‘0’ if:

• anything is written in the answer space and is not worthy of credit (this includes text and symbols).

Team Leaders must confirm the correct use of the NR button with their markers before live marking commences and should check this when
reviewing scripts.
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8. The scoris comments box is used by your team leader to explain the marking of the practice responses. Please refer to these comments when
checking your practice responses. Do not use the comments box for any other reason.
If you have any questions or comments for your team leader, use the phone, the scoris messaging system, or e-mail.

9. Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of the marking
period. The report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive criticism of the
question paper/mark scheme is also appreciated.

10. For answers marked by levels of response: Not applicable in F501

a. To determine the level – start at the highest level and work down until you reach the level that matches the answer
b. To determine the mark within the level, consider the following:

Descriptor Award mark

On the borderline of this level and the one below At bottom of level
Just enough achievement on balance for this Above bottom and either below middle or at middle of level (depending on number of marks
level available)
Meets the criteria but with some slight Above middle and either below top of level or at middle of level (depending on number of marks
inconsistency available)
Consistently meets the criteria for this level At top of level
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11. Annotations

Annotation Meaning

Blank Page

Seen

Tick

Questionable idea

Incorrect

Unclear

Omission

Repetition

Benefit of Doubt

Too Vague

Spelling

HIGHLIGHT Cross credit answer to another question

J199/22 Mark Scheme June 2022

12. Subject Specific Marking Instructions

Introduction

Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. You should ensure that
you have copies of these materials:

• the specification, especially the assessment objectives

• the question paper and its rubrics
• the mark scheme.

You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR
booklet Instructions for Examiners. If you are examining for the first time, please read carefully Appendix 5 Introduction to Script Marking:
Notes for New Examiners. Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.

Using the Mark Scheme

Please study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper
and ends with the awarding of grades. Question papers and Mark Schemes are developed in association with each other so that issues of
differentiation and positive achievement can be addressed from the very start.

This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers. The Mark Scheme can only provide ‘best
guesses’ about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts.

The Examiners’ Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates’ responses to the questions, and
that all Examiners understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the
meeting, and administrative procedures will be confirmed. Co-ordination scripts will be issued at the meeting to exemplify aspects of
candidates’ responses and achievements; the co-ordination scripts then become part of this Mark Scheme.

Before the Standardisation Meeting, you should read and mark in pencil a number of scripts, in order to gain an impression of the range of
responses and achievement that may be expected.

Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range.
Always be prepared to use the full range of marks.
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Question Answer Mark Guidance

1 Gladiator B is a retiarius. Name one piece of 1 Accept ‘fork’ for ‘trident’
equipment he fought with. (AO1) Accept ‘knife’ for dagger
Don’t accept ‘sword’
One of: net/trident/dagger

2 Why might the Romans have enjoyed seeing a 4 Allow any acceptable points which focus on the
contest between a heavily armed gladiator and a (AO1 differences between the two types of gladiators
retiarius, such as that shown in Source A? 2,
AO2
Make two points. 2)

The answers are likely to focus on the different fighting

styles and equipment of the two fighters.

The Heavily Armed Gladiator is weighed down by

armour so would move more slowly across the arena,
the retiarius has less armour so could move quickly.
The Heavily Armed Gladiator has a sword to strike the
opponent and a shield to repel attacks, the retiarius has
a net and a trident, so a contest of brute force vs skill.
The short sword means that the Heavily Armed
Gladiator needed to attack from close quarters but the
retiarius could attack from a distance with the trident

3 (a) Gladiator B has raised his finger to surrender. 2 Accept thumbs up/down to mean death/mercy for the
(AO1) gladiator.
Describe two things which would happen next, either in Accept some form of crowd reaction.
the crowd or in the arena.

