Wilson's School

Latin

Key Stage 3
The Roman world and the Latin language has inspired many great thinkers, influenced many languages and cultures and trained intelligent minds for generations. The Key Stage 3 course opens up the classical world and language for students of Year 7 and 8.

Year 7
The Year 7 course is an introduction into the Latin language and Roman life. Book I of the Cambridge Latin Course will be used. This Course is divided into several stages.

Students will gain an understanding of how Latin influences English in the first few weeks of the course. The learning of the Latin language then begins in earnest with the first stage of the Cambridge Latin Course. By the end of the year Stage 10 of the Course will be reached.

The learning of the language will be interspersed with learning about the daily life of the Romans in Pompeii. Topics include dining, theatre, gladiatorial contests and the plan of a Roman town.

Students will be encouraged to draw links between the ancient languages and the modern languages, the ancient world with the modern world.


Year 8
The Year 8 course builds upon what is learnt in Year 7, in terms of Latin language and Roman life. Books I and II of the Cambridge Latin Course will be used.

In Year 8 students will begin to translate more complex sentences which include the relative clauses. Students will also understand more about how the case system for nouns functions; this will develop the students' ability in analysing words at a sentence level in any language.

The learning of the language will be interspersed with learning about the destruction of Pompeii, Roman Britain and Roman Alexandria. A project is also set to investigate how certain Roman inventions may have affected the course of history.

Students will be encouraged to consider how Roman culture and rule affected various parts of the Empire and to consider how the Romans influenced British culture.
KS3 Core Concepts
1
VOCABULARY
EXCEEDING: An exceptionally strong command of vocabulary at this level.

SECURE: A strong command of vocabulary at this level.

DEVELOPING: A growing (but not yet strong) command of vocabulary at this level.
2
NOUNS, ADJECTIVES AND CASES
EXCEEDING: Is able to use and explain the use of all five cases in translation both Latin to English and English to Latin. Is able to use the concept of noun and adjective agreement in both directions (restricted to first and second declension adjectives when translating into Latin).

SECURE: Is able to use and explain all five cases in translation, more fluently into English than into Latin. They will show some knowledge of noun and adjective agreement, but knowledge of the correct declensions of nouns may be sketchy.

DEVELOPING: Shows a basic knowledge of the function of changing noun endings. Knowledge of noun and adjective tables is not complete or secure. Composition into Latin induces fear.
3
VERBS AND TENSES
EXCEEDING: Is able to identify and analyse all six persons indicative active of the present, perfect, imperfect and pluperfect tenses of all regular verbs on the word list. They will understand and correctly explain the four conjugations and how to tell them apart. They will be able to compose into Latin using the present, perfect and imperfect tenses. They will also show outstanding knowledge of the present and imperfect tenses of the following irregular verbs, sum, possum, nolo, volo. He will recognise and translate correctly the present infinitive active.

SECURE: As above with good accuracy.

DEVELOPING: As above with growing (but not yet good) accuracy.
4
RELATIONSHIP BETWEEN LATIN AND ENGLISH
EXCEEDING: Is able to identify appropriate English derivations of Latin words on all occasions. Will achieve properly structured, idiomatic English translations of Latin. Will also show awareness of such Latin features, when composing into Latin, of verbs at the end of sentences and adjectives coming after nouns. The very highest level composition will seek to combine several words for their sound effect, as a Latin author would. Comprehension answers will be in full sentences in the third person, giving the information requested in a concise fashion. The style of English in written work will be outstanding and engaging. He will display a style and elegance that is to be demanded and indeed expected from a Wilson’s boy.

SECURE: Will achieve idiomatic English translations when reminded and prompted. Will usually be able to find English derivatives of Latin words and will write in a style which is not penalised by exam marking grids, but does not display style or elegance. Composition into Latin will be technically accurate most of the time, but will not normally include refinements such as verbs at the end of sentences. Comprehension answers may sometimes be simple translations of a passage.

DEVELOPING: Will show an awareness of some differences between Latin and English. Will be able to compose simple Latin sentences, but these will often be technically inaccurate and will be Latin put into an English word order. Comprehension answers will not always give the required information and will not directly answer the question. English translations will be unimproved English, such as, for example, “Quintus, because he was rich, gave money to the poor shopkeeper,” rather than “Quintus gave money to the poor shopkeeper because he was rich.”
5
AWARENESS OF CULTURE
EXCEEDING: Will have a thorough knowledge of the social, political, archaeological and literary background of set texts. They will be able to translate the set texts faultlessly, without assistance. Their ability to select and translate and comment on Latin stylistic features will be matched only by the skill with which they express these comments and the clarity which their written work shows in its organisation. Students will recall any narrative detail from a text in English without reference to the text itself. They will be able to express an opinion verbally, or in writing which is supported by evidence and relevant to the task in hand.

