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Show understanding
of:
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verbs: imperfect and perfect indicative
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nouns: all cases.
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Show understanding
of:
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key irregular verbs
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verbs: pluperfect and future indicative |
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some pronouns.
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Pupils should be given further practice in writing short
sentences from English into Latin, as well as more complicated
language exercises, e.g. completing Latin sentences by selecting
the correct alternative from a number of examples. Pupils
should be encouraged to apply grammatical rules to find
the solution to a given problem in translation. These tasks
should reinforce pupils' linguistic skills and increase
confidence in handling language. Irregular verbs such as
sum, possum,
volo, nolo,
eo, fero
should be gradually introduced. Common pronouns, e.g. hic,
ille, is
should also be taught.
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Vocabulary
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Recall most of the commonly occurring
words in the further increased number of texts.
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Recall most of the vocabulary occurring
in the wide range of texts studied.
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Pupils should continue to learn vocabulary on a regular
basis to build the confidence needed to maintain progress.
The SCE Latin Vocabulary List for use in SCE examinations
in Standard Grade Latin is a valuable source from which
to learn vocabulary. Vocabulary could be further developed
through study of word 'families' where groups of Latin words
are built from a single root e.g. audax,
audacia, audere.
Pupils should be asked to guess the meanings of unknown
words, using their existing knowledge of Latin vocabulary.
Pupils should show awareness of the range of meanings which
words can have in different contexts, choose right meanings
from a choice of words and go beyond the information given
ie. give alternative meanings if more appropriate in context.
The teacher will explain and illustrate that occasionally
the meanings of Latin and English words do not match precisely,
because concepts change over time.
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Reference skills
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With limited teacher help, use word
lists and paradigms from a wider range of forms.
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Select and use reference texts for
support, including word lists, books, dictionaries,
simple commentaries and translations.
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Pupils will need regular opportunities to interpret straightforward
Latin texts working on their own, using a variety of reference
books. This should gradually build up their confidence in
using the reference skills which they have been taught.
There is also value in giving the pupils a translation of
the Latin they are reading - this 'open book' approach allows
them to match the Latin to the translation and prevents
a difficult point of grammar from holding them back. Other
exercises, using a translation, could include: ' What is
the Latin for…?'
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Conveying meaning
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Give meaning of Latin texts by using
knowledge of a yet wider range of grammar and vocabulary
together with context.
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With minimal teacher help, and occasionally
independently, translate straightforward Latin texts
into good idiomatic English, with few errors.
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Pupils should gradually develop sensitivity to language,
especially awareness of shades of meaning, and should
enjoy the satisfying experience of accurately translating
a short piece of authentic Latin, with appropriate support
material, into good clear English. In discussion with
the teacher or amongst themselves, they should compare
the features of alternative translations and be aware
that there is rarely just a single 'right' translation.
Translating passages with points of grammar which have
not been covered should not be avoided - instead unfamiliar
grammar should be given in a glossary.
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Content Explanation
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With limited teacher help, extract
information from the text and explain details of
the background.
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With minimal teacher help, and occasionally
independently, explain clearly the content and main
ideas of themes in a variety of texts, selecting
Latin words or phrases from the text to illustrate
the explanation.
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Pupils should be presented with an increasing range of texts
and required to answer questions about meaning and language.
They should be able to extract specific information from
a text (which may be of a higher level of difficulty than
texts for translation) and explain it, selecting the appropriate
Latin words or phrases to support their answer.
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Personal response
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Offer more developed responses to
the text, including justification.
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Offer a personal response to the
text, showing evidence of some analysis, evaluation,
critical thinking and justification.
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Pupils should have opportunities to consider simple examples
of stylistic devices in Latin, e.g. alliteration, simile,
word-order, and be asked to give some account of the intended
effect. At this stage, the teacher should encourage sustained
writing in the pupil response, although group and class
discussion continue to be valuable.
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