The crowd would pass judgement by ‘turning the

thumb’.
The sponsor/Emperor would make the final decision.
The gladiator would be killed/spared
Fighting stop/paused
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3 (b) Why was what happened in the crowd important for 1

the Romans? [AO2]

It gave the crowd a chance to participate and show their

love and support for their favourite gladiators.
It gave the sponsor/Emperor a chance to show their
power by making the final decision.
It allowed successful gladiators who had fought well to
be spared.
It meant that unpopular gladiators who had fought
poorly would be executed
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Question Answer Mark Guidance

4 What is shown in the carved images from the 2 Accept their status as freed individuals
tomb? [AO1]

Make two points.

Two of: Trading ship/
The honorific seat/bisellium/
Faustus and Tyche presiding over a
ceremony/distributing money/distributing grain
Image of Naevoleia Tyche

5 How does the tomb show that Naevoleia Tyche and 4 Allow any acceptable points using details from the tomb
her husband were successful citizens of Pompeii? [AO1 or the inscription
2,
Make two points, using details from the tombs and the AO2 2]
inscription.

Large tomb indicates wealth

The ship could show Faustus as a wealthy and
successful merchant
The honorific seat shows Faustus was honoured by
being awarded this for use at shows
The larger scene could show Faustus and Naevoleia as
wealthy by handing out gifts to the citizens or important
members of the community presiding over a ceremony
Faustus played a role in local politics held several
magistracies and was an Augustalis
Naevoleia was so successful that she had freedmen as
clients that would be buried with her.
Size and extravagance of the tomb
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Question Answer Mark Guidance

6 Name Room A and Room B from Source D and 4 Accept correct active linked to the named room even if
describe an activity which took place in each room. [AO1] actual room is misidentified on the plan.

A: Cold room/frigidarium. Bathers would plunge into a

cool pool of water

B: Hot room/caldarium. Bathers might bathe in the hot

tub/massage/oil scaped off with a strigil

7 Why was the palaestra an important part of a visit 4

to the baths? [AO1
2,
Make two points. AO2 2]

It allowed bathers to exercise in order to remain fit,

strong, and healthy.
It allowed bathers to build up a sweat in order to open
up their pores for the bathing process.
It allowed bathers to socialise before/after bathing as
most attended in the afternoon after work so could help
build up social links.
It provided relaxation and shade after a hard day’s
work.
Participate in sports as a group activity.

8 Was the patron/client relationship more beneficial 8

for patrons or clients? [AO1
4,
Grade against 8-mark grid. AO2 4]

Use Sources E and F and your own knowledge in your

answer. [8]

From source E, clients had to support their patrons in

elections, benefiting the patron.
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From source F, clients often had long and difficult
journeys to visit their patrons every morning, even when
their patron was not there.
Martial emphasises the difficulties of his journey and
that he barely considered it a worthwhile arrangement.
Martial describes the patron as ‘ruling’ him.
For patrons, the more clients they had was a show of
status and power. Some patrons had stone benches
outside their houses for their clients to sit on. They
could count on their clients for electioneering, favours,
such as accompanying them to the forum.
For clients, the salutatio provided them with a handout
of money/food, jobs and links to others despite the long,
early and possibly hazardous journey.
Clients were often helped in business by their patrons.
Clients could be invited to dinner by their patrons, but
often complain of having poorer quality food.
Clients were often the former freedmen of their
masters.

9 ‘A visit to the Roman Theatre was entertaining and 15

enjoyable for all Romans.’ [AO1
5],
Grade against 15-mark grid. [AO2
10]

To what extent do you agree with this statement? [15]

Answer will likely focus on the theatre building itself, the

plays, the plots and the costumes of the actors and
should consider the different members of the audience
(rich, poor, slaves, etc)

Theatre building: stage was raised and the seating was

tiered to allow for visibility.
The seats were made of stone but viewers could bring
cushions.
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Seating was by status: Best seats were for the rich,
who had benches in the orchestra area, whereas slaves
and women were seated at the back. Best view was for
the sponsors who sat in the tribunal.
The day might be hot, but all could be cooled by the
awning and water.
The plays: a variety of tragedy plays, pantomime plays,
farces and comedy plays could keep interest.
Tragedy plays and pantomime plays could be easily
followed by the educated elite. Poorer people and
slaves may have found the stock characters/plots and
bawdy humour of Comedy plays more engaging.
Slaves might empathise with the clever slave who
outwits his mean and foolish master in the plays.
The masks and costumes made it easy to identify the
stock characters.
Actors were popular amongst the people, as shown by
graffiti.
Entry was free as the show was paid for by the
sponsor. He would particularly enjoy the shows as they
could enable him to gain popularity and be voted into
office.
From paintings in houses, it seems many enjoyed the
theatre shows. Some writers refer to crowds heckling
the actors and chanting ‘We want bears! We want
boxing!’
10 What do the Roman houses and flats that you have 15
studied reveal about the lives and values of their [AO1
owners? [15] 5],
[AO2
Grade against 15-mark grid. 10]

Candidates can show off their knowledge and

understanding of what living in Roman houses and flats
was like.

The houses in Pompeii and Herculaneum suggest

wealthy, educated and well-travelled owners, who liked
to entertain and receive clients.
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Shops on front of houses (or at the side for the House

of the Wooden Partition) showed that they were
enterprising businessmen. Often the master has a
(tablinum) where he would conduct personal business.
The paintings in the houses reveal education and
culture. The painting of Menander in the House of
Menander suggests the theatre and plays were
important to the owner. Mythological scenes from the
Trojan War and mythology in general in the House of
Menander and the House of Octavius Quartio show
education and learning. Nile scenes from the House of
Menander may suggest the owner had travelled widely.
The stables and reception rooms in the House of
Menander suggests that the owner liked receiving
guests and visitors. Marble table in the House of the
Wooden Partition, and nice impluvia, also suggests a
desire to impress guests.
Own set of baths in the House of Menander may
suggest that the owner preferred to bath privately with
his guests.
Gardens in the houses suggest a desire to ‘escape’ city
life and enjoy some country life in the city. Also the
scale of the gardens in the House of Octavius Quartio
might show a desire to impress guests.
Religious shrines, like the lararium in the House of
Menander and the shrine to Diana in the House of
Ocatvaius Quartio show the gods were important to the
owners.
The nicer decoration in the parts used by the family
than the slaves in the House of Menander suggests

The insula of Diana at Ostia suggest that living was

more important than living well. There was less living
space, more stairs to climb and shared toilet facilities.
There were some larger apartments for families but
most small rooms seems to have been short-term
stopping points for passing traders. This flat is on a
busy street so less quiet and restful for occupants. Flats
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could be hazardous, especially for those living on the
top floors, and the additional storeys made them
unstable and harder to escape fires.

Juvenal talks of a poor man (Cordus) and a rich man

(Assaracus). He also states how the houses of the poor
were nearest the noisier areas of Rome, and describes
the dangers of walking underneath the windows of
blocks of flats.

