The Higher Classical Studies assignment: choosing a classical issue, researching it, comparing the ancient and modern worlds, and writing it up under controlled conditions for 30 marks.

What this key area is asking

The assignment is the coursework component of Higher Classical Studies, worth 30 marks. You choose a classical issue, research it from a range of sources, and write it up under controlled conditions, reaching a supported judgement. It rewards independent research and the same analytical and evaluative skills as the question papers, applied to an issue you choose. This overview covers how to choose the issue, how to research it, and how to write it up for full marks; the detailed essay and source skills are in the analysing-classical-society dot point.

Choosing the issue

The choice of issue is the most important decision, because the marks reward analysis and judgement, not description.

• Frame a question, not a topic. "How fair was Athenian democracy?" invites a judgement; "Athenian democracy" invites narration.
• Pick a debatable issue. Choose something with two defensible sides so you can weigh evidence and views.
• Draw on the course. Base it on power and freedom, religion and belief, or the prescribed literature, so your knowledge supports the research.
• Allow comparison where relevant. The course values links between the ancient and modern worlds; an issue that invites comparison can add depth.

Researching the issue

In the research stage you gather and record the evidence you will use:

• Use a range of sources. Combine ancient evidence (texts, inscriptions, the prescribed literature) with modern scholarship.
• Record sources for your resource sheet. You may take a limited resource sheet into the write-up under the assessment conditions, so prepare it carefully.
• Note differing views. Capture points on each side of the issue so the write-up can evaluate, not just assert.

Writing it up

The write-up is produced under controlled conditions and rewards a clear structure:

1. Introduction that frames the issue and signals your line of argument.
2. Analytical sections that use evidence, weigh different views, and (where relevant) compare the ancient and modern worlds.
3. Conclusion that reaches a clear, supported judgement on the issue.

The difference between a good and a top assignment is sustained analysis and evaluation built around a judgement, with sources used and referenced, rather than a well-written narrative.

Examples in context

A strong assignment opening frames a debatable issue and signals a judgement: "This assignment asks how democratic Athens really was. It will argue that, while the system gave its citizens unusually wide participation through the Assembly and courts, it was narrow in who counted as a citizen, excluding women, slaves and metics. Drawing on ancient evidence and modern scholarship, it weighs participation against exclusion before reaching a judgement." Every later section then serves that argument, which is what the marks reward.

Try this

Q1. How should the assignment title be framed to make top marks possible? [1 mark]

• Cue. As a debatable question that invites a judgement, not a descriptive topic.

Q2. Name one thing a strong assignment must reach at the end. [1 mark]

• Cue. A clear, supported conclusion or judgement on the issue.