SECURE: Will have a good knowledge of the Latin texts. They will be able to explain the context of the text. They will express an opinion with evidence and will organise their written work competently. However, there will be only fleeting glimpses of style, grace and elegance in their written work. Their knowledge will be functional.

DEVELOPING: Will show knowledge (some of the time) of the textual contexts. They will be able to select and comment upon stylistic features, but often without a clear or supported opinion. Written work will lack precision or clarity. Organisation of knowledge will lack conviction. There will be a sense that the student is not quite at ease with the task in hand and has not yet achieved a thorough knowledge of the Latin. The whole text will be recalled without details and there will be a sense of the student “going through the motions.”
Close
Key Stage 4

GCSE


The aim of the Latin course is to allow students to reach a stage where they have the language and the skills to appreciate texts written by the Romans. These texts allow students to appreciate the people and places of the ancient world through some first-hand accounts.

The board of the GCSE examination is OCR. It consists of four papers:
  • Latin language 1 – Mythology and domestic life
  • Latin language 2 – History
  • Latin prose literature
  • Latin verse literature
For the Latin language papers students are required to learn the prescribed vocabulary list and a specified list of linguistic features. Students will need to be able to translate, identify selected information from the text and provide derivations.

For the literature papers students are required to provide a translation for the prescribed literature, appreciate the literature and consider how it portrays certain events or people. The prescribed literature changes every two to three years; an up-to-date list can be found here.

Year 9
The Year 9 course builds upon what is learnt in Years 7 and 8. Books II and III of the Cambridge Latin Course will be used and by the end of the year Stage 28 is normally reached.

By the end of Year 9 students will know the formation and function of all the noun cases. Students will also know all the uses of subjunctive. Students will have explored topics including Roman military, religion and administration.

From Year 9, students will begin to learn the prescribed list of vocabulary and literature required for GCSE. The learning of words will allow students to draw links between Latin words and their English derivation; while the learning of literature will allow students to experience at first hand Roman ideas and views. During Year 9, students will also have studied about half of the prescribed GCSE literature.

Year 10
The Year 10 course builds upon what is learnt in previous years. Book IV of the Cambridge Latin Course will be used and by the end of the year Stage 34 is normally reached.

By the end of Year 10 students will know the formation and function of all the tenses required for GCSE, as well as deponent verbs. Students will have explored topics including the City of Rome, ancient philosophy and the social classes of Rome. Students will have studied all the literature and vocabulary required for the GCSE by the end of the year.

Year 11
Year 11 will be the culmination of the GCSE Latin courses. All the language and literature learnt hitherto will be reviewed and consolidated for GCSE.

The course book Latin Stories: A GCSE Reader provides many texts in the format of the language papers; this allows for practising translation skills as well as opening students to a breadth of Latin texts. The course book Essential GCSE Latin allows for a systematic revision of all the language required for GCSE.
Key Stage 5
Latin in the Sixth Form allows students to explore the mechanisms of the Latin language. It also allows students to explore the thinking of the Romans through their own text. It is intellectually challenging and stimulating; as a result it is a subject well-regarded by university admissions officers.

The examination board used is OCR.

Year 12
This year students will be preparing for two papers: Latin Language and Latin Literature.

The language paper requires students to translate a passage of prose into English and some simple English sentences into Latin. Students need to know the words on the prescribed vocabulary list.

For the literature students will be studying set texts in verse and prose and practising the commentary and essay style questions likely to be found in the paper. The prescribed literature changes every two to three years

Year 13
Students will need to be able to translate from Latin into English, compose Latin and to be able to comment on the context and style of two pieces of prescribed literature.

There is no vocabulary list but students are expected to know more than the words prescribed for AS-level. The prescribed literature changes every two to three years

Beyond A-level
Many students of Classics and Latin go on to apply for courses within the subject (e.g. Ancient History, Classics, Classical Civilisation, Latin and MFL) at major university and are normally successful. Latin is also beneficial for students of languages and humanities in that it trains students to think, analyse and consider texts. The study of the language is also beneficial in understanding the terminology of law and medicine, among other subjects.

Students should also explore other ways of broadening their classical horizon, such as the Wells Latin Summer School, Bryanston Greek Summer School and Repton Classical Civilisation Summer School: all schools run by the Joint Association of Classical Teachers Summer Schools Trust.