Guidance on applying the marking grids for the 8-mark detailed response
Two Assessment Objectives are being assessed in this question: AO1 (Demonstrate knowledge and understanding…) and AO2 (Analyse, interpret and evaluate…). The
two Assessment Objectives are equally weighted, and both worth 4 marks. The weighting of assessment objectives remains consistent throughout the levels. Responses
are credited for AO1 for the detail and accuracy of the knowledge of the sources, their context and interpretation. Responses are credited for AO2 for how well the
question is addressed, selecting relevant evidence from the sources and the conclusions drawn.
Examiners must use a best fit approach when applying the mark scheme. This means considering both the strengths and the weaknesses of a response, particularly if it is
imbalanced in terms of the two assessment objectives, when deciding which level reflects the overall performance. AO1 and AO2 are closely interlinked. Typically
responses demonstrate both knowledge and understanding and analysis and interpretation of that knowledge in reasonably equal measure. In this way, a total mark of 6
might reflect a balance of 3 (AO1) + 3 (AO2), for example. However, an overly-descriptive response may focus on details from the sources but not draw many valid
conclusions; this would be considered AO1 heavy. Care should be taken when marking such answers, as the lack of AO2 skills should limit the level at which this work can
be rewarded; it should not be possible to achieve a mark of 7 made up of 6 (AO1) + 1 (AO2).
Examples of specific issues or common unbalanced approaches to the question will be identified when finalising the mark scheme in preparation for standardisation.
Details about how to deal with this will be included in the Guidance column for the question.
Level Mark Characteristics of Performance
4 7–8 • consistently accurate and detailed knowledge and understanding of classical sources, using both those given in assessment and own
wider knowledge (AO1)
shows very good understanding of the sources’ cultural contexts and possible interpretations
• a well-argued response to the question which is supported by a range of well-selected evidence (AO2)
includes critical analysis, interpretation and evaluation
3 5–6 • accurate knowledge and understanding of classical sources, using both those given in assessment and own wider knowledge (AO1)
shows good understanding of the sources’ cultural contexts and/or possible interpretations
• a focused response to the question which is supported by a range of evidence (AO2)
includes relevant analysis, interpretation and evaluation
2 3–4 • sound, mostly accurate, knowledge and understanding of classical sources, using both those given in assessment and own wider
knowledge (AO1)
shows some understanding of the sources’ cultural contexts and/or possible interpretations
• engages with the general topic of the question, and is supported by limited range of evidence (AO2)
includes some analysis, interpretation and evaluation
1 1–2 • limited knowledge and understanding of classical sources; responses may only make use of the sources given in the assessment (AO1)
shows limited understanding of the sources’ cultural contexts and/or possible interpretations
J199/22 Mark Scheme June 2022
• little attempt at a very basic explanation of the topic of the question, supported by a few references to evidence (AO2)
includes isolated analysis, interpretation and evaluation
0 0 • No response or no response worthy of credit
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Guidance on applying the marking grids for the 15-mark extended response
Two Assessment Objectives are being assessed in this question: AO1 (Demonstrate knowledge and understanding…) and AO2 (Analyse, interpret and evaluate…). The
two Assessment Objectives are not equally weighted, as AO1 is worth 5 marks, and AO2 10. The weighting of assessment objectives remains consistent throughout the
levels. Responses are credited for AO1 for the detail and accuracy of the knowledge of the sources, their context and interpretation. Responses are credited for AO2 for
how well the question is addressed, selecting relevant evidence from the sources and the conclusions drawn.
Examiners must use a best fit approach when applying the mark scheme. This means considering both the strengths and the weaknesses of a response, particularly if it is
imbalanced in terms of the two assessment objectives, when deciding which level reflects the overall performance. AO1 and AO2 are closely interlinked. Typically
responses demonstrate both knowledge and understanding and analysis and interpretation of that knowledge in reasonably equal measure. In this way, a total mark of 11
might reflect a balance of 3 (AO1) + 8 (AO2), for example. However, an overly-descriptive response may focus on details from the sources but not draw many valid
conclusions; this would be considered AO1 heavy. Care should be taken when marking such answers, as the lack of AO2 skills should limit the level at which this work can
be rewarded; it should not be possible to achieve a mark of 10 made up of 7 (AO1) + 3 (AO2).
Examples of specific issues or common unbalanced approaches to the question will be identified when finalising the mark scheme in preparation for standardisation.
Details about how to deal with this will be included in the Guidance column for the question.
Level Mark Characteristics of Performance
5 13 – 15 • very good, detailed and accurate knowledge and understanding of classical sources with detailed understanding of the sources’
cultural contexts and possible interpretations (AO1)
• very good analysis and interpretation of a wide range of well-selected evidence (AO2)
• coherent argument with a clear line of reasoning, successful evaluation of sources, and convincing conclusions (AO2)
4 10 – 12 • good, accurate knowledge and understanding of classical sources with clear understanding of the sources’ cultural contexts and
possible interpretations (AO1)
• good analysis and interpretation of a wide range of relevant evidence (AO2)
• consistently well-structured argument, consistent evaluation of sources, and sound conclusions (AO2)
3 7–9 • reasonable, mostly accurate, knowledge and understanding of classical sources with reasonable understanding of the sources’
cultural contexts and/or possible interpretations (AO1)
• reasonable analysis and interpretation of a range of relevant evidence (AO2)
• argument is on the whole appropriately structured, reasonable evaluation of sources, and relevant conclusions (AO2)
2 4–6 • basic knowledge and understanding of classical sources, with basic understanding of the sources’ cultural contexts and/or possible
interpretations (AO1)
• basic analysis and interpretation of some relevant evidence (AO2)
• argument has some structure, some evaluation of sources, and some credible conclusions (AO2)
1 1–3 • limited knowledge and understanding of classical sources with little understanding of the sources’ cultural contexts and/or possible
interpretations (AO1)
• limited analysis and interpretation of little relevant evidence (AO2)
• some attempt at reasoning, isolated use of sources, and weak conclusions (AO2)
0 0 • no response or no response worthy of credit
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Question Answer Mark Guidance
11 Why does Encolpius almost fall over and injure 1
himself at the start of the passage? [1] [AO1] Anything related to fear of dogs

The painting of the dog is so realistic

12 4 Credit a valid opinion with a valid reference from the

What do Trimalchio’s wall paintings tell us about
[AO1 passage
his character?
2,
Make two points. AO2 2]

Wealthy, as he can afford such realistic paintings

Self-centred as the paintings tell his career
Proud of his humble beginnings as he is unashamed of
his past as a slave
He sees himself as educated as he showed himself as
an accountant
He sees himself as educated as he showed images of
literature like the Odyssey
Sees himself as favoured by the gods as the Fates,
Minerva and Mercury are in the paintings
Wealthy as Mercury is the god of wealth, trade and
business
Wise as Minerva is the goddess of wisdom and craft

13 (a) Apart from these paintings, what else does 2

Trimalchio do to try and impress his visitors in [AO1]
Source G?

Give two details:

Two of:
Golden casket, silver Lares, marble statue of Venus,
runners and trainers suggest it is a large space

13 (b) 3 Credit other valid points

In what ways does Trimalchio try to impress his
[AO1]
guests later in the story?
J199/22 Mark Scheme June 2022
Using your knowledge of the rest of the story, make
three points.
Three of:
The Alexandrian boys to serve and pamper the guests
Elaborate courses of food and serving dishes (e.g. the
donkey dish with baskets containing black and white
olives)
His culinary tricks (peahen eggs are really figpeckers
wrapped in pastry, the boar is really stuffed with
sausages and black pudding)
His game board with his expensive counters and pieces
His entry to musical accompaniment
His robes and jewellery
His purple striped napkin and gold ring show that he is
a minor magistrate (Augustalis)
He sits in the position of the guest of honour rather than
the host
His glamourous wife, Fortunata
He imports extensively to produce ‘home grown’ food –
e.g. bees from Athens
He ‘educates’ his guests in the origin of Corinthian-
ware, although he makes some serious mistakes
Treasurer/slave counting money

14 How does Juvenal show that the drunk man is 2

annoyed? [AO1]

Two of:
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He will spend the night grieving if he can’t find someone
to fight
He won’t be able to sleep unless he fights someone
He is as upset as Achilles when grieving for his friend

Question Answer Mark Guidance

15 (a) 2 Don’t allow neat wine as this refers to the individual that
Juvenal states that the drunk man will not attack a
[AO1] is drunk.
rich man in lines 283-285.
Identify two phrases from the passage which Juvenal
uses to describe how rich the man is.
Two of:
Scarlet cloak
Retinue of attendants
Plenty of torches
Bronze lamps

15 (b) How does one of these phrases show that the man 1
is rich? [AO2]

Scarlet was an expensive dye

Can afford lots of slaves/torches
Can afford expensive lamps

16 (a) ‘Yet despises me’ (line 293). 1

[AO1]
How does Juvenal make is clear that the man
who will be attacked is poor?
One of:
He travels alone without slaves
He is travelling by the light of the moon and/or a candle
rather than using a torch or lamp
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16 (b) In lines 297-301, in what ways does Juvenal 2
emphasise the suffering of the victim? [AO2]

Make two points.

Two of:
He is beaten
Attacked if he speaks or stays silent
He will be sued for assault although he was not the
aggressor
He will only have a few teeth left
Beg to be allowed to pass
17 How does Juvenal, by his use language, 4 Allow any valid points which refer to Juvenal’s language
emphasise the dangers of being attacked by [AO1 and give an example from the passage
thieves and vagabonds? 2,
AO2
Make two points. 2]

Double negative ‘no shortage’ to emphasise the

abundance of criminals

Repetition of ‘all’ – everywhere closed, so you are

alone to be attacked

Metaphor of hunting – thieves are like hunters and

Rome is like their ‘game reserve’

Rhetorical question to show that lots of chains are

needed to imprison all the criminals

Exaggeration – so much iron is needed for making

chains that there is none for ploughs, mattocks and
hoes

Repetition of ‘Fortunate’ – ancestors were lucky to only

need one prison – Rome now needs lots
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Choice of ‘single’ prison to emphasise that Rome now
needs lots

‘Skipping here and there’, shows criminals are

everywhere

18 Does Horace’s story of the Town Mouse and the 8

Country Mouse show that it was better to live in the [AO1
city of Rome or in the country? 4,
AO2 4]
Grade against 8-mark grid.

Use Source J as a starting point and your own

knowledge of other parts of the story in your answer. [8]

The passage shows the wealth of the town mouse’s

house (Scarlet covers, ivory couch, high halls).
There is an abundance of good food in the town
mouse’s house (course after course, magnificent feast,
piled high)
There is danger in the town mouse’s house (Molossian
hounds)
The country mouse prefers his simple existence.

Earlier in the story, there is an emphasis on how poorly

the country mouse lives (humble hole, wild wood, steep
ridge, barely surviving)
There is little food for the country mouse – he needs to
store things
The country mouse lives on scraps (half-nibbled bacon,
vetch, oats, raisins). The town mouse turns his nose up
at these.

Both Town mouse and country mouse are happy in

their own settings, but not so happy when they move
J199/22 Mark Scheme June 2022
19 ‘An admirable, or a dislikeable, man.’ Which of 15
these do you think best describes Pliny’s [AO1
character? [15] 5],
[AO2
Grade against 15-mark grid. 10]

Candidates should discuss details from the 6

prescribed letters to argue for and against.

‘Rat Race’ – Pliny is clearly unhappy in the city as he

lists the stresses and monotony of work, and prefers
the relaxing lifestyle he can pursue in the countryside.
Candidates may consider Pliny lucky, or could applaud
him being open about his mental health.

‘Discrimination at a Dinner Party’ – the rich were clearly

treated to better food and wine at dinner parties than
the poor, although Pliny is appalled by this practice.
Candidates are likely to be impressed by Pliny’s views
on fairness and equality, although may be less so by
the economy Pliny applies to all of his guests.

‘My Lovely Wife’ – Pliny seems very happy with his

marriage to the educated, young Calpurnia. Calpurnia
also seems happy to run the household and show her
devotion to Pliny. Candidates may admire the loving
relationship and the freedom Pliny gave Calpurnia to
run the household. Candidates may be less impressed
by how Pliny seems to be the most dominant member
of the relationship.

‘Brutal Murder’ – Despite having great wealth, Macedo

was unpleasant to his slaves and was murdered. Pliny
suggests that this was right and that having lots of
slaves who might attack you was a burden for a master.
Candidates may feel that this is unfair.
J199/22 Mark Scheme June 2022
‘Zosimus’ – Pliny seems to enjoy listening to his
freedmen’s recitations. Life for a rich man’s educated
freedman could be good. Despite his poor health, Pliny
goes to great lengths to help him recover. Candidates
are likely to find Pliny’s actions admirable here.

