Assessment Type 3: Inquiry (30%)

Students produce one literary, societal, or historical inquiry, which is presented as an informed and persuasive argument. The inquiry gives students an opportunity to explore an area of specialisation of individual interest, extend their skills (including skills in research and acknowledgment of sources), and enrich their understanding. Students propose and develop a particular point of view about an issue, as negotiated with their teacher.

At least 50% of the inquiry should be located in the period from c. 2000 BCE to 907 CE.

An inquiry may focus on:

• any aspect of the ancient world not listed in any topic
• an aspect of a topic undertaken in class when used as a comparison with another aspect of the ancient world, provided that the aspect of the topic studied in class is not greater than 50% of the inquiry
• an aspect of personal interest when used as a comparison with another aspect of the ancient world, provided that the aspect of personal interest is not greater than 50% of the inquiry.

Both primary and secondary sources should be used, and acknowledged appropriately.

Students may produce their informed and persuasive argument:

• in the form of a written essay to a maximum of 2000 words, or
• in multimodal or oral form to a maximum of 12 minutes or equivalent.

Relevant visual material may be integrated into the argument.

The following specific features of the assessment design criteria for this subject are assessed in the inquiry:

• knowledge and understanding — KU1, KU2, and KU3
• research and analysis — RA1 and RA2
• application — A1, A2, and A3.