‘I Hate Racing’ – Pliny does not seem happy with the

noise created by the fanatical supporters. He wants
peace and quiet to read and write. He is highly critical
of why he thinks the plebs enjoy the races, criticising
their fanaticism to the races and their teams.
Candidates may find Pliny’s attitude snobbish, and
consider him a ‘kill-joy’, although they may find his level
of devotion to his studies impressive.
20 Would you rather have dined with Ofellus or 15
Nasidienus Rufus? [AO1
5],
Grade against 15-mark grid. [AO2
10]
Use the details from the poems of Horace in support of
your argument. [15]

Candidates can discuss details from 2.2 and 2.8 to

answer this question.

Ofellus’ food would be simple and basic. He doesn’t

believe in eating too much or that more expensive
foods taste any better, so it will be chicken rather than
peacock, etc.
He believes that exercising before food makes it taste
better.
Simple foods are better for you in terms of health. Rich
food makes you ill, so the food will be basic.
He won’t follow any food ‘fads’ and serve up sea-gulls.
When friends visited his farm, they dined on produce
from the farm.
He won’t be mean like Avidienus and serve out of date
food.
J199/22 Mark Scheme June 2022
Nasidienus Rufus has a nice range of expensive wines.
The service is odd as the slaves walk in time as if they
are in a procession.
The food is odd e.g. crane’s legs, young lampreys
The conversation is dull as Rufus and Nomentanus give
too many details about the food and where it came
from.
The guests are relieved when the tapestry falls on the
food.
The guests eventually run off when Nasidienus brings
in more odd dishes.
Rufus seems to be trying to impress his guests, but
they instead make snide comments to him.

Guidance on applying the marking grids for the 8-mark detailed response
Two Assessment Objectives are being assessed in this question: AO1 (Demonstrate knowledge and understanding…) and AO2 (Analyse, interpret and evaluate…). The
two Assessment Objectives are equally weighted, and both worth 4 marks. The weighting of assessment objectives remains consistent throughout the levels. Responses
are credited for AO1 for the detail and accuracy of the knowledge of the sources, their context and interpretation. Responses are credited for AO2 for how well the
question is addressed, selecting relevant evidence from the sources and the conclusions drawn.
Examiners must use a best fit approach when applying the mark scheme. This means considering both the strengths and the weaknesses of a response, particularly if it is
imbalanced in terms of the two assessment objectives, when deciding which level reflects the overall performance. AO1 and AO2 are closely interlinked. Typically
responses demonstrate both knowledge and understanding and analysis and interpretation of that knowledge in reasonably equal measure. In this way, a total mark of 6
might reflect a balance of 3 (AO1) + 3 (AO2), for example. However, an overly-descriptive response may focus on details from the sources but not draw many valid
conclusions; this would be considered AO1 heavy. Care should be taken when marking such answers, as the lack of AO2 skills should limit the level at which this work can
be rewarded; it should not be possible to achieve a mark of 7 made up of 6 (AO1) + 1 (AO2).
Examples of specific issues or common unbalanced approaches to the question will be identified when finalising the mark scheme in preparation for standardisation.
Details about how to deal with this will be included in the Guidance column for the question.
Level Mark Characteristics of Performance
4 7–8 • consistently accurate and detailed knowledge and understanding of classical sources, using both those given in assessment and own
wider knowledge (AO1)
shows very good understanding of the sources’ cultural contexts and possible interpretations
• a well-argued response to the question which is supported by a range of well-selected evidence (AO2)
includes critical analysis, interpretation and evaluation
3 5–6 • accurate knowledge and understanding of classical sources, using both those given in assessment and own wider knowledge (AO1)
shows good understanding of the sources’ cultural contexts and/or possible interpretations
J199/22 Mark Scheme June 2022
• a focused response to the question which is supported by a range of evidence (AO2)
includes relevant analysis, interpretation and evaluation
2 3–4 • sound, mostly accurate, knowledge and understanding of classical sources, using both those given in assessment and own wider
knowledge (AO1)
shows some understanding of the sources’ cultural contexts and/or possible interpretations
• engages with the general topic of the question, and is supported by limited range of evidence (AO2)
includes some analysis, interpretation and evaluation
1 1–2 • limited knowledge and understanding of classical sources; responses may only make use of the sources given in the assessment (AO1)
shows limited understanding of the sources’ cultural contexts and/or possible interpretations
• little attempt at a very basic explanation of the topic of the question, supported by a few references to evidence (AO2)
includes isolated analysis, interpretation and evaluation
0 0 • No response or no response worthy of credit
J199/22 Mark Scheme June 2022
Guidance on applying the marking grids for the 15-mark extended response
Two Assessment Objectives are being assessed in this question: AO1 (Demonstrate knowledge and understanding…) and AO2 (Analyse, interpret and evaluate…). The
two Assessment Objectives are not equally weighted, as AO1 is worth 5 marks, and AO2 10. The weighting of assessment objectives remains consistent throughout the
levels. Responses are credited for AO1 for the detail and accuracy of the knowledge of the sources, their context and interpretation. Responses are credited for AO2 for
how well the question is addressed, selecting relevant evidence from the sources and the conclusions drawn.
Examiners must use a best fit approach when applying the mark scheme. This means considering both the strengths and the weaknesses of a response, particularly if it is
imbalanced in terms of the two assessment objectives, when deciding which level reflects the overall performance. AO1 and AO2 are closely interlinked. Typically
responses demonstrate both knowledge and understanding and analysis and interpretation of that knowledge in reasonably equal measure. In this way, a total mark of 11
might reflect a balance of 3 (AO1) + 8 (AO2), for example. However, an overly-descriptive response may focus on details from the sources but not draw many valid
conclusions; this would be considered AO1 heavy. Care should be taken when marking such answers, as the lack of AO2 skills should limit the level at which this work can
be rewarded; it should not be possible to achieve a mark of 10 made up of 7 (AO1) + 3 (AO2).
Examples of specific issues or common unbalanced approaches to the question will be identified when finalising the mark scheme in preparation for standardisation.
Details about how to deal with this will be included in the Guidance column for the question.
Level Mark Characteristics of Performance
5 13 – 15 • very good, detailed and accurate knowledge and understanding of classical sources with detailed understanding of the sources’
cultural contexts and possible interpretations (AO1)
• very good analysis and interpretation of a wide range of well-selected evidence (AO2)
• coherent argument with a clear line of reasoning, successful evaluation of sources, and convincing conclusions (AO2)
4 10 – 12 • good, accurate knowledge and understanding of classical sources with clear understanding of the sources’ cultural contexts and
possible interpretations (AO1)
• good analysis and interpretation of a wide range of relevant evidence (AO2)
• consistently well-structured argument, consistent evaluation of sources, and sound conclusions (AO2)
3 7–9 • reasonable, mostly accurate, knowledge and understanding of classical sources with reasonable understanding of the sources’
cultural contexts and/or possible interpretations (AO1)
• reasonable analysis and interpretation of a range of relevant evidence (AO2)
• argument is on the whole appropriately structured, reasonable evaluation of sources, and relevant conclusions (AO2)
2 4–6 • basic knowledge and understanding of classical sources, with basic understanding of the sources’ cultural contexts and/or possible
interpretations (AO1)
• basic analysis and interpretation of some relevant evidence (AO2)
• argument has some structure, some evaluation of sources, and some credible conclusions (AO2)
1 1–3 • limited knowledge and understanding of classical sources with little understanding of the sources’ cultural contexts and/or possible
interpretations (AO1)
• limited analysis and interpretation of little relevant evidence (AO2)
• some attempt at reasoning, isolated use of sources, and weak conclusions (AO2)
0 0 • no response or no response worthy of